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Professional development is supposed to increase instructional capacity in teachers. It is well funded by the Elementary and Secondary Education Act, which also provides clear expectations for activities and programs that research suggests make it effective in improving student learning (Ball & Cohen, 1999; Banilower et al., 2006; Gersten et al., 2014; Guskey, 2000; Loveless, 2014; Yoon et al., 2007). These guidelines are not commonly in practice (National Center for Education Statistics, 2012; Wei et al., 2009). Of all the actors in all the layers of the school system, principals are ideally situated to facilitate professional development that improves student learning (Hallinger & Heck, 1996; Holland, 2009; Honig & Venkateswaran, 2012; Leithwood & Louis, 2011; Sabina, 2014; Sullivan & Glanz, 2013). If principals know what research says about effective professional development for teachers, they may be better equipped to implement professional development designs that enhance student learning. This study explored the factors principals in a county in southwestern Pennsylvania take into account when choosing professional development programs for teachers. Through a survey and series of interviews, principals described their consideration of the best practices suggested by empirical research, teacher agency, adult learning theory and the limiters they face when making decisions. The study concluded that principals value engaging activities for teachers, but not the power of teacher agency in their own learning. By making decisions with teachers about the teachers' growth, principals may help balance the tension between school and district goals and the goals of their teachers as professionals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Professional development is supposed to increase instructional capacity in teachers. It is well funded by the Elementary and Secondary Education Act, which also provides clear expectations for activities and programs that research suggests make it effective in improving student learning (Ball & Cohen, 1999; Banilower et al., 2006; Gersten et al., 2014; Guskey, 2000; Loveless, 2014; Yoon et al., 2007). These guidelines are not commonly in practice (National Center for Education Statistics, 2012; Wei et al., 2009). Of all the actors in all the layers of the school system, principals are ideally situated to facilitate professional development that improves student learning (Hallinger & Heck, 1996; Holland, 2009; Honig & Venkateswaran, 2012; Leithwood & Louis, 2011; Sabina, 2014; Sullivan & Glanz, 2013). If principals know what research says about effective professional development for teachers, they may be better equipped to implement professional development designs that enhance student learning. This study explored the factors principals in a county in southwestern Pennsylvania take into account when choosing professional development programs for teachers. Through a survey and series of interviews, principals described their consideration of the best practices suggested by empirical research, teacher agency, adult learning theory and the limiters they face when making decisions. The study concluded that principals value engaging activities for teachers, but not the power of teacher agency in their own learning. By making decisions with teachers about the teachers’ growth, principals may help balance the tension between school and district goals and the goals of their teachers as professionals.

The Human Papillomavirus (HPV) vaccine has the potential to significantly reduce the disease burden of cervical cancer, which disproportionately affects vulnerable and underserved populations. Although social support and spirituality have been examined with how cancer patients cope with disease, little is known about how they influence preventive behaviors, such as HPV vaccine acceptability. The purpose of this study was to fill gaps in the research about the relationships between social support, spirituality (both behaviors and beliefs), and cervical cancer prevention through HPV vaccine acceptability. Based on a review of the literature and theoretical models (Health Belief Model and Theory of Reasoned Action), a three-page, 64-item survey instrument was developed to measure a mother's spiritual and social connections, and how they relate to her knowledge, attitudes, behaviors/experiences, and behavioral intentions toward the HPV vaccine for her daughter. Mothers with 9 to 18 year old daughters were recruited from the Greater Cincinnati area at community health clinics and neighborhood events. One hundred six women completed the written survey and responses were analyzed. Overall, the mothers who participated in this study were knowledgeable regarding HPV and the HPV vaccine, had favorable attitudes toward the HPV vaccine and vaccines in general and were inclined to talk with daughters about the HPV vaccine. Most aspects of spirituality and social support were not found to be associated with mothers' knowledge, attitudes, and behaviors/behavioral intentions, however, results in this preliminary study showed that mothers with stronger spiritual beliefs were more likely to have talked to their daughters about the HPV vaccine. Results in this study also showed that mothers with more knowledge of HPV and the HPV vaccine had more favorable attitudes toward the HPV vaccine. Mothers with more knowledge of HPV had a greater intention to talk to daughter about the HPV vaccine and to have daughter vaccinated, and mothers with more knowledge about the HPV vaccine were more likely to have already talked to their daughters about the HPV vaccine, had a greater intention to talk to daughter about the vaccine, and had a greater intention to have daughter vaccinated. Mothers had greater intentions to talk to daughters about the HPV vaccine if they had a more favorable attitude toward the HPV vaccine, and mothers with lower annual household incomes showed a more favorable attitude toward the HPV vaccine, specifically in agreeing that the HPV vaccine should be a routine childhood immunization. Race, age of daughter, and doctor's recommendation were also associated with mothers' behaviors or behavioral intentions.The findings in this preliminary study supported the concept of the knowledge-attitudes-behavior continuum, and indicated that further study on the impact of spiritual beliefs (apart from practices/religiosity), social support networks' and physicians' influence, and race/ethnicity on HPV vaccine acceptability is warranted. Understanding the variables that may influence HPV vaccine acceptability is crucial to eliminating health disparities in women's reproductive health.