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A review of the literature reveals that data about Second Step baccalaureate nursing programs for registered nurses remain elusive due to a lack of comprehensive research although such programs represent a significant trend in nursing education. The purpose of the study was to describe post-licensure professional nursing education according to selected institutional, program, faculty, and student characteristics; analyze the importance of educational decisions made about and for registered nurses in Second Step programs; and compare post-licensure professional nursing education, Upper Two and Two-Plus-Two programs, with NLN generic baccalaureate nursing education. The population included 100 Second Step programs consisting of two curriculum patterns: 82 Upper Two and 18 Two-Plus-Two programs, and a random sample of 30 NLN. generic baccalaureate nursing programs who responded to the survey questionnaire. The major findings reveal a great deal of similarity between the characteristics of Second Step programs and NLN generic baccalaureate programs in faculty preparation; faculty/student classroom and clinical size; proportion of nurse administrators with doctorates; required hours for the baccalaureate nursing degree including nursing-cognate, humanities, foundations, and electives; types of institutions which contain programs; and the awarded degrees. TwoPlus-Two graduates appeared similar to NLN generic baccalaureate graduates by being predominantly full-time, single, white, and female. More Upper Two graduates were married, divorced, widowed, older, and attended school on a part time basis. Nurse educators had a high degree of consensus on the importance of educational decisions made about and for registered nurses in selecting applicants, awarding credit, nursing curriculum content required at the upper division level, nursing learning experiences, evaluation of students' learning experiences, and program objectives. Post-licensure professional nursing offers a mechanism for nursing career mobility and higher education articulation for non-degree registered nurses. The proliferation of programs and graduates demonstrates Second Step programs are part of the mainstream of professional nursing education. / Ed. D.

"What were the backgrounds of the people who enrolled in clothing construction classes in the adult home economics program in Pinellas County, Florida, in 1974-75? In more detail, what was their marital status? What were their age ranges? How many children under 18 did they have living at home? What was their employment status? What were their educational and economic levels? Were they United States citizens? How long had they lived in the State of Florida and in Pinellas County? Were they year-round residents? How did they learn about the clothing construction class?"--Introduction. / Typescript. / "August, 1975." / "Submitted to the Department of Home Economics Education in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Mary Lee Hurt, Professor Directing Paper. / Includes bibliographical references (leaves 31-32).

During the second half of the 20th century there has been both a burgeoning intellectual interest in business and management as a topic and an exponential growth in the formal study of business and management as an academic subject. Indeed by the end of the century it was estimated that worldwide there were 8,000 business schools and more than 13 million students of business and management. In addition, it was estimated that worldwide annual expenditure on university level business and management education had reached US $15 billion (The Global Foundation for Management Education, 2008). However, despite this there is a lack of clarity regarding both the scale and the nature of the influence that academic scholarship exerts over managers. Accordingly this research study has sought to investigate the appropriation of ideas, theories, concepts and models by management practitioners. The thesis has reviewed and evaluated the two most obvious, most established and most influential potential explanations. These were diffusion of innovations (Rogers, 1962) and fashion theory (Abrahamson, 1991 & 1996; Abrahamson & Fairchild, 1999). It has been concluded that whilst both these potential explanations provided important insights, neither was able to provide a comprehensive theoretical foundation for this research study. Accordingly, a much broader range of pertinent scholarship was reviewed and evaluated. This included, but is not limited to, the scholarship that is associated with learning by adults (Dewey, 1933; Bartlett, 1967; Schank & Abelson, 1976; Mezirow, 1977). Although this additional scholarship provided a further range of potential explanations, the extent to which any of these would be found within the particular setting of management practitioners remained unclear. In addition, the literature review highlighted a number of unresolved debates regarding issues such as (i) whether management was a science or an applied science; (ii) whether it was a craft or a profession; (iii) whether in reality there were fashionable trends in management practice or whether in fact such practices were remarkably stable; and (iv) whether management