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<p>This project is intended to be of assistance to all teachers of science. Teaching strategies that were developed for this project and used at the Ontario School for the Blind can prove valuable in other areas of teaching. For example, students with low motivation can benefit from a very concrete curriculum. Even teachers at the OAC level will find that tactile diagrams and models are useful in presenting abstract theories. Whether students are blind or sighted, the use of specialized operational tactile definitions can enrich their understanding of concepts and theories and encourage a multisensory approach to gathering information.</p> <p>The process of teaching science to a visually handicapped student is presented and teaching strategies and adaptations are provided to enhance concept development for high school biology, chemistry and physics. Laboratory procedures and safety considerations are also examined and an outline of the use of microcomputers for educating the visually handicapped is included.</p> / Master of Science (MSc)

This research aims to examine current practices in gifted and talented educator professional learning, as well as teacher attitudes, beliefs, and experiences towards gifted education in order to explore opportunities to further develop and improve professional learning structures. Through a qualitative methodology following the constructivist-interpretivist paradigm, this research utilizes a phenomenological interview design in which data from educator interviews are examined through thematic analysis. To support and further extrapolate on the feedback from the interviews, this research also includes a document analysis of the published descriptions of 30-hour educator training required for those providing GT services in the state of Texas. The thematic analysis of interviews identified three major themes and two minor themes after engaging in a deep analysis of the interview transcriptions. These major themes are the (1) utility of professional learning, (2) shared control of learning, and (3) understanding the whole student. Minor themes are (i) long-term career growth and (ii) role of professional support networks and connections. Results of the document analysis illustrate that the most frequent descriptions are associated with the abilities participants will take from the learning. Within this descriptive code, most of the language focused on learner competence, while few of the descriptions included references to self-efficacy, which is integral to adult learning and motivation. Implications and further areas for study provide guidance on future work in developing effective professional learning coursework.

Improving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency's importance to the teacher's practice and the teacher's ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to calculate a Mean Weighted Discrepancy Score (MWDS) for each competency. Competencies were with the largest MWDS were identified as those most needed for teacher professional development. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differences in professional development topic rankings for on each demographic area. Mann-Whitney U testing and Kruskal-Wallis one-way analysis of variance test by ranks were used. The results of this study can be used by school divisions, schools, and professional development providers to benefit the work of CTE teachers and CTE programs. / Doctor of Philosophy / Improving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency's importance to the teacher's practice and the teacher's ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to identify the competencies most needed as professional development topics for Virginia CTE teachers. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differences in professional development topics for each demographic group. The results of this study can be used by school divisions, schools, and professional development providers to benefit the work of CTE teachers and CTE programs.

The objective of this study was to describe the perceptions of the support and professional development activities for and needed by novice school administrators (NSAs) in southwestern Virginia. A qualitative methods research design was used to collect and examine data. The researcher interviewed 22 NSAs from 11 different public school divisions in the Virginia Department of Education's (VDOE's) Regions 6 and 7 in southwestern Virginia. An interview protocol consisting of 15 questions was used to collect data on the perceptions of the NSAs. From the research collected, a list detailing the support and professional development (PD) activities for NSAs in southwestern Virginia was created. The support and PD activities were grouped into the categories of (a) support and PD activities provided for NSAs, (b) effective support and PD activities provided for NSAs, (c) support and PD areas of need for NSAs, (d) support and PD activities that the NSAs provided for themselves, (e) factors limiting the support and PD of NSAs. The data collected from this study were strategically placed into a design of seven NSA support and PD areas that school divisions could utilize to create a program, or further develop a program for NSAs. Those areas correlated with the study's primary research question and the five primary sub-questions of the study. / Doctor of Education / The purpose of this study was to describe the perceptions of the support and professional development (PD) activities for and needed by novice school administrators (NSAs) in southwestern Virginia. Twenty-two NSAs from 11 different public school divisions in southwestern Virginia were interviewed for the study. From the research collected, a list detailing the support and PD activities for NSAs in southwestern Virginia was created. The support and PD activities were grouped into the categories of effectiveness, and factors that limited the support and PD of NSAs. The data collected from this study were strategically placed into a design of seven NSA support and PD areas that school divisions could utilize to either create a program, or further develop a program for NSAs.

Professional Development 2001 has been proposed by the Commission on Dietetic Registration as a new system for recredentialing dietetic practitioners to better ensure professional development. Changes include self-directed learning and reflective inquiry, new, unfamiliar concepts to this profession. To date, neither the Commission on Dietetic Registration nor the American Dietetic Association have offered a systematic review of these concepts and their implications for practice. As practitioners begin to consider this proposal in relation to their practice, the broader perspective of adult education research and theory can provide insight, depth and context to enlighten its use. A critical analysis was undertaken to demonstrate how Professional Development 2001 embodies the concepts of self-directed learning, reflective inquiry, and lifelong-learning and why these concepts are important as a means of assuring professional competence. Implications for practice are discussed. / Master of Science

The primary focus of chemistry graduate programs in R1 universities in the United States (US) is training students to become research scientists. However, additional skills, such as effective presentations, writing practical proposals, teaching, mentoring, and networking, are essential for successful careers. This study evaluates the emphasis on professional development skills in R1 chemistry graduate programs in the US, as perceived by graduate students and professors, and their perceived adequacy in preparing graduate students for academic careers. A questionnaire survey of current graduate students and faculty members was conducted. Results indicated that current graduate students perceived a lack of development opportunities relative to their future careers. In contrast, current faculty members indicated some deficiencies. However, they agreed that opportunities within graduate programs were generally adequate for skill development. The findings highlight the differences between students and faculty regarding the perceived lack of development opportunities for graduate students in chemistry program.

