Note: This page contains sample records for the topic on-line professional development from Science.gov.
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Last update: August 15, 2014.
1

On-line video media for continuing professional development in dentistry  

Microsoft Academic Search

This project investigated the exploitation of on-line video media for the Continuing Professional Development (CPD) of dentists. More specifically it focused on the evolution of the video media from videoconferencing to simple and complex webcasting. The study aimed to establish models of best practice for the use of both videoconferencing and webcasting in the training of dentists. The three phases

Patricia A. Reynolds; Robin Mason

2002-01-01

2

Improving science literacy: The knowledge-transforming process within an on-line professional development project  

NASA Astrophysics Data System (ADS)

This study examined connections between science literacy and writing. Science e-mails were written as content-oriented professional development materials for K-8 teachers. E-mail drafts underwent multiple revisions. The study data included drafts, final e-mails, and feedback from the supervising scientist and the e-mails' teacher audience. The analyses, informed by Bereiter & Scardamalia's knowledge-transforming process (1987), Schindler's audience theories (2001), and Johnson and Aragon's on-line instruction framework (2003), sought connections among three components: the writer's struggle between content and discourse, audience, and format. The e-mail drafts indicated a large percentage of text changes involving two or more of the components, primarily concerning discourse. Redundancies surfaced among the components, indicating Bereiter and Scardamalia's knowledge-transforming process sufficiently explained the e-mail project; additional format and audience models were unnecessary. Recommendations for extending the knowledge-transforming process specifically for science are included.

Sherwood, Susan A.

3

Improving science literacy: The knowledge-transforming process within an on-line professional development project  

Microsoft Academic Search

This study examined connections between science literacy and writing. Science e-mails were written as content-oriented professional development materials for K-8 teachers. E-mail drafts underwent multiple revisions. The study data included drafts, final e-mails, and feedback from the supervising scientist and the e-mails' teacher audience. The analyses, informed by Bereiter & Scardamalia's knowledge-transforming process (1987), Schindler's audience theories (2001), and Johnson

Susan A. Sherwood

2008-01-01

4

An On-Line Information Management System for Resources for Staff Development for the Professional Development Center Network.  

ERIC Educational Resources Information Center

The Professional Development Center Network (PDC), a consortium of twenty public school districts, parochial schools, and Western Kentucky University, seeks to identify and secure resources to assist in the design and delivery of activities appropriate to the educational development of individual staff members through the online Information…

Monroe, Eula Ewing

5

School-Based Multidisciplinary Teacher Team-Building Combining On-Line Professional Development (ESSEA) and Field-Based Environmental Monitoring (GLOBE)  

NASA Astrophysics Data System (ADS)

The multidisciplinary nature of Earth system science provides a strong foundation for integrated science teaching at the K-12 level. In a Minneapolis-St. Paul based project, urban middle school teaching teams composed of language arts and math specialists as well as physical, Earth, and biological science teachers participate in the NASA Earth system science course (ESSEA) and in the international GLOBE environmental monitoring project. For students, the goal is to integrate science throughout the curriculum as well as involve classes from different subjects in a high-interest school science project. For teachers, the project provides greatly-needed classroom support and teacher team building, as well as professional development. The on-line course provides continuity and communication between the different team members. Face-to-face meetings with the instructors on site are conducted every 4 weeks. The problem-based learning approach to environmental issues developed in the ESSEA course lends itself to application to local environmental issues. New ESSEA modules developed for the project highlight environmental problems associated with flooding, introduced species, and eutrofication of lakes and rivers located near the participating schools. In addition, ESSEA participants are certified as GLOBE teachers, and assist their students in monitoring water quality. The synergistic partnership of ESSEA and GLOBE provides an attractive package upon which long-term school-based environmental monitoring projects can be based.

Low, R.

2003-12-01

6

Professional Development.  

ERIC Educational Resources Information Center

This serial issue contains 12 articles on the theme of "Professional Development," specifically about how teachers in the Bread Loaf Rural Teacher Network (BLRTN) are fostering their own and each other's development as teachers. The BLRTN consists of approximately 260 rural teachers in Alaska, Arizona, Colorado, Georgia, Kentucky, Mississippi, New…

Benson, Chris, Ed.

2000-01-01

7

Professional Development.  

ERIC Educational Resources Information Center

The central dilemma of staff development--training to perform a task versus professional learning and growth--must be addressed by distance education managers. Distance education organizations need to be learning organizations, fostering a culture of learning among students and staff. (SK)

Lentell, Helen

1994-01-01

8

Professional development  

NASA Astrophysics Data System (ADS)

The three sessions of the professional development workshop series were each designed for a different audience. The purpose of the first session was to help mid-career physicists aspire for and achieve leadership roles. The second session brought together students, postdoctoral fellows, and early-career physicists to help them plan their career goals and navigate the steps important to launching a successful career. The final session sought to increase awareness of the results of physics education research, and how to use them to help students-especially women-learn physics better. The presentations and discussions were valuable for both female and male physicists.