theoreticians, gurus and consultants actually exerted significant influence over management practitioners. The literature review also highlighted methodological concerns relating to the use of citation analysis as a proxy for primary information regarding managerial practice. Hence, this research is situated in a gap which is delineated by the unresolved issues that are associated with both diffusion theory and fashion theory; the applicability of the broader range of scholarship to a management setting; the unresolved debates within this field of interest and the need to obtain primary information relating to management practice, rather than being dependant upon citation analysis. The research study has utilised qualitative data and inductive reasoning to examine these matters and the overarching research philosophy has been that of realism (Ritchie & Lewis, 2003). Ultimately, 39 semi-structured, recorded interviews were undertaken using the critical incident technique (Flanagan, 1954). Collectively these interviews lasted for 35 hours and obtained information relating to 160 critical incidents. The verbatim transcripts of the interviews totalled 350,000 words. A case study analysis of this data was undertaken to examine the decision making of the interviewees in relation to some of their most challenging managerial situations. This analysis concluded that for the ‘generality’ of these interviewees; theory played little, or no, overt part in their decision making. The data was also subjected to a content analysis using a bespoke compendium of 450 ‘terms’ that represented the development of theorising about management over the whole of the 20th century. This analysis concluded that the influence of the 20th century’s management theoreticians over these interviewees was weak. Finally, the possibility that any such influence might be a covert, rather than an overt; phenomenon was examined using both the insights of intertextuality (Allen, 2000; Bazerman, 2004) and the framework analysis technique (Ritchie, Spencer & O’Connor, 2003). This analysis demonstrated that the discourse, dialogue and language of these interviewees could be indexed to four domains; (i) the theoretical; (ii) the conceptual; (iii) the tactical; and (iv) the practical. The intertextual indexing outcomes were corroborated both by substantial extracts from the verbatim interview transcripts and by three unrelated strands of scholarship. These were (i) adaptive memory systems (Schacter, 2001); (ii) the realities of management (Carlson, 1954; Stewart, 1983; Mintzberg, 1989) and (iii) the role of concepts and conceptual thinking in nursing (McFarlane, 1977; Gordon, 1998; Orem, 2001). On this basis it has been concluded that management can be characterised as a conceptual discipline; that in its essential nature management is at least as conceptual as it is either theoretical or practical; and that managers appropriate concepts and ideas, rather than theories and models per se.

Mathematics has been singled out as a challenging discipline to teach fully online (FO). Yet both the demand for and development of FO mathematics courses is increasing with little known about the quality of these courses and many calling for research. Whereas most research has investigated the nature of these courses by examining instructional outputs such as student grades this research seeks the same insight but by examining instructional inputs. Specifically, it seeks to investigate the nature of current assessment practice in FO mathematics courses. To conduct this investigation, deep learning (Marton & S??lj??, 1976a, 1976b) is used as the principle theoretical framework. From the growing body of literature associated with deep learning, two studies are selected to investigate current FO mathematics instructors assessment practices. An additional framework based on empirical findings related to the use of different kinds of feedback is also used. In total, six study measures are used to conduct a mixed methods study in two parts. The target demographic and course context are tertiary instructors from Western nations that teach introductory level mathematics (particularly statistics and calculus). The first study explores current FO mathematics assessment practices using an online survey (n=70) where the majority of participants originate from US higher education institutions. In the second study six of the US survey participants are interviewed about how their assessment practices and approaches used in their FO mathematics courses differ from those used in their face-to-face (F2F) mathematics courses. This study represents the first known attempt to investigate the nature of tertiary FO mathematics instructors assessment practices using appropriate theoretical frameworks. In particular, it investigates mathematics instructors experiences of the affordances and constraints of the FO course context when adapting their F2F practice to this new environment. Findings suggest the FO course context is a challenging environment for instructors to orient their teaching and assessment practice in a way that helps develop students understanding of mathematics. Analysis of interview responses suggests the problem lies with the nature of interactivity provided in the FO course context.

Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2006. / The problem identified by the researcher, points to the fact that professional nurses in South Africa are not aware that it is their responsibility to continue learning and to seek learning opportunities in order to address their learning needs after obtaining a basic nursing qualification. Continuing professional development (CPD) has been defined as lifelong learning that takes place in a professional career after the point of qualification and/or registration. The primary aim of continuing professional development (CPD) in nursing is improvement of patient care. CPD in nursing enables professional nurse practitioners to provide quality nursing care and service delivery to their patients and clients. The purpose of this research was to assess the need for continuing professional development for professional nurses in order to develop criteria that would assist with the provision of these programmes. The objectives of this research were to: assess whether professional nurses are aware of their responsibility to continue their education beyond their initial pre-service training; assess the extent to which professional nurses participate in continuing educational activities; ascertain whether professional nurses support the introduction of mandatory continuing professional development; and determine the barriers to participation in continuing professional development. A survey, as a quantitative research design, was used in this research to collect the data from a sample of professional nurses working at two public hospitals in the Western Cape Province. A random sampling technique was used to select one hundred professional nurses from a population of professional nurses that was dispersed over a wide geographical area. This design enabled the researcher to use a questionnaire in order to obtain the information needed for this research from the participants. The researcher also conducted semi-structured interviews, which constitutes a qualitative approach to research, with ten professional nurses. The reason for using both research approaches was that the quantitative approach helped the researcher to measure the responses from the professional nurses objectively while the qualitative approach enabled the researcher to describe the professional nurses’ own experience of their CPD activities. A questionnaire, as the data collection instrument, was informed by the literature review. It enabled the researcher to obtain the information from the sample of professional nurses. The data collected included the demographic information of the sample, the nurses’ participation in formal education, non-formal education and in-service education as well as the reasons for and the barriers to participating in these programmes and their views about mandatory continuing professional development. The questionnaire was selfadministered and anonymous. The data obtained from the questionnaires and interviews was analysed with the use of the Statistica program and a hand calculator. The process of triangulation was used in this research to assess the reliability and the validity of the research process. The findings of this research indicated that the professional nurses included in this research are aware that they have a responsibility to continue their education beyond their initial pre-service training. Although these nurses are therefore aware that they have to continue learning and that they have a responsibility to pursue lifelong learning, and even though there are a significant number of professional nurses who have already participated in CPD activities there are also a significant number of professional nurses who have not yet participated in the CPD activities. Financial and accommodation constraints, family responsibility, lack of advanced notification and staff shortages have been identified as the barriers to CPD participation. The researcher has identified that the professional nurse is in need of CPD. The findings have indicated that the nurses in the sample do not support mandatory continuing professional development but have indicated that they will use all formal and non-formal learning opportunities to improve their knowledge and skills. According to the literature review, various authors have stressed that the concept of adult learning should be incorporated in the provisions of the CPD programmes for nurses, including the criteria on which these programmes should be based. Teaching and learning strategies are to be employed that would ensure that nurses have the skills to learn and relearn as knowledge develops. This will enable nurses to develop the skills that are necessary for lifelong learning. Innovative strategies also referred to as self-directed approaches to learning, such as problem-based learning, group discussions or projects and learning contracts that will promote the development of lifelong learning skills. CPD activities in nursing include formal, non-formal and in-formal learning opportunities. Based on the literature review and the findings, the researcher recommends that all professional nurses be granted the opportunity to attend a formal course to help them to obtain a post-basic nursing qualification and that all professional nurses further be encouraged to attend the hospital’s in-service education programmes and workshops provided by the professional nursing societies. The findings indicated that the sample professional nurses believed it is the individual professional nurse’s responsibility to identify and evaluate his or her own learning needs and be accountable for ensuring that those needs are met. Failure on the part of professional nurses to accept that the responsibility to learn continually is theirs could result in the inadequate delivery of nursing care.

Diploma work aims on ethics education for pre-school children. First gives theoretical frame with specification of terms as etics, morality and definition pre-school period from development a psychological perspective. Approaching selected fields of children's moral development and show it in connection with traditional and contemporary strategy of education. In comparison is showing differences and conformity in particular conceptions. Practical part apply specific project realized last year with small group of pre- school children in selected kindergarten/nursery school. Work think about question of strengthening moral and ethics education in contemporary education system of pre-school teaching and suggest targeted intensification of discussion between teachers and children on chosen ethical topics.

Extensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to demonstrate the transfer of training through work experiences. Participants were recruited through Board of Certification for the Athletic Trainer (BOC) approved continuing education workshops. Eighty-four participants completed a questionnaire packet on the day of the workshop. The packet contained the Athletic Training Efficacy Questionnaire, subject matter pre-test, workshop evaluation, and subject matter post-test. Two months after the workshop, participants were contacted and asked to complete an online questionnaire that focused on their perceptions of the workshop they attended and their transfer of the training to the workplace. Quantitative data analysis revealed no significant relationships between participants' levels of efficacy and ages, genders, work experience, and degree attainment. Nor was there a significant relationship found between participants' level of efficacy and their perceptions of workshop effectiveness. The characteristics of the workshops were perceived as effective in increasing participant knowledge, skills and abilities related to athletic training. Overall, 20.2% of participants perceived the workshops as being very effective, 46.4% perceived the workshops to be effective, and 33.3% perceived the workshops as ineffective. / Qualitative analysis revealed that the perceptions of workshop effectiveness were related to the presentation format, characteristics of the instructor, and the relevancy of the workshop material to real life situations. Barriers to the transfer of training were also identified and included workshop format factors (delivery, environmental, and learning styles) and a lack of information presented. Recommendations for the development of continuing education workshops that better meet the needs of athletic trainers were discussed, and suggestions for future research were provided. / by Sarah L. Reed. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2008. Mode of access: World Wide Web.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T18:09:29Z No. of bitstreams: 1 Paulo Roberto Teixeira Junior.pdf: 2232470 bytes, checksum: 3e87999e1f8946dc0030d5687bd498e3 (MD5) / Made available in DSpace on 2016-05-10T18:09:29Z (GMT). No. of bitstreams: 1 Paulo Roberto Teixeira Junior.pdf: 2232470 bytes, checksum: 3e87999e1f8946dc0030d5687bd498e3 (MD5) Previous issue date: 2015-12-15 / Since the 90s Brazil has been implementing educational evaluation policies on a large scale. In higher education, we had the Institutional Assessment Program of Brazilian Universities (PAIUB) in 1993, the National Examination of Courses (ENC) in 1995 and the National System of Higher Education Assessment (SINAES), in force since 2004. Before that, there were specific initiatives diagnostic of higher education with the specific purpose of understanding the landscape of universities in the country: Atcon Plan, Meira Mattos Commission, July 1968 Commission, University Reform Assessment Program (PARU), National Commission for Revision of Teaching Superior (CNRES) and Group Executive for Restructuring of Higher Education (GERES). The SINAES is an assessment policy aimed to map the higher education in three dimensions: institutional assessment, course assessment and students assessment. This study is in the second dimension - course assessment - and the question is: Does SINAES has taken effect upon the management teaching? This is a bibliographic research that mapped masters and doctoral?s texts, published in 2004 - 2014 in order to investigate whether some research addressed the effects of SINAES the course upon teaching management. Among the 101 master and doctorate?s texts and 32 paper, only one deals with this topic: "Sinaes: quality indicators courses in higher education and social reproduction". Author: Leandro Berchielli. University: Catholic University of Sao Paulo (PUC-SP). Date: 2012. Berchielli argues the SINAES caused no improvement in management courses for him searched. Starting from the principle that all public policy takes effect, we argue the SINAES have rather taken effect, but not those recommended by the institution's policy, namely to promote the improvement of the courses. According to Berchielli, SINAES just contribute to legitimate and reproduce the separation of social groups, it is also true that this result, despite its anti-democratic feature, is an effect too. The management teaching, despite being which has the largest number