The purpose of this study was to explore the impact of teacher professional development on student achievement measured by scores on curriculum-based assessments, CBAs. The participants in the study included 260 3rd, 4th, and 5th grade math and science teachers. Teacher participation in professional development courses was collected for curriculum, instruction, differentiation, assessment, technology integration, and continuous improvement credit types. Achievement data for 8,454 students was used: 2,883 in 3rd grade, 2,752 in 4th grade, and 2,819 in 5th grade. The dependent variable of student achievement was dichotomized at the median: half of the student participants scored above the median and half of the students scored at and below the median. A series of logistic regression models were fit to the data that included examining all main effects and interaction terms among all variables to determine the best fitting model. The results of this study indicate that for 4th grade science, teacher professional development participation in curriculum, instruction, and differentiation credit strands increased the chances for students to score above the district median on CBAs. The larger number of professional development hours in a variety of credit strands had a negative impact on student achievement in 4th grade science. In 5th grade science, the students whose teacher spent more hours in professional learning for continuous improvement had an increased likelihood of scoring above the district median on CBAs.

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This research investigated the impact of teacher in-service and individual professional development for business educators in the following areas: classroom instruction, teacher motivation, the continuity of individual professional development, the professional development needs of business educators compared with those of other teachers, the status of business education professional development, and the manner in and extent to which current professional development activities are meeting needs. Satisfaction levels with in-service and individual professional development were also identified. Lastly, this study examined the role of business educators in determining local in-service events. Participants included 109 Alabama business educators who completed an online survey about their professional development over the previous 12 months. Respondents indicated top areas of in-service training: classroom technology, emerging technology, special needs students, and school safety. Individual attendance at workshops on software ranked highest; classroom-related workshops followed. Overall, 67% expressed satisfaction with in-service training, and 82.1% expressed satisfaction with individual professional development. On average, respondents received 158.1 hours of individual professional development during the previous year. Computer workshops received the most attendance while professional meetings received the least. Impact on instruction was considered modest; the mean impact score of 118 reflected a restrained agreement with impact statements. Qualitative responses were given on specific impacts in the classroom. No significant correlation was found between the impact of professional development on instruction and the number of hours spent in professional development. ANOVA was conducted and revealed that impact scores of teachers were not significantly affected by years of experience or satisfaction levels with in-service. Teachers are generally motivated to pursue professional development. The desire to learn how to better teach a skill was the greatest motivator. Time and money were the greatest barriers. The majority of teachers are continually pursuing professional development over a 5-year period but not doing so annually. Business educators’ topic preferences were similar to regular education teachers’, especially in the area of technology. Student motivation and technology were top categories of need. Most business educators have never served on an advisory committee to suggest in-service activities.

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<p><strong>Abstract</strong></p> <p>Health care practice environments are central to the safety and quality of patient care. Hospitals often develop and implement a professional practice model (PPM) to improve practice environments. In the United States, magnet hospital designation is a driving force in PPM implementation. In Ontario, Canada, despite the lack of magnet hospital designation, many hospitals have implemented PPMs. There appear to be differences in how PPMs are implemented in Ontario.</p> <p>This phenomenographic study examined professional practice experts’ conceptions of PPM implementation and use in Ontario acute care hospitals. The findings indicate that PPM implementation is a dynamic and emergent phenomenon that occurs in cyclical phases of growth and reduced activity.</p> <p>Seven categories of PPM use are described (a) creating alignment/consistency, (b) supporting evidence-based practice, (c) enabling interprofessional practice, (d) enhancing professional accountability, (e) enabling patient-centred care, (f) creating/ strengthening linkages, and (g) strategic positioning of professional practice. Categories exhibited hierarchical relationships, with more foundational uses providing support for higher level uses.</p> <p>Three structural themes are identified (a) model design/structure, (b) professional practice leadership, and (c) organizational support. These themes work individually and synergistically, within and across the categories to influence use and potential impact of the PPM. Progressively fuller and more complex use of the PPM appears to occur under increasingly intense influence of the structural themes.</p> <p>The analysis provides unique information about relationships within and among categories of PPM use. This provides insight regarding how organizations might maximize return on investment with PPM implementation. Seven recommendations are identified.</p> / Master of Science (MSc)

This dissertation explores frontline nurses' perceptions of peer support in fostering emotional, professional, and organizational support and commitment in different contexts. This study draws together scholarship on street-level bureaucrats (SLBs) and formal and informal training in nursing to build on research demonstrating that internal organizational elements such as formal training and informal peer interaction continuously develop SLBs' professional and organizational personalities. Also, research traditions on SLBs regard peer interaction as policy implementation using "service styles" to build stronger ties with peers to solve problems and better respond to the needs of citizens and communities. Despite the prominent role peers play in scholarly research on SLBs, few empirical studies have contextualized the meaning of peer support in different settings to examine how it affects professional meaning and organizational commitment in a specific industry. This dissertation expands on the findings of several studies that demonstrate that peer relatedness is an important component of frontline work. The distinctive contribution of this dissertation is using narrative analysis to collect and analyze stories of firsthand experiences told by personal narratives from mental health, military, and emergency nurses in public hospitals to thoroughly compare the perception of informal or formal peer support influence and highlight its evaluative aspects across different settings. This dissertation contributes to the street-level bureaucracy theory by providing empirical evidence in contextualizing peer support as a catalyst for emotional support and a buffer for organizational uncertainty in various emotionally charged healthcare settings. / Doctor of Philosophy / This dissertation focuses on the narratives of frontline nurses in mental health, military, and emergency settings to highlight the impact of peer support on nurses' emotional well-being, as well as professional development, fulfillment, and commitment in diverse healthcare environments. This study illuminates how formal (preceptorship) and informal (mentorship) training or peer support shape nurses' professional identities, engagement, and commitment. Despite the acknowledged importance of peer support in public administration scholarly discourse, few studies have explored its nuanced significance across different healthcare settings. This dissertation addresses this gap by employing narrative analysis to examine narratives from mental health, military, and emergency nurses in public hospitals. By comparing informal and formal peer support perceptions of these different types of nurses, this study explores the realities of frontline healthcare delivery, including the emotional toll and systemic challenges they face, personal development lessons learned, and dynamics surrounding co-supporting quality care through peer support. Subsequently, this study highlights the critical role of peer support in developing and enhancing the psychological drivers — autonomy, mastery, purposefulness — and social drivers — supportive workplace, sense of belonging, and psychological safety— of nurses, thereby fostering a supportive environment and enhancing their competency and the quality and safety of patient care.

The transitional process to retirement by today's professional women is an issue of great significance. Beginning in the 1960s, these women became the first generation en masse to form long-term careers and to join the professional ranks. Retirement is now affecting over seven million women who are age 55 or older. A void exists in literature concerning these women's experiences as they approach retirement. Their pre-retirement transitions and decision-making process have not been previously addressed. This study addressed the void and through qualitative research, employed a multiple-case study with a phenomenological frame. Through in-depth interviews, the data collected addressed professional women's pre-retirement decision-making. A five-phase working model was developed that illustrates the transitions to retirement of professional women. / Ph. D.