The problem of this study was to ascertain the relationship between secondary school principals' evaluation of professional behavior patterns of secondary teachers and these teachers' self-descriptions.

The purpose of this study was to analyze how senior instructors in physical therapist educational programs in northern California define and seek to impart to students information about professional behavior. Towards this end a qualitative investigation was conducted using case study methodologies. The researcher conducted interviews with 8 instructors teaching in 4 physical therapist educational programs in northern California. Each interview was analyzed as an individual case study, followed by a cross case analysis to identify common themes. From this analysis nine common themes emerged: (1) instructors found it difficult to broadly define professional behavior. (2) instructors expect students to be on time. (3) instructors expect students to speak and act with courtesy and respect. (4) instructors expect students to communicate appropriately. (5) instructors expect students to dress appropriately. (6) instructors expect students to participate in class. (7) instructors consciously model professional behavior as a way to communicate their expectations. (8) Instructors give instructions and provide students with feedback about professional behavior. (9) instructors do not attach a specific grade to professional behavior. Instructor perceptions that professional behavior was difficult to define was consistent with existing literature, as was their reluctance to grade professional behavior. Behavioral expectations that emerged as themes in this study fit within existing descriptions of professional behavior for physical therapists, specifically the core values adopted by the American Physical Therapy Association. This relationship suggests that the core values document may be used as a framework through which classroom professional behavior can be viewed. Instructor perceptions of strategies for conveying information about professional behavior to students were consistent with existing literature on modeling and explicit teaching. Based on the results of this study, a five-step process is proposed to facilitate appropriate professional behaviors by students in the classroom: (1) define program expectations for professional behavior. (2) move from theory to practice. (3) intentionally and consistently model desired behavior. (4) provide immediate feedback and incremental consequences. (5) consciously plan for faculty interaction.

Entry into professional nursing practice in the United States occurs at varied education levels including a diploma, an associate degree, and a baccalaureate degree. These multiple entry levels into practice create a situation where academic preparedness for nursing practice varies, which may influence the professional behavior of nurses and, consequently, patient care and outcomes. The purpose of this quantitative comparative study, guided by Miller's wheel of professionalism in nursing, was to determine if there is a difference in the professional behaviors of associate degree prepared registered nurses (RNs) compared to the professional behaviors of baccalaureate degree prepared RNs. The Behavior Inventory for Professionalism in nursing (BIPN) survey was emailed to RNs in Florida with a final sample size of 112 which yielded 56 in each group. Data were analyzed using the independent t-test. Results indicated a statistically significant difference in the means of total weighted scores of BIPN between the two groups of RNs in the state of Florida (p = 0.002; d = 0.58). These findings support studies that have addressed that the level of nursing education is an important factor of nursing professionalism. It would be worthwhile for the study to be replicated in other states. Such information can be used to support the rationale for a single-entry level into nursing practice at the baccalaureate degree level, which can lead to positive social change for the nursing profession.