of students in Brazil, needs to more studies and researches, mainly in its intersection with the assessment policies. The small number of studies in this field, in some way, can demonstrate us the State?s intentions about this course. / Desde os anos 90 o Brasil vem implementando pol?ticas de avalia??o educacional em larga escala. Na Educa??o Superior, tivemos o Programa de Avalia??o Institucional das Universidades Brasileiras (PAIUB) em 1993, o Exame Nacional de Cursos (ENC) em 1995 e o Sistema Nacional de Avalia??o da Educa??o Superior (SINAES), em vig?ncia desde 2004. Antes disso, houve iniciativas pontuais de diagn?stico da educa??o superior com a finalidade espec?fica de compreender o cen?rio das universidades no pa?s: Plano Atcon, Comiss?o Meira Mattos, Comiss?o de Julho de 1968, Programa de Avalia??o da Reforma Universit?ria (PARU), Comiss?o Nacional para Reformula??o do Ensino Superior (CNRES) e Grupo Executivo para Reformula??o do Ensino Superior (GERES). O SINAES ? uma pol?tica de avalia??o orientada para mapear as institui??es de ensino superior (IES) em tr?s dimens?es: avalia??o da institui??o, avalia??o do curso e avalia??o do estudante. Este estudo se situa na segunda dimens?o ? avalia??o de curso ? e pretende responder ? quest?o: o SINAES t?m produzido efeitos no curso de Administra??o? Trata-se de uma pesquisa bibliogr?fica que mapeou trabalhos de mestrado, doutorado e artigos publicados nos anos de 2004 a 2014 a fim de investigar se alguma pesquisa tratou dos efeitos do SINAES o curso de Administra??o. Dentre as 101 obras de mestrado e doutorado e 32 artigos, somente 1 disserta??o trata deste tema. Tal disserta??o ? ?Sinaes: indicadores de qualidade de cursos no ensino superior e reprodu??o social? ? de Leandro Berchielli, defendida na PUC de S?o Paulo em 2012, argumenta que o SINAES n?o provocou melhoria nos cursos de Administra??o por ele pesquisados. Partindo-se do princ?pio de que toda pol?tica p?blica produz efeitos, argumentamos que o SINAES t?m sim produzido efeitos, por?m n?o aqueles preconizados pela institui??o da pol?tica, qual seja, promover a melhoria dos cursos. Se ? certo que o SINAES, como argumenta Berchielli, est? mais a servi?o de legitimar e reproduzir nas IES a separa??o dos grupos sociais, ? certo tamb?m que este resultado, em que pese sua fei??o antidemocr?tica, tamb?m ? um efeito, ainda que indesejado por n?s. O curso de Administra??o, apesar de ser o que det?m a maior quantidade de estudantes do pa?s, carece de mais pesquisas na sua intersec??o com as pol?ticas de avalia??o. O pequeno n?mero de estudos neste campo, de alguma forma, tamb?m pode nos sinalizar tend?ncias do que o poder p?blico quer, e o que n?o quer, para esta ?rea.

The number of women in senior administrative and leadership roles in higher education is minimal compared to the number of women in higher education jobs in general. This phenomenological study explored pathways women took to advance in their careers and barriers that prevent more women from gaining senior administrative and leadership roles. Research questions addressed perceived barriers participants faced while trying to advance their careers, mentoring and other support strategies women in higher education employed to help them move up the career ladder, and actions female leaders took in order to help establish gender equity. Dambe and Moorad's empowerment-based/transformational leadership theory, Vroom's expectancy theory, and hooks's feminist theory were used as conceptual frameworks for this study. Data collection included in-depth interviews and gestural observations. Data were triangulated through member check, debriefing, iterative questioning, and reflective commentary. Titchen's thematic data analysis and the hermeneutic circle were used to analyze data; analysis was validated by an independent auditor. Mentoring and networking were identified as effective tools for gaining executive skills. Political savvy, determination, and serendipity were factors to which participants attributed success. Based on study results, higher education institutions should focus on succession planning to bring more women into senior leadership roles. The age gap for female senior leaders in higher education is an area for further study. This study may support positive social change by providing female leaders the opportunity to understand the nature of higher education and subsequently to develop strategies and to gain constructive experiences that can improve their status.