Background Continuing professional development (CPD) provides timely clinical information in the current age of rapid knowledge creation. The exigent COVID-19 pandemic created a scenario that required healthcare educators to adopt alternate CPD delivery models to ensure training continuity. These experiences can shape healthcare professionals’ (HCPs’) preferences and needs, impacting their choice of CPD activities. Methods A cross-sectional, Q-methodology study investigating the preferences and needs of 47 individuals from a range of healthcare professions (physicians, nurses, allied health professionals etc.) was conducted. Three phases of Q-methodology were administered: Q-sample generation, Q-sort exercise and by-person factor analysis. Demographic characteristics like age, geographical location, healthcare discipline, and years of practice were also recorded. Results A Q-sample containing 40 statements related to HCPs’ CPD preferences and needs was derived from the comprehensive literature review and analysis of program evaluation data. The study participants’ demographic characteristics were diverse but evenly distributed (age, occupation), with a large majority practising in Ontario, Canada. Following the Q-sort exercise, an analysis of the respective factor loadings, distinguishing statements and available narrative survey data led to the identification of four factors. These factors represent different types of CPD participants and their training needs. Sixteen participants loaded onto Factor 1 (Value and productivity-focused clinicians), ten participants loaded onto Factor 2 (Application and competency-based learners), ten participants loaded onto Factor 3 (Respite seekers), and three participants loaded onto Factor 4 (Growth-oriented professionals). A single consensus statement that highlighted neutral viewpoints towards the need for CPD activities to have “appropriate difficulty and volume of content” was also identified. Conclusion This study uniquely leveraged on Q-methodology’s ability to study subjectivity using a limited sample, applying it to a diverse interprofessional population. Based on this study’s findings about HCPs’ CPD priorities, CPD providers should adapt their current CPD offerings to better meet contemporary needs. / Thesis / Master of Health Sciences (MSc) / Background: Continuing professional development (CPD) provides timely clinical information in the current age of rapid knowledge creation. Accelerated by pandemic-related restrictions, healthcare CPD activities have pivoted to alternate delivery formats like online or blended models. Experiences with CPD participation during the COVID-19 pandemic can shape healthcare professionals’ preferences and needs, impacting their CPD choice. Methods: A cross-sectional, Q-methodology study investigating the preferences and needs of 47 individuals from a range of healthcare professions (physician, nurses, allied health professionals etc.) was conducted. Results: This study uncovered four factors, representing different types of CPD participants and their training needs. These groups were namely: “Value and productivity-focused clinicians”, “Application and competency-based learners”, “Respite seekers”, and “Growth-oriented professionals”. Conclusion: This study uniquely leveraged on Q-methodology’s ability to study subjectivity using a limited sample, applying it to a diverse interprofessional population. The identified factors may also help CPD providers to better cater resources and support for the enhancement of CPD quality and participation rates.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study investigated the effects of a performance improvement program on operational results in a business setting. The purpose of the study was to determine if the intervention influenced results the corporation used to measure its success. The intervention involved setting goals, which would its success. The intervention involved setgiving feedback and developing remediation overcome difficulties if goals were not achieved. Goal-setting and feedback were done at regularly scheduled intervals. Two work groups within the organization were studied: one which applied the program and one which did not. The effect of the intervention was evaluated using a 2 x 2 design. Two factors represented the pre-program versus post-program time periods; the other two factors represented the experimental conditions: treatment and control. The effect of the program was quantified in terms of five measures of organizational success. These measures were: attendance, safety, quality, maintenance efficiency and installation efficiency. / 2999-01-01

No / This paper presents a guided reflection (GR) framework compiled and used specifically in a gender equality change management programme. The programme involves seven partners (one being an evaluation partner) from across Europe, each partner implementing a change management programme in their university setting. A guided reflection framework, including verbal reflective discussions and written reflections, was devised and deployed to enable and facilitate the collection of narratives and stories on the experience of gender transformation within the university institutions. The resulting outcome so far has been a successful application of the GR framework, with emerging findings suggesting that participants found the opportunity to share and reflect useful. Both written and verbal reflection tools were effective within this programme, with lessons emerging around increasing and improving the journaling aspect of written reflections. The process findings illustrate how people in our organisations are very constrained for time for reflection within their busy work schedules, and therefore the applicability and usefulness of the GR framework has been in enabling a space for such reflection and thought, which in turn contributes to organizational learning and potential for change.