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This qualitative case study examined how special educators perceived their professional growth as a result of engagement in a collaborative process. Sixteen special educators participated in the research. Triangulation was attained through the use of document review, a focus group, and personal interviews. The 15 themes and patterns that emerged from data collection were: (a) increased expertise and use of technology, (b) exhibited collaborative skills and improved interpersonal relationships, (c) developed increased understanding of curriculum, (d) presented evidence of increased job satisfaction, (e) demonstrated analytical abilities, (f) illustrated enhancement in professional and creative expression, (g) understood the special education supervisor‟s role, (h) awareness of the expertise of others, (i) increased respect from school professionals, (j) increased knowledge of current research, (k) leadership skills, (l) enhanced time management and organizational skills, (m) established consistency within the special education department, (n) developed diverse thinking, and (o) developed self-evaluation skills and empowerment. I concluded that while professional skills increased, a noticeable increase in morale, job satisfaction, empowerment, and self-confidence was observed. This case study could be of interest to school administrators in planning professional development, assessing how present staff development correlates with the collaborative process, and determining if modifications should be made.

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This qualitative study explored a number of paradoxes embedded in the mentoring phenomenon. Designed as cross-dimensional case study, the questions sought to better understand: (a) what challenges and barriers did the mentor and mentee face in their cross-racial, cross-cultural, and/or cross-age peer mentoring relationship in this specific organization? (b) How did the mentor and mentee address cross-racial, cross-cultural, and cross-age barriers? (c) What skills and/or competencies, as perceived by the mentor and mentee's experiences are needed to make a cross-racial, cross-cultural, and cross-age peer mentoring relationship successful? The unit of analysis for this investigation was one pair - female mentor and mentee- with cross-dimensional differences, thus setting the framework for different cultural perspectives. Data collected for this study were transcriptions from three interviews, the mentee, mentor, and the dyad together. Characterized by the case and field method of research, combined data sources were used concurrently â at different times to compare the participants, views, values, perceptions, experiences and philosophies. The study's goals involved examining the challenges and experiences, of mentoring in a multicultural work setting, and identifying issues relating to cross racial, cross-cultural, and cross-age mentoring relationships. Although linguistic and cultural barriers crested challenges for this mixed pair, their co-created relationship helped to overcome cultural differences. Thematic findings that embodied the foundations of the multicultural relationship were categorized into six areas: Trust and respect, willingness to participate, cultural understanding, mutual compatibility and psychosocial support, knowledge sharing and role modeling, and leadership. Trust emerged as the overarching construct, which laid the foundation for the mentoring relationship structure, linking The Five C's (Characteristics) - compatibility, confidence, capabilities, communication, and cultural understanding. Unique in this pair was a source of motivation that transcended their individual selves for a greater cause, which has profound implications for future research. The study's conclusions addressed: a) mentoring at a macro level for the community, and for a greater good, and b) a form of dialogue to foster an appreciation of multiculturalism — an appreciation of human differences and commonalities. Recommendations were made for future research. / Ph. D.

Teacher evaluation is changing in the United States, primarily due to federal policies requiring that measures of student growth be embedded within teacher evaluation systems. Student Learning Objectives (SLOs) emerged as one way to measure teacher effectiveness. SLOs are teacher-developed goals for student achievement that reflect student learning and growth over a specified time period. Each state or district utilizing SLOs in teacher evaluation implements SLOs in a different way, and the details of SLO implementation affect the extent to which teaching is improved. This grounded theory research study investigated the influence of SLOs on teachers and teaching. The researcher interviewed 20 teachers from six regions of the United States. This research identified three dimensions of SLO implementation that influence SLOs' effect: School Leadership, School Climate and Teacher Agency. These dimensions are explored in this research, resulting in recommendations that would serve to enhance the benefits of SLOs on teachers and teaching. Additionally, future research suggestions are noted to add to the growing body of research on SLOs.

The purpose of this study was to investigate the professional growth of the preservice and inservice Basic Education computer teachers. To understand their professional growth in terms of perception of teaching and competencies about pedagogic and subject matter knowledge, questionnaires were administered to 1,568 preservice teachers and 104 inservice teachers in Turkey. In order to seek answers to this broad purpose, mixed research method including both quantitative and qualitative traditions was used in this study. The researcher employed the questionnaires as the primary data collection tool but since questionnaires were limited in the representation of the whole picture, this study was complemented by interviews, observations and document analysis, which were the qualitative data collection tools. To that end, 33 preservice computer teachers and 12 inservice teachers were interviewed. Besides these, 8 preservice and 4 inservice classroom observations were conducted. Additionally, their lesson plans were analyzed throughout the data collection process. Regarding data collecting procedure, the data collection and analysis procedure includes two phases / the first one is the quantitative phase, in which the research questions focus on basic education computer teachers&amp / #8217 / perceptions about teaching, their pedagogical and subject matter competencies and their views about technology integration into schools. In order to answer the research questions, the researchers developed new questionnaires and adapted from existing instruments by utilizing the literature review and taking expert opinions. After this phase, pilot studies were conducted in order to ensure reliability and validity of the questionnaires. In the second part, which is the qualitative phase, the research questions were addressed for in-depth understanding of preservice and inservice computer teachers&amp / #8217 / perceptions toward teaching, their competencies and their opinions about technology integrations. For this purpose, interviews and observation schedules were prepared under the guidance of experts and with the support of the related literature. Results revealed that preservice and inservice teachers&amp / #8217 / perceptions of teaching were generally positive about computer education. Moreover, their competencies increased throughout years. However, results indicated some negative points in their perceptions and competencies. Pertaining to the measured variables, there significant differences were found among preservice teachers based on their year in the program. Interviews and observations that were conducted to gain in-depth understanding of teachers&amp / #8217 / progress in their professional growth supported the survey results. This study elicited important results for preservice and inservice computer teachers and teacher educators to understand the whole picture of the Basic Education computer teaching. Results of this study, particularly those related to the problems they encounter in the profession, could provide new directions for the Ministry of National Education, the Higher Education Council, and universities.