Yoon, Jin Hee; Hartline, Beverly Karplus; Milner-Bolotin, Marina

2013-03-01

9

On-line chemical composition analyzer development  

SciTech Connect

This report relates to the development of an on-line Raman analyzer for control of a distillation column. It is divided into: program issues, experimental control system evaluation, energy savings analysis, and reliability analysis. (DLC)

Garrison, A.A.

1993-01-01

10

On line chemical composition of analyzer development  

SciTech Connect

This status report details progress made on the development of an on-line chemical analyzer. Dynamic studies of the distillation column, approval of testing plans, installation of a sample cell and raman analyzer, design of computerized control systems are described. Information on seminars and published papers is also included. (GHH)

Not Available

1992-01-01

11

Partners with Clinical Practice: Evaluating the Student and Staff Experiences of On-Line Continuing Professional Development for Qualified Nephrology Practitioners  

ERIC Educational Resources Information Center

The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. However, this transformation in pedagogic methodology does not…

Hurst, Judith; Quinsee, Susannah

2005-01-01

12

Faculty Professional Development Program.  

ERIC Educational Resources Information Center

The faculty development program of Shippensburg University (Pennsylvania) was designed to be comprehensive, systematic, and continuous, based on the assumptions that professional development is essential for the entire faculty and that there is value in systematic professional development planning by individual faculty members. Categories of…

Fenton, Joann

13

HRD Professional Development.  

ERIC Educational Resources Information Center

This document contains four papers from a symposium on professional development of human resource development (HRD) professionals. "Lifelong Learning and Performance: The Role of Key Qualifications in Human Resource Development" (Simone J. van Zolingen, Wim J. Nijhof) argues that, besides being of interest to employers, key qualifications are also…

1998

14

Professional Environment for Teacher Professional Development  

ERIC Educational Resources Information Center

Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional…

Zascerinska, Jelena

2010-01-01

15

Professional Development for You  

NSDL National Science Digital Library

No Child Left Behind's emphasis on accountability and demands for a quality teacher in every classroom has spawned a cottage industry of providers of professional development. How can educators begin to sort through them all to find the right choice? This article provides some suggestions for providing relevant, meaningful professional development.

Kaser, Joyce S.

2004-02-01

16

Educator's Professional Development  

NSDL National Science Digital Library

Educator's Professional Development is the largest online database of professional development conferences and workshops for educators and teachers in the K-12 bracket. Painstakingly compiled by three lovers of education, EPD is a free service serving the education community. Search our database by date, education level, location or with keywords.

17

Professional Development: Changing Times.  

ERIC Educational Resources Information Center

One critical means of reaching the goal to improve student learning is to restructure school time for professional development. This publication examines issues in promoting professional development for all staff during regular school time. The overview describes alternative strategies for effectively finding and using time to support…

Policy Briefs, 1994

1994-01-01

18

Building of on-line assistant system platform in professional English of science and engineering majors  

Microsoft Academic Search

This paper designs a network on-line assistant system platform in professional English of science and engineering majors by using asp dynamic network technology and combining SQL+ACCESS with Dreamweaver MX. Through debugging in person computer and running in server, system design has no error. System provides online study model and search model, which can help student of science and engineering majors

Wen Xinling

2010-01-01

19

The Professional Development of Professional Engineers  

ERIC Educational Resources Information Center

Describes three aspects of professional development important in multiplying engineering effectiveness: establishment of personal goals; matching goals to company plans; and adequate performance levels. Ten checkpoints which contribute to the capacity of an individual to perform are presented. (PR)

Marvin, Philip

1972-01-01

20

Reflecting on Professional Development  

ERIC Educational Resources Information Center

This paper describes how a cluster of nine secondary science teachers and lecturers from five schools and colleges in the United Kingdom designed and undertook small-scale action research projects as an approach to their own continuing professional development. The participating teachers identified a range of topics for investigation such as:…

Bevins, Stuart; Jordan, Julie; Perry, Emily

2011-01-01

21

Professional Development. Research Brief  

ERIC Educational Resources Information Center

According to the literature, the purpose of professional development is to improve student learning. It was noted that there appeared to be a direct correlation between the depth of the teacher's content knowledge, methodologies, student-teacher relationships, and reflection, that when applied to an improvement in practices, positively affected…

Walker, Karen

2004-01-01

22

Sustainable Professional Development  

ERIC Educational Resources Information Center

Although best practices in student instruction and learning have evolved dramatically over the past couple of decades, new approaches to educator professional development have lagged behind considerably. The traditional whole group, one-size-fits-all strategy universally recognized as ineffective for teaching students, has too-long remained the…

McLester, Susan

2012-01-01

23

Fixing Teacher Professional Development  

ERIC Educational Resources Information Center

The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…

Hill, Heather C.

