東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Jrotc Instructor Professional Develo...

Gonzales, Richard L. (Monty).

FindBook

Google Book

Amazon

博客來

Jrotc Instructor Professional Development: A Qualitative Single Exploratory Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Jrotc Instructor Professional Development: A Qualitative Single Exploratory Case Study./
作者:	Gonzales, Richard L. (Monty).
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	249 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:	Dissertations Abstracts International82-12A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496502
ISBN:	9798516099090

Jrotc Instructor Professional Development: A Qualitative Single Exploratory Case Study.
Gonzales, Richard L. (Monty).

Jrotc Instructor Professional Development: A Qualitative Single Exploratory Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 249 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Thesis (Ed.D.)--University of Phoenix, 2021.

This item must not be sold to any third party vendors.

The issue of teacher professional development is an important factor shaping the careertrajectory, efficacy, and ultimately the success of the JROTC instructor, and ultimately,the performance of the secondary students they serve and whose lives they affect.Although there exists a rich body of research associated with teacher preparation andprofessional development in general, and a more closely related area of researchassociated with Career and Technical Education (CTE), research focused specifically onthe preparation and professional development of JROTC instructors is limited. This lackof research presents a unique opportunity to further explore the lived experiences ofJROTC instructors and their perspectives on teacher preparation and professionaldevelopment. This qualitative exploratory case study helps to advance understanding ofthe complexities and nuances of teacher preparation and professional development effortssupporting the JROTC instructors serving as teachers responsible the JROTC programs inhigh schools across the United States. One-on-one interviews with 14 JROTC personnelthat have completed required teacher preparation requirements and were participating inprofessional development initiatives were conducted. Data analysis revealed twelvethemes discussed within the context of this research. Recommendations for improvingJROTC instructor preparation and professional development, including placing greateremphasis on the unique requirements are provided.

ISBN: 9798516099090Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Continuing education

Jrotc Instructor Professional Development: A Qualitative Single Exploratory Case Study.
LDR:02687nmm a2200373 4500 001 2282371
005 20211001100834.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798516099090
035 $a (MiAaPQ)AAI28496502
035 $a AAI28496502
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gonzales, Richard L. (Monty). $3 3561174
245 1 0 $a Jrotc Instructor Professional Development: A Qualitative Single Exploratory Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 249 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
500 $a Advisor: Rice, Donna.
502 $a Thesis (Ed.D.)--University of Phoenix, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The issue of teacher professional development is an important factor shaping the careertrajectory, efficacy, and ultimately the success of the JROTC instructor, and ultimately,the performance of the secondary students they serve and whose lives they affect.Although there exists a rich body of research associated with teacher preparation andprofessional development in general, and a more closely related area of researchassociated with Career and Technical Education (CTE), research focused specifically onthe preparation and professional development of JROTC instructors is limited. This lackof research presents a unique opportunity to further explore the lived experiences ofJROTC instructors and their perspectives on teacher preparation and professionaldevelopment. This qualitative exploratory case study helps to advance understanding ofthe complexities and nuances of teacher preparation and professional development effortssupporting the JROTC instructors serving as teachers responsible the JROTC programs inhigh schools across the United States. One-on-one interviews with 14 JROTC personnelthat have completed required teacher preparation requirements and were participating inprofessional development initiatives were conducted. Data analysis revealed twelvethemes discussed within the context of this research. Recommendations for improvingJROTC instructor preparation and professional development, including placing greateremphasis on the unique requirements are provided.
590 $a School code: 0850.
650 4 $a Educational leadership. $3 529436
650 4 $a Continuing education. $3 527504
650 4 $a Vocational education. $3 539232
653 $a Continuing education
653 $a Junior Reserve Officer Training Corps
653 $a Professional Development
653 $a Teacher Preparation
653 $a Teaching
690 $a 0449
690 $a 0651
690 $a 0747
710 2 $a University of Phoenix. $b School of Advanced Studies. $3 3184515
773 0 $t Dissertations Abstracts International $g 82-12A.
790 $a 0850
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496502