Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 189-207).

The purpose of this research was to evaluate a Continuing Professional Development (CPD) programme for football coaches working in Planning, Preparation and Assessment (PPA) time in schools. PPA time was introduced for all teachers in 2005 as part of a seven stage response to the 2003 workload remodelling act and aimed to support the dual aims of addressing teacher workload and raising educational standards (DfES, 2003). To do this coaches’ were required to work against the definition of specified work. Specified work is defined as specified by Baalpe (2005: 4) as: “Planning and preparing lessons and courses for pupils. Delivering lessons to pupils – including distance learning or computer-aided techniques. Assessing the development, progress and attainment of pupils. Reporting on the development, progress and attainment of pupils.” The evaluation adopts a realist case study methodology which aims to understand the relationship between the initial context, mechanism for change and the initial outcomes of the CPD programme (Pawson and Tiley, 1997; Pawson, 2003; Pawson, 2006). The delivery of the CPD programme was underpinned by constructed and situated theories of learning (Lave and Wenger, 1991; Kirk and Macdonald; 1998, Wenger, 1998) that emphasised the synergy of new and old knowledge encouraging the coaches to develop both practical and ontological knowledge, skill and understanding. These intended outcomes were supported by the CPD programme being delivered through a critical pedagogical perspective (Kirk, 2000) that challenged the coaches to consider knowledge, either accepting or rejecting the knowledge being presented by the programme. The initial context findings showed that the coaches did not have the necessary knowledge, skill and understanding to work against the definition of specified work in PPA time. The initial mechanism for change highlighted that there were positive relationships between initial context and the mechanisms used in the CPD programme, which included practical coaching sessions, DVD analysis and working with other coaches. The initial outcomes further supported the mechanism of change and showed that for some of the coaches knowledge, skill and understanding had developed but also identified some mechanistic blocks that prevented the coaches from developing their knowledge, skill and understanding in relation to working in PPA time and operating against the definition of specified work; these included the coaches’ relationship with schools and the support the Community Sports Trust managers provided the coaches. The study concludes that future CPD should concentrate on how schools and Community Sports Trusts can raise the standards of Physical Education lessons covered by external coaches and how this can be developed, as opposed to focussing more narrowly on what knowledge sports coaches require to deliver specified work and how can this best be developed. The thesis proposes that the CPD should be multi-agency and multi-structure and include schools, teachers, Community Sports Trust managers and coaches and aim to develop an ontological perspective which develops and refines the practical skills that will allow coaches to work against the definition of specified work.

As Albania is accelerating its preparations towards the European Union candidate status, numerous areas of public policy and practices undergo intensive development processes. Regional development policy is a very new area of public policy in Albania, and needs research and development. This study focuses on the process of sustainable development in Albania, by analyzing and comparing the regional development of regions of Tirana, Shkodra and Kukes. The methodology used consists of a literature/desk review; analytical and comparative approach; qualitative interviews; quantitative data collection; analysis. The research is organized in five chapters. First chapter provides an overview of the study framework. The second outlines the theory and scientific framework for sustainable and regional development in relation with geography. The third chapter presents the picture of the regional development in Albania, analyzing the disparities and regional development in the light of EU requirements and NUTS division. Chapter 4 continues by analyzing and comparing the regional development of the regions: Tirana – driver for change, Shkodra – the North in Development and Kukes – the “shrinking” region. Chapter 5 presents the conclusions and recommendations. This research comes to the conclusions that if growth in Albania is to be increased and sustained, a regional development policy needs to be established.

Thesis (Master of Town Planning) -- University of Adelaide, Dept. of Architecture and Town Planning, 1973. / Includes bibliographical references.

Thesis (MBus) -- Auckland University of Technology, 2004. / Also held in print (111, xviii leaves, ill., 30 cm.) in Wellesley Theses Collection. (T 338.47910285 LAU)

Thesis--University of North Carolina. / Bibliography: leaves 284-291.

Thesis (M. Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 128-141).

Thesis (Ph. D.)--Rutgers University, 2007. / "Graduate Program in Planning and Public Policy." Includes bibliographical references (p. 140-151).

Thesis (M.Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 128-141) Also available in print.

Thesis (M Arch)--Montana State University--Bozeman, 2010. / Typescript. Chairperson, Graduate Committee: Ralph Johnson. Includes bibliographical references (leaves 104-106).