Thesis (D.P.E.)--Springfield College, 2004. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 86-91).

Thesis (M.S.)--Springfield College, 2003. / Includes bibliographical references.

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

Thesis (Ph. D.)--Drexel University, 2006. / Includes abstract. Includes bibliographical references (leaves 163-175).

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / 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 (September 25, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 240-247). Available also in a digital version from Dissertation Abstracts.

El estudio trata de la adquisición de competencias para la ciudadanía en los alumnos de formación profesional de nivel medio de las Comunas de Concepción – Chile y de la Ciudad de Barcelona - España. Las bases teóricas intentan respaldar los supuestos sobre los que se sostiene el fenómeno a estudiar, abarcando la temática de la ciudadanía desde una perspectiva histórica contemporánea, para comprender el significado que posee el término, sin dejar de lado los postulados originales del concepto. A la vez, se hace referencia a la educación para la ciudadanía en los contextos chileno y español para conocer cómo se lleva a cabo el tópico en ambos escenarios educativos. También se presenta la conceptualización de las competencias para la ciudadanía en función de la formación profesional y cómo es este tipo de formación en Chile y en España. Finalmente se hace un acercamiento teórico a la vulnerabilidad y a los jóvenes cuya formación se limita a los itinerarios de formación profesional. El estudio se sustenta en el constructivismo social, pues se quiere conocer cómo los jóvenes de formación profesional de nivel medio construyen sus percepciones con respecto a la ciudadanía a partir de la interacción con el medio en el que se desarrollan. Los objetivos están enfocados a analizar los elementos que intervienen en la adquisición de las competencias para la ciudadanía y en valorar las percepciones sobre dichas competencias por parte de los alumnos de formación profesional de nivel medio. Se utilizó la metodología mixta, con datos interpretados desde la perspectiva cuantitativa, cuyo instrumento fue aplicado a una muestra no probabilística (cuestionario administrado a 557 estudiantes) y cualitativa, en la que se llevó a cabo el análisis comparado de las leyes de educación correspondiente a los dos contextos de estudio y que para el caso de Chile fueron la LOCE 1990 y LGE 2009, y para España la LOGSE 1990 y LOE 2006. Además se realizaron entrevistas semiestructuradas a 56 informantes de los cuales 28 son tutores y 28 estudiantes. Los resultados arrojaron una autopercepción de las competencias para la ciudadanía positiva con una media de 3,3, aunque esto no es necesariamente es el reflejo de lo que sucede en la cotidianeidad, como lo expresaron algunos entrevistados. En esta situación se reconoce el papel que han jugado las leyes educativas que, a través de los objetivos planteados, hacen hincapié en las competencias que deben adquirir los alumnos y alumnas de formación profesional de ambos contextos, así como también el rol del docente, de la estrategia de aprendizaje utilizada y las características personales del estudiante y que favorecen o dificultan la adquisición de las competencias. También se considera importante el papel que tienen las prácticas en las empresas y que contribuyen positivamente en el logro de las competencias para la ciudadanía. Por ello, es fundamental seguir afianzando este tipo de prácticas, fortalecer la formación dual y/o en alternancia e implementar un módulo de aprendizaje transversal en el que se estudien las temáticas relacionadas con la formación para la ciudadanía en los aspectos conceptuales, procedimentales y actitudinales. En esto se debe contar con la colaboración y participación de los profesionales de la formación, de los centros y los empresarios en el diseño y orientación de la enseñanza profesional, ya que esta modalidad educativa no solo tiene importancia en el funcionamiento de la economía de un país, sino que en la valoración social que significa obtener una cualificación de calidad en función del bienestar de la población. / This study is about Citizen Competences acquisition in students of Initial Professional Qualification Programs from Concepción municipalities - Chile and Barcelona city - Spain. The theoretical bases try to endorse the suppositions that support the studied phenomenon. These suppositions include the citizenship from a historical contemporary perspective, for understanding the meaning of citizenship, without leaving ofside the original postulates of the concept. Also include, Citizen Education in the Chilean and Spanish context, for knowing how this matter is carried out in both educational sceneries. Moreover, it presents the Citizen Competences conceptualization depending on the vocational training and how it is in the Chilean and Spanish context. Finally a theoretical approximation to the vulnerability and to young people, whose formation are limited to vocational training programs, is performed. The study is supported in the social constructivism, because we want to known how young people at Initial Professional Qualification Programs construct their perceptions of citizenship based on their nearest environment interaction. The aims are focused on analyzing the acquisition of citizen skills and valuing their perceptions, taking into a count that young people are at Initial Professional Qualification Programs. A mixed methodology where used. The data interpretation was performed using a quantitative and a qualitative perspective. In the first one, a questionnaire was applied to a non-probabilistic sample (n: 557 students) and in the second one, a comparative analysis of education laws corresponding to both contexts of study was carried out. In the case of Chile we analyzed the LOCE 1990 and LGE 2009, and in the case of Spain we analyzed the LOGSE 1990 and LOE 2006. In addition, there were realized semi-structured interviews to 56 informants where 28 were tutors and 28 were students. The results show that the auto-perception of the citizen skills was positive with an average of 3,3. Although this is not necessarily the reflection of the everyday life, as it was expressed by some interviewees. In this situation, it is recognized the role played by the educational laws, that emphasize in the citizen skills that must acquire the pupils in the Initial Professional Qualification Programs in both contexts, as well as the teacher role, the learning strategy used and the student personal characteristics that foster or prevent the citizen skills acquisition. Also it is considered important the role of company internships which contribute positively in the citizen skills achievement. Accordingly, it is essential to continue guaranteeing this type of internships; to strengthen the dual education and/or to implement a transverse learning module in which the citizen skills subject is studied in the conceptual, procedural and attitudinal aspects. Following in this line, it is necessary to ensure the collaboration and participation of teachers, schools and businessmen in the design and orientation of vocational education. As this educational modality has importance not only in the country economy performance, but also in the social judgment, which means to obtain a quality qualification depending on the population well-being.

The main purpose of the study was to produce a model that will elucidate the relationships among a number of variables associated with employees' participation in activities of continuing professional development (CPD). The study specifically aimed to explore public librarians' motivation for participation in CPD and to investigate the interest generated by various topics and types of CPD. A subsidiary purpose was to examine work environment factors and management policies and practices impinging on public librarians' CPD. The model hypothesised that perceptions about the applicability of new skills and motivational orientations influenced employees' updating behaviour through the mediation of educational interest. The study used two research methodologies: a survey of public librarians, by means of questionnaires; and semi-structured interviews with 22 library officials and policy-makers. A response rate of 73 percent yielded 303 valid questionnaires. Data were analysed through various statistical and qualitative analyses. In addition, path analysis was used to examine two causal models of participation in CPD activities. The results suggested that the perception of the applicability of new skills was significantly correlated to all motivational factors and with most educational interest factors, particularly to IT skills. Most deterrent factors were negatively correlated with educational factors, indicating that the perception of deterrents stifled the interest in virtually every topic. The study revealed a serious mismatch between librarians' motivations and perceptions of deterrents to participation in CPD activities, on the one hand, and library directors' opinions regarding librarians' motivations and constraints, on the other. Several recommendations are made to advance employees' professional development. Ways were suggested to strengthen the collaboration between state and local initiatives that could encourage librarians to engage in lifelong, planned, professional development.

Three projects are represented in this portfolio. Two involve practical work in the National Health Service and the higher education sector and one is a conceptual study of reflection in learning and professional development. All of the projects had the aim of developing clarity and effectiveness in particular areas of education - professional development, training, teaching and learning. The NHS project on professional development in health promotion (UK Professional Development Project in Health Promotion) aimed to improve the ability of those in non-specialist health promotion posts (e.g. nurses and teachers) to educate for health. Contributions of the work towards knowledge are in its concerns for ensuring that short courses have a significant impact on participants particularly through the use of an outcomes-based approach and planned reflective activities. The second project concerned the implementation of a credit framework in Welsh higher education. The development of a credit framework increases access to and flexibility within higher education by providing a generally accepted currency for learning. The main contributions of this work are in the development of specifications for this currency - guidance for writing learning outcomes and level descriptors. Reflection plays an important role in improving the efficiency and effectiveness of learning and the development of reflective capacities is central to the level of learning expected of graduates. The third project is a conceptual investigation of reflection, its interpretation in theoretical, professional and educational contexts and a consideration of how reflection is related to deep and effective learning. This involves the development of a new model of learning and the representation of learning both to elucidate reflection and to find better ways of using it to support the quality of learning at higher levels. There is substantial section on practical activities that encourage reflection in learning, including journal writing. While there are various interests in reflection, there have been few attempts to synthesise the ideas emanating from different disciplines and to relate them to current thinking about learning. The portfolio itself consists of the unpublished papers of the first two projects and an overview document that accompanies the portfolio describes the portfolio in the context of their contribution towards purpose, clarity and effectiveness in training, teaching and learning.