2009-01-01

24

Bibliography for Professional Development.  

ERIC Educational Resources Information Center

Information published between 1953 and 1970 on the American Indian is included in this annotated bibliography. The bibliography is designed to aid professional development in the field of education and attempts to categorize and separate fields of interest. Major topics are culture, education, ethnology, folklore, art, housing, history, language,…

Fehr, Helen, Comp.

25

Searching for Professional Development  

NSDL National Science Digital Library

It's an empowering feeling to be in a room full of people who know the lingo of teaching, who understand the demands of teaching young children, and who want to learn more to be able to put best practices in place in their classrooms. Professional develop

Ashbrook, Peggy

2010-07-01

26

Personal Professional Development  

NASA Astrophysics Data System (ADS)

Three workshop sessions on personal professional development were held during the Third IUPAP Women in Physics Conference. These were designed to teach participants about planning for career success, ``survival skills,'' negotiation, and ways to transition into scientific leadership positions in their own countries.

Rao, Sumathi; Gledhill, Igle; Hartline, Beverly K.; Lakhdar, Zohra Ben; MacLachlan, Anne J.; Mack, Kelly; Mehta, Anita; Wu, Ling-An; Zhang, Hong

2009-04-01

27

Searching for Professional Development  

ERIC Educational Resources Information Center

It's an empowering feeling to be in a room full of people who know the lingo of teaching, who understand the demands of teaching young children, and who want to learn more to be able to put best practices in place in their classrooms. Professional development (PD) can put you there and lead to new ways of teaching, deeper understanding of…

Ashbrook, Peggy

2010-01-01

28

Individual Professional Development Plans: Cultivating Professional Growth  

ERIC Educational Resources Information Center

Over the last five years schools and districts have been under enormous pressure to improve student achievement scores on state accountability assessments. Educators agree that professional development plays a key role in providing the knowledge and skills needed to increase teacher effectiveness in the classroom. There is no reliable measure for…

Hargens, Taryl M.

2010-01-01

29

Professional Development Is the Job.  

ERIC Educational Resources Information Center

Explores the meaning of professional development in the context of standards-based education and describes professional development as it is being put into place in New York City's Community School District 2, a racially and socioeconomically diverse city school district. Professional development must become an everyday activity in teaching. (SLD)

Alvarado, Anthony

1998-01-01

30

Teacher Professional Development in Ohio.  

ERIC Educational Resources Information Center

This report examines teacher professional development in Ohio, highlighting the Local Professional Development Block Grant and the role of Local Professional Development Committees (LPDCs). Data come from nine school district case studies and surveys of school district treasurers. Funding sources are often restricted to a subject area, group of…

Ohio State Legislative Office of Education Oversight, Columbus.

31

Flexible Professional Development  

NSDL National Science Digital Library

Among the major challenges for teachers is finding time to translate what they learned during professional development programs into materials they can use in the classrooms. To address this and other concerns, the authors designed a middle-school teacher workshop, "Diversity and Adaptations in the Brain," that met standards and allowed teachers to leave the program with at least one completed instructional unit suited for their own unique classroom situation. The methods used in the workshop can be easily translated to suit many other situations.

Parlier, David; Caldwell, Heather K.; Rose, Jordan D.; Frantz, Kyle J.; Carruth, Laura L.; Demetrikopoulos, Melissa K.

2004-02-01

32

DEVELOPMENT OF AN ON-LINE COAL WASHABILITY ANALYZER  

Microsoft Academic Search

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on- line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development

J. D. Miller; C. L. Lin; G. H. Luttrell; G. T. Adel; Barbara Marin

2001-01-01

33

Differential regional gray matter volumes in patients with on-line game addiction and professional gamers.  

PubMed

Patients with on-line game addiction (POGA) and professional video game players play video games for extended periods of time, but experience very different consequences for their on-line game play. Brain regions consisting of anterior cingulate, thalamus and occpito-temporal areas may increase the likelihood of becoming a pro-gamer or POGA. Twenty POGA, seventeen pro-gamers, and eighteen healthy comparison subjects (HC) were recruited. All magnetic resonance imaging (MRI) was performed on a 1.5 Tesla Espree MRI scanner (SIEMENS, Erlangen, Germany). Voxel-wise comparisons of gray matter volume were performed between the groups using the two-sample t-test with statistical parametric mapping (SPM5). Compared to HC, the POGA group showed increased impulsiveness and perseverative errors, and volume in left thalamus gray matter, but decreased gray matter volume in both inferior temporal gyri, right middle occipital gyrus, and left inferior occipital gyrus, compared with HC. Pro-gamers showed increased gray matter volume in left cingulate gyrus, but decreased gray matter volume in left middle occipital gyrus and right inferior temporal gyrus compared with HC. Additionally, the pro-gamer group showed increased gray matter volume in left cingulate gyrus and decreased left thalamus gray matter volume compared with the POGA group. The current study suggests that increased gray matter volumes of the left cingulate gyrus in pro-gamers and of the left thalamus in POGA may contribute to the different clinical characteristics of pro-gamers and POGA. PMID:22277302

Han, Doug Hyun; Lyoo, In Kyoon; Renshaw, Perry F

2012-04-01

34

DEVELOPMENT OF AN ON-LINE COAL WASHABILITY ANALYZER  

Microsoft Academic Search

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of

J. D. Miller

1999-01-01

35

DEVELOPMENT OF AN ON-LINE COAL WASHABILITY ANALYZER  

Microsoft Academic Search

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of

C. L. LIN; G. H. LUTTRELL; G. T. ADEL; JAN D. MILLER

1998-01-01

36

Development of an On-Line Coal Washability Analyzer  

Microsoft Academic Search

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of

C. L. Lin; G. H. Luttrell; G. T. Adel; Jan D. Miller

1998-01-01

37

Development of an On-Line Coal Washability Analyzer  

Microsoft Academic Search

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of

Jan D

1997-01-01

38

Re-Imagining Professional Development  

ERIC Educational Resources Information Center

Van Horn deems three "recognitions" as essential to truly internalizing professional development: what and how we learn; the importance of individuals, contexts, and community in learning; and the ongoing nature of learning. Here, she provides an overview and examples of ideas about professional development and how we might develop ourselves as…

Van Horn, Leigh

2006-01-01

39

Professional Development: Then and Now  

ERIC Educational Resources Information Center

Technological developments have altered pedagogies in classroom teaching but approaches to teacher professional development have remained largely unchanged. The purpose of this paper is to describe an evolving learning process that spans the last decade and draws from three different investigations into professional development. The author…

Bolt, Susan

2012-01-01

40

Continuing professional development for veterinarians.  

PubMed

Continuing professional development for veterinarians is expected to commence in the year after graduation and continue until retirement. The World Organisation for Animal Health standard for veterinary services is based on principles of an ethical, organisational and technical nature, and a mix of regulation, self-regulation and quality assurance approaches are used. Few jurisdictions have made a minimum requirement of continuing professional development, measured in hours or units, mandatory in 2004, however, there is an increasing expectation of veterinarians to keep a personal record of their continuing professional development activities. Such records might assist in defending complaints about professional misconduct, and provide a basis for planning and monitoring personal professional growth. Continuing professional development can be obtained by a variety of means through structured and unstructured learning activities. The rapid advances in communication technologies and ready access to available electronic databases at the beginning of the 21st century is rapidly changing the way students learn in veterinary schools and how they will acquire continuing professional development during their careers. Universities, governments, professional associations and special interest groups all have roles to play in the delivery of continuing professional development to the veterinary profession and to ensure a structure is in place to monitor improvements in the delivery of quality veterinary services. PMID:15907035

Caple, I W

2005-04-01

41

Facilitating Respectful Diversity Professional Development  

ERIC Educational Resources Information Center

Changing demographics continue to challenge professional development programs to prepare school personnel to serve a rapidly expanding diverse student body. Popular diversity professional development models are on a continuum. They range from preparing teachers to design themes and activities that are culturally relevant all the way to enabling…

Bell, David L.; Thomas, Earl E.

2007-01-01

42

Designing Professional Development That Works.  

ERIC Educational Resources Information Center

By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…

Birman, Beatrice F.; Desimone, Laura; Porter, Andrew C.; Garet, Michael S.

2000-01-01

43

Professional Development of Academic Library Professionals in Kerala  

ERIC Educational Resources Information Center

The paper aims to bring out the problems and prospects of the professional development opportunities of academic library professionals in the Universities in Kerala. The study is a part of research undertaken to survey the professional development activities and educational needs of library professionals in the major Universities of Kerala in the…

Mathew, K. Susan; Baby, M. D.; Pillai, S. Sreerekha

2011-01-01

44

The Science of Professional Development  

ERIC Educational Resources Information Center

Data from