The thesis deals with the lifelong education of teachers. For the purposes of work the thesis defines the conceptual apparatus, compares the possibilities of further education of teachers in the Czech Republic with the possibilities of education in other EU countries. It suggests ways which can lead to improve further education of teachers and presents own proposal for lifelong education using Christian self-reflection.

Teacher attrition is an ongoing problem in education, and the lack of leadership opportunities contribute to that problem. Teachers who serve in leadership roles are more likely to remain in the profession and positively impact students and the profession as a whole. However, there is little qualitative research to address how teachers develop the needed leadership skills to take on additional leadership roles. The purpose of this qualitative study was to describe the experiences of participants in a District Teacher Forum. The District Teacher Forum is a cohort of teachers identified as Campus Teachers of the Year led by the District Teacher of the Year with the intended purpose of helping the members to develop leadership skills. The conceptual framework that guided this study was a congruence of the social cognitive theory, constructivist theory, and perceived organizational support. The study aimed to examine the experience of teachers participating in a teacher leadership development program. Interviews of 6 Forum members selected through maximum variation sampling and a focus group provided the needed information, and findings were analyzed in relation to the research questions. This study provided insight into how teachers perceive their experiences in a teacher leadership development program as a foundation for future professional development processes to develop teacher leadership. Findings showed that teachers who are provided the opportunity to participate in professional development related to leadership in a cohort setting gain a self-identity as a teacher leader and want to serve as teacher leaders. Implications for social change include a guide for other districts to use to establish a Forum or other leadership initiative and potentially greater teacher retention.

Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-08-25T20:12:00Z No. of bitstreams: 1 Dissert Fatima Auxiliadora B L Romi.pdf: 1810504 bytes, checksum: a7a8ab10e0a1ebaf575e6fcd4f62424b (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-09-05T18:24:18Z (GMT) No. of bitstreams: 1 Dissert Fatima Auxiliadora B L Romi.pdf: 1810504 bytes, checksum: a7a8ab10e0a1ebaf575e6fcd4f62424b (MD5) / Made available in DSpace on 2017-09-05T18:24:18Z (GMT). No. of bitstreams: 1 Dissert Fatima Auxiliadora B L Romi.pdf: 1810504 bytes, checksum: a7a8ab10e0a1ebaf575e6fcd4f62424b (MD5) Previous issue date: 2013-03-27 / A análise de redes estabelece um novo paradigma na pesquisa sobre a estrutura social e pode ser aplicada em estudos de diferentes situações e questões sociais. Este estudo tem como objetivo verificar a contribuição das redes sociais informais para o crescimento profissional das pessoas, de modo particular, no ambiente acadêmico, em um curso de Mestrado em Sistemas de Gestão da Universidade Federal Fluminense (UFF). A Metodologia empregada foi a Técnica de Análise das Redes Sociais (ARS), com a utilização de software UCINET e NETDRAW. Buscou-se evidenciar a forma de interação dos componentes do universo estudado e o fluxo da informação, considerando-se os fatores: trabalho, amizade e confiança. O desenvolvimento desse estudo caracterizou-se pela identificação do grupo analisado, definição da situação problema, elaboração e aplicação de questionário qualitativo. Os resultados obtidos na pesquisa identificaram os principais atores, a forma de interação entre eles, seus papéis na rede social e a relevância desta rede para o crescimento profissional dos mesmos. / Network analysis provides a new paradigm in research on social structure and can be applied in studies of different situations and social issues. This study aims to determine the contribution of informal social networks for professional growth of people, especially in the academic environment, in a Master's degree in Systems Management from Universidade Federal Fluminense (UFF). The methodology adopted was Social Networks Analysis (SNA) technique, with the use of the software UCINET and NETDRAW. We sought to emphasize the interaction of the components of the studied universe and the flow of information, considering the factors: work, friendship and trust. The development of this study was characterized by the identification of the group being analyzed, definition of problem situation, developing and implementing qualitative questionnaire. The results obtained in the research identified the main actors, the way of interaction among them, their role in the social network and the relevance of this network for professional growth of themselves.

Nurse engagement is essential for organizational success. If organizations can engage nurses, they may be able to improve organization and patient outcomes. The purpose of the evidence-based practice project was to use current evidence of direct supervisor influence on nurse engagement to create an educational program for clinical leads to use in their interactions with direct reports. The relationship-based care model was used as a framework for the project, and concepts included work engagement, nurse engagement, recognition versus meaningful recognition, professional development, communication, transformational leadership, and authentic leadership. Before and after attending the education program, clinical leads were given a self-assessment on a 5-point Likert scale to assess their perception of their leadership skills. The data were analyzed using SPSS descriptive statistics to describe differences in pre and post education self-assessments. All of the questions had increased means following the education program. The most improvement was in the following areas: coordinating relationships among staff improved by50% and accepting and using constructive criticism improved by 50%. Clinical leads recognized that having the knowledge and tools would give them the ability to impact nurse engagement. Researchers should continue to study the leader's influence on nurse engagement in relationship to other environmental factors that influence nurse engagement; as well as, how to better prepare leaders to engage nurses in his/her professional roles.