Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 17, 2006) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Louisville, 2009. Thesis (Ph. D.)--University of Kentucky, 2009. / Kent School of Social Work, University of Louisville. College of Social Work, University of Kentucky. Vita. "December 2009." Includes bibliographical references (leaves 115-124).

Thesis (Ed. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 11, 2006. Dissertation Committee: Dent Rhodes, Susan Lenski (co-chairs), Susan Nierstheimer, Robert Dean. Includes bibliographical references (leaves 156-163) and abstract. Also available in print.

Thesis (D.P.E.)--Springfield College, 2004. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).

Thesis (Ed.D.)--Baylor University, 2006. / Includes bibliographical references (p. 184-187).

This study relates to the reforms by the Education Ministry in Botswana of decentralising the coordination of teachers’ In-service Professional Development (IPD) to the Regional Offices with the overall aim of improving students’ academic performance (Republic of Botswana, 2006). In the absence of other research data, the study aims to understand how secondary school teachers of agriculture in Botswana perceive their IPD. The study endeavours to identify gaps in current IPD provision and make recommendations to guide IPD policy reforms at regional level. Based on a review of the literature and the overarching research purpose, a set of research questions was devised. Considering the research questions, a Realist perspective to the research that endorses a flexible pragmatic stance was adopted. The research employed a mixed methods design. A questionnaire was developed and administered to all the Agriculture teachers in the Central Region (n=247). A purposive sample of teachers (n=36) and every Agriculture Education Officer (n=8) were interviewed. The quantitative data was analysed using SPSS software, with descriptive and inferential statistics reported. A coding guide was developed to analyse the interview transcripts which was done with the assistance of NVivo software (Bazeley, 2007). The findings show that the main source of motivation for teachers to attend IPD is to update their knowledge and skills in the subject. The study revealed workshops and meetings to be the most popular IPD opportunities of all IPD opportunities found to be relevant by teachers. The study also identified satisfactory and unsatisfactory characteristics of IPD; the contextual factors that adversely influence IPD in the region; and a wide range of IPD needs. The findings have implications for future IPD policy reforms; most important of these include the need to:  adequately resource IPD and create time for it as an integral part of the education programme;  remove restrictions associated with funding teachers’ enrolment in part time courses;  revise teachers’ workload policy to help them find time for IPD; and  have IPD emphasise acquisition of agriculture skills by teachers. Beyond policy, the findings also suggest improvement of the design and organisation of IPD, which include strategies for making IPD interesting, meaningful, sustainable and accessible to all teachers in the region.

This study examined the beliefs about English teaching and learning of six Chinese secondary school EFL teachers, whether any changes occurred in their beliefs during the first three years in the profession, and why beginning teachers changed or did not change their beliefs. Data were collected over a period of 10 months using semi-structured interviews, concept mapping, and journal entries. The findings showed how teachers’ learning in the workplace influenced change or no change in beliefs, how their schools supported learning, how teachers elected to engage in activities and how these affected the nature of their beliefs.

No description available.