p. 1-147 / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-03-07T18:40:26Z No. of bitstreams: 1 7777qqq.pdf: 1250897 bytes, checksum: 4c7afd06a395d049360a332991ea01be (MD5) / Approved for entry into archive by Tatiana Lima(tatianasl@ufba.br) on 2013-03-14T19:38:37Z (GMT) No. of bitstreams: 1 7777qqq.pdf: 1250897 bytes, checksum: 4c7afd06a395d049360a332991ea01be (MD5) / Made available in DSpace on 2013-03-14T19:38:37Z (GMT). No. of bitstreams: 1 7777qqq.pdf: 1250897 bytes, checksum: 4c7afd06a395d049360a332991ea01be (MD5) Previous issue date: 2006 / Esta dissertação tem por objetivo verificar as relações existentes entre o significado do trabalho e a conduta ético-profissional do policial militar baiano. Trata-se de um estudo descritivo, cujo modelo de análise contempla o caráter multifacetado do trabalho, abrangendo as dimensões ou facetas: centralidade, produtos ou resultados valorados do trabalho, normas societais e atributos valorativos e descritivos. O estudo empírico envolveu uma pesquisa de campo, abrangendo uma amostra de 113 policiais, subdividida em três grupos: policiais elogiados por suas condutas; detidos por condutas ilícitas e policiais com condutas desviantes, porém em exercício profissional. Os dados foram coletados através do instrumento do MOW, adaptado por Soares (1992) e analisados com o auxílio do programa SPSS. Verificou-se que o trabalho tem elevado índice de centralidade para os policiais, exercendo uma função instrumental como meio de obtenção de recursos financeiros, além de significar um modo útil de servir à sociedade e de auto-realização. Embora não tenham sido encontradas diferenças estatisticamente significantes entre os três grupos pesquisados em relação a todas as dimensões do trabalho, observou-se que os policiais elogiados atribuem uma importância maior ao trabalho do que os outros dois grupos, que a família, seguida do trabalho, constituem-se nas dimensões mais importantes para os policiais elogiados e os praticantes de condutas delitivas, enquanto que a família e a religião são as esferas mais valorizadas pelos policiais detidos, ocupando o trabalho a terceira posição. Verificou-se também uma dissonância entre os atributos valorativos e descritivos do trabalho. Os resultados sugerem a necessidade de que estudos de maior abrangência possam ser conduzidos, com vistas a ampliar a compreensão da relação entre significado do trabalho e conduta ético-profissional. / Salvador

xi, 112 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The purpose of this study was to conduct, as a participant observer and district-level regional administrator, three exploratory mini-case studies of elementary schools in the same district attempting to meet the same district improvement goal, imbedded in individual School Improvement Plans (SIP) during the same period of time in the school year. In order to document how each leadership team identifies strategies to meet the goal, how strategies are implemented, how each leadership team interacts with me as their district administrator, and how performance toward meeting the goal is perceived by key actors in the school this research was conducted as an action-research case study. The inter-relationships between school goals and school leadership team behaviors in a large suburban school district and the influence of these teams on the practices of the individuals on each of the three different school teams were the primary focus of this study. This study took place beginning in December 2007 and culminating in March 2008. The researcher kept a field journal of team meetings and staff development activities at each site. Interviews were conducted with principals, teachers, and parents at each site to gain multiple perspectives of school improvement and leadership. Findings of this case study may reveal a close connection between the practices of the regional administrator and school leadership teams and the outcome of school improvement initiatives. Recommendations are made for changes in practice and for future research studies. / Adviser: Diane M. Dunlap

Cette thèse sur la nouvelle gouvernance financière publique dans le système des Nations Unies se présente en deux parties : première partie - La mise en œuvre de la nouvelle gouvernance financière publique dans les organisations du système des Nations Unies ; et deuxième partie - Le renforcement de la nouvelle gouvernance financière publique dans les organisations du système des Nations Unies. Pour notre étude, nous avons appliqué aux organisations du système des Nations Unies les éléments pertinents du cadre de référence établi par certains organes subsidiaires pour la nouvelle gouvernance financière publique, en particulier ceux qui se rapportent au cycle allant de la planification à l'établissement des rapports, dont il est question plus en détail dans les deux parties de la thèse. Ce cadre de référence vaut pour la nouvelle gouvernance financière publique dans son ensemble. Or. pour certaines activités spéciales, seule la budgétisation axée sur les résultats est pratiquée. Certains éléments du cadre de référence ne s'appliquent donc pas dans le contexte de la présente thèse, cependant d'autres aspects jugés importants pour toute démarche de la nouvelle gouvernance financière publique sont pris en compte. / This thesis on the new public financial governance in the United Nations system has two parts : first part - the implementation of the new public financial governance in organizations of the United Nations system ; and second part - the strengthening of the new public financial governance in organizations of the United Nations system. For our study, we applied the relevant elements of the terms of reference established by certain subsidiary bodies for new public financial governance in organizations of the United Nations system, in particular those that relate to the cycle from planning to establish reports being discussed more in detail in the two parts of the thesis. This framework applies to the new public financial governance as a whole. However, for some special activities, only the results-based budgeting is practiced. Some elements of the terms of reference do not therefore apply in the context of the present thesis, however, other aspects considered important for any new public financial governance process are taken into account.