This study is aimed at exploring the professional ¡§license¡¨ system of primary and secondary school teachers in our country. The main study method adopted in the study is document analysis, primary and secondary school teachers¡¦ professional ¡§license¡¨ system and teachers appointment system are taken as research subject, with additional related administrative rules for accessory explanation; comparative method is also adopted in this study to make a comparison of the accreditation system of primary and secondary school teachers and other domestic professions as well as that of primary and secondary school teachers in U.S.A. The result of teacher professional accreditation system explored in this study is arranged, analyzed and concluded after related studies performed. It¡¦s discovered after the analysis and comparison of documents: 1.There¡¦s distinction lies among certificate, practice license and ¡§license,¡¨ and the said ¡§license¡¨ is different from that of doctor, psychologist, social worker, lawyer and accountant. 2.The government persuades teachers to join the professional ¡§license¡¨ system is meant to solve the problems of wandering and unqualified teachers principally. 3.To perform teacher professional ¡§license¡¨ system, the advantage is complied with social public expectation, but the disadvantage is that it has become the tool for government to regulate and instruct teachers. Suggestions for follow-up researchers: Expect that the follow-up researchers would perform further study and dissertation on the roles and function played by both government and teacher professional organization in promoting primary and secondary school teachers¡¦ professional ¡§license¡¨ system upon the discussion of it in our country, to make the said system more matured and completed and administer to teacher profession promotion.

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This thesis is based on a case study of faculty collaboration and community in a postsecondary education setting. Drawing on what educational theorists and practitioners have learned in their research on faculty collaboration, development, and professional community building, the study investigated specific aspects of collaborative processes that can help create strong professional educational communities. The study focused on 6 full-time faculty members at a postsecondary college in Ontario. As participant observer in this study, I worked in an environment that enabled me to interact both individually and collectively with faculty members through a program accreditation process, particularly in completing an accreditation self-study. Using transcripts and field notes from semi-structured interviews, observations, and my own reflections, I analyzed faculty interactions and perceptions of the self-study process. The thesis recounts the past history of the program as told by the faculty participants, outlines the nature of the program accreditation, and presents faculty perceptions of their role and identity within the faculty community. The thesis outlines the changes that occurred among the faculty and the factors that appeared to contribute most profoundly to those changes. It suggests specific ways in which leaders within the world of postsecondary education can foster a culture of faculty engagement and trust geared toward facilitating curricular and educational change. It also identifies factors and resources needed to attract, retain, and empower faculty to work together to ensure sustainable program quality and, ultimately, student success. Besides the need for strong leadership to promote and guide change, and structural factors rooted in and responsive to faculty experience, the study points to the critical role that relational factors play in fostering a collaborative culture. The thesis concludes with specific suggestions arising from the study regarding: institutional policy and practice, how to facilitate professional growth among faculty in postsecondary environments, and avenues for further research on collaboration and faculty community.

<p>During the past several decades, instructional supervision and professional development have been identified as vehicles to enhance the performance of teachers. One of the most critical problems facing the profession is how to improve the development of beginning teachers. The purpose of the study was to examine beginning teachers perceptions of actual and ideal approaches to supervision and their perceived connection to professional development in Canadian and Ukrainian high schools. The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher.</p> <p>The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher. The conceptual framework dwelt upon supervisory choices for beginning teachers, namely collaboration with supervisors or peers, and self-reflection. Stemming from the need for improved supervision of teachers was a need to develop a connection between supervision and professional development for the purpose of instructional improvement.</p> <p>Quantitative and qualitative methods of inquiry were used in this study. The survey was used to elicit teachers points of view and to establish a profile of the supervision experiences of high school teachers in their first years of teaching in the areas of Saskatoon, Canada and Chernivtsi, Ukraine. The sample consisted of 22 teachers in Canada and 26 teachers in Ukraine. The qualitative data were obtained through the use of semi-structured interviews that incorporated open-ended questions. Interviews were conducted with four of the survey respondents in each country. Participants responses were analyzed according to the research questions and recurring themes.</p> <p>The findings revealed that in both countries beginning teachers desired more frequent use of supervision that meets their individual professional needs. A choice in supervisory approaches, better planning, and active involvement in decision making process regarding the supervisory practices were viewed as being beneficial for them. Beginning teachers advocated a need for supervision that promotes trust and collaboration, and that provides them with support, advice, and help.</p> <p>Respondents advocated supervision that is closely connected to professional development. They expressed the desire to grow professionally and improve their instruction in order to provide quality education for students. Participant responses, for the most part, aligned with the literature which indicated that beginning teachers need extensive supervisory assistance. A number of implications were derived for theory, practice, and further research.</p>

<p>During the past several decades, instructional supervision and professional development have been identified as vehicles to enhance the performance of teachers. One of the most critical problems facing the profession is how to improve the development of beginning teachers. The purpose of the study was to examine beginning teachers perceptions of actual and ideal approaches to supervision and their perceived connection to professional development in Canadian and Ukrainian high schools. The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher.</p> <p>The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher. The conceptual framework dwelt upon supervisory choices for beginning teachers, namely collaboration with supervisors or peers, and self-reflection. Stemming from the need for improved supervision of teachers was a need to develop a connection between supervision and professional development for the purpose of instructional improvement.</p> <p>Quantitative and qualitative methods of inquiry were used in this study. The survey was used to elicit teachers points of view and to establish a profile of the supervision experiences of high school teachers in their first years of teaching in the areas of Saskatoon, Canada and Chernivtsi, Ukraine. The sample consisted of 22 teachers in Canada and 26 teachers in Ukraine. The qualitative data were obtained through the use of semi-structured interviews that incorporated open-ended questions. Interviews were conducted with four of the survey respondents in each country. Participants responses were analyzed according to the research questions and recurring themes.</p> <p>The findings revealed that in both countries beginning teachers desired more frequent use of supervision that meets their individual professional needs. A choice in supervisory approaches, better planning, and active involvement in decision making process regarding the supervisory practices were viewed as being beneficial for them. Beginning teachers advocated a need for supervision that promotes trust and collaboration, and that provides them with support, advice, and help.</p> <p>Respondents advocated supervision that is closely connected to professional development. They expressed the desire to grow professionally and improve their instruction in order to provide quality education for students. Participant responses, for the most part, aligned with the literature which indicated that beginning teachers need extensive supervisory assistance. A number of implications were derived for theory, practice, and further research.</p>

This thesis is based on a case study of faculty collaboration and community in a postsecondary education setting. Drawing on what educational theorists and practitioners have learned in their research on faculty collaboration, development, and professional community building, the study investigated specific aspects of collaborative processes that can help create strong professional educational communities. The study focused on 6 full-time faculty members at a postsecondary college in Ontario. As participant observer in this study, I worked in an environment that enabled me to interact both individually and collectively with faculty members through a program accreditation process, particularly in completing an accreditation self-study. Using transcripts and field notes from semi-structured interviews, observations, and my own reflections, I analyzed faculty interactions and perceptions of the self-study process. The thesis recounts the past history of the program as told by the faculty participants, outlines the nature of the program accreditation, and presents faculty perceptions of their role and identity within the faculty community. The thesis outlines the changes that occurred among the faculty and the factors that appeared to contribute most profoundly to those changes. It suggests specific ways in which leaders within the world of postsecondary education can foster a culture of faculty engagement and trust geared toward facilitating curricular and educational change. It also identifies factors and resources needed to attract, retain, and empower faculty to work together to ensure sustainable program quality and, ultimately, student success. Besides the need for strong leadership to promote and guide change, and structural factors rooted in and responsive to faculty experience, the study points to the critical role that relational factors play in fostering a collaborative culture. The thesis concludes with specific suggestions arising from the study regarding: institutional policy and practice, how to facilitate professional growth among faculty in postsecondary environments, and avenues for further research on collaboration and faculty community.

Among the multiple dimensions of reading, vocabulary knowledge and strategies are essential to skilled reading. As a result, this two-part dissertation (a) systematically examines the vocabulary intervention research, in both content and methodology, published since 1999, and (b) documents the implementation of evidence-based vocabulary strategies in fourth grade social studies classrooms. Twenty-four studies were included in the systematic literature review. Results of this study corroborate findings of past studies that several vocabulary strategies have emerged that are effective for increasing students’ vocabulary knowledge. Findings further reinforce the National Reading Panel’s recommendations regarding the context and magnitude of studies needed. Additionally, results of the analysis of the methodological characteristics of the 24 studies revealed mixed alignment of research methods with standards recommended by educational and research organizations. A study of 26 fourth grade social studies teachers’ use of vocabulary strategies was conducted based on an existing data set acquired as part of a larger professional development study. In that study, teachers were randomly assigned to either a typical practice or professional development group. Analysis of teachers’ instructional practice revealed that few of the vocabulary strategies identified in the literature are used in typical fourth grade social studies classrooms. Teachers who received professional development used a wider array of strategies. Controlling for teachers’ preknowledge of vocabulary strategy instruction, results of a MANCOVA showed that the professional development group was statistically different from the typical practice group in terms of overall instructional quality, time allotted for vocabulary instruction, and variety of strategies. Additional analyses were conducted comparing the findings of Durkin’s study of comprehension in fourth grade social studies classrooms to the current practices of nine fourth grade social studies teachers. Findings showed little change in teachers’ reading comprehension instruction even though the knowledge base of effective instruction has increased in the past 30 years.

In the early days, inspection pioneers like SGS provided their independent, impartial and professional services in respects of quantity, quality, damage nature and extent, and/or loss adjustment of goods and objects to the concerned parties for considerations. Namely, field inspectors of those firms become eyes and ears of the clients upon any attending survey. All of scanning observations, accurate findings, and precise and efficient reporting are the most vital performances of any inspection firms¡¦ activities and tasks. In value chains of the relevant industries, they could not only be a strategic partner, but also a technical advisor while delivering a broad spectrum of services and outputs through their unique blend of quality employees, righteous commitment, and unrivaled experiences. To achieve various verification assignments, prominent surveyors should constantly learn knowledge about agriculture, minerals, chemistry, environments, maritime and so on. They could be trained with the entirely standardized approaches through the internal certification programs other than recognizing seminars. Further, they frequently accumulated their precious lessons of daily exercises. It also poses plenty of challenges to well implement each task for inspectors, who must be respectful and loyal to their works, be knowledgeable and skilled basically too. For this instance, fostering faithful experts to offer customers the reliable and integral quality services accelerates the organization growth strengths. Relatively, the establishment of the feasible process and system with efficiency for firms adaptable and successful to the practical situations obviously offers an instrument of achieving goals and successive improvements in promoting competitive advantages. - v - Following the rapid and dramatic evolutions of the circumstances along with the awareness of the consumers concerning safety and quality, the proactive inspection firms are immensely investing with all of its available resources in extending the reliable services to the certification and testing scopes more profoundly than ever before. In the recent decade, those aggressive corporations made the noticeable progresses and organic gains while they strived to satisfy or even surpass the requirements and expectations of the customers and the markets through such industrial evolutions. This research was on the basis of the information available from 3 major global players of the industry, displaying the markets in promising trend. Applicable strategies with a combination of efficient and effective managements will be quite essential for inspection firms to reach the persistent organic growth. So, certain comparisons among these three hulks were made in the contexts, in addition to the descriptions of each firm in accomplishing the respective targets. Believing that it would help readers realize the industry to certain extents while offering the concerned managements the distinct view. A typical example of the SGS Taiwan introduced in the chapter 4 along with a special focus featured on background and experiences of the Group¡¦s New CEO in the same chapter further take viewers on an impressive trip to the industry prospects. With the successful localization, SGS Taiwan has been enjoying the sustainable growth in the recent five years. This was due to its consecutive promising investment to create diverse services on laboratories in line with the development of the domestic significant constructions and increasing outsourcing assignments from international groups. With efforts, SGS Taiwan is banking on its continued growth and appeal in the coming years.

An effective principal is the catalyst for an effective school. For this reason, it is imperative that education stakeholders all over the world become responsible for addressing the selection, preparation and development of principals. The purpose of this study is to explore the similarities and differences in the selection process, preparation programs and the professional development practices as perceived by elementary school principals in urban public schools in the southern U.S and urban public schools in eastern China. The naturalistic paradigm of inquiry was used to frame the study and acquire and analyze data. The sample consisted of fourteen elementary school principals in a southern, urban area in the U.S. and an eastern, urban area in China selected via a purposive sample. The researcher visited their campuses between September, 2004 and January, 2005. Intensive interviews and observations were used to gather information from principals in American and Chinese urban elementary schools. Data from interviews were unitized into categories. Some of the conclusions included: ?? The American respondents indicated that current admission criteria for entrance into educational leadership programs were not sufficient for identifying a candidate??s aptitude for being a successful principal. ?? The Chinese principals believed that most selected Chinese principals are successful school leaders. ?? The American principals were satisfied with the effectiveness of the university preparation programs. ?? The Chinese principals were not satisfied with the effectiveness of classroom instruction of preparation programs. ?? The American principals felt that their professional development programs were helpful for improving their practice and their schools. ?? The Chinese principals were not satisfied with the effectiveness of the professional development programs. ?? Similarities and differences exist between the American and Chinese respondents?? perceptions of selection, preparation, and professional development.

At the beginning of the 2004-2005 school year, school librarians participated in a face-to-face workshop during in-service training. The workshop dealt with the process of creating a TAKS Support Plan, a plan for the library to remediate deficiencies on the TAKS at their school. At the conclusion of the workshop, school librarians were given the opportunity to participate in an eight-week online follow-up course that supported implementation of in-service themes. The purpose of this study was to examine the effects of online follow-up and collaboration on participant attitudes, quality of course product, and course completion in an online professional development course for librarians in 12 Texas school districts. This study used a posttest-only control group experimental design with self-selected participants. School librarians were stratified by level of service and socioeconomic school status and were randomly assigned to one of three environments. Two experimental environments were used: (a) Collaborative Follow-up and (b) Noncollaborative Follow-up and a control environment, Noncollaborative/No Follow up. The experimental environments were given additional information and support in an online course to aid the creation of their TAKS Support Plan. Results indicate that the professional development program that included online collaboration and follow-up produced more positive attitudes towards the professional development program than the professional development program with no collaboration or follow-up. Attitudes towards the online professional development experience from the two experimental environments were mildly positive with no significant difference across groups. Attitudes towards the professional development experience in the control environment were significantly less positive than the experimental environments. Logistic regression revealed that the likelihood of completion could be predicted by membership in professional development environment. The likelihood of completion by participants in the Collaborative Followup environment was significantly greater than participants in the Noncollaborative Follow-up and Noncollaborative/No Follow-up environments. No difference was found in completion rates between the other two environments. Credential proved to effect TAKS Support Plan completion. Master's degree holders in the Noncollaborative Follow-up environment and master's and bachelor's degree holders in the Noncollaborative/No Follow-up environment were less likely to complete than these levels in the Collaborative Follow-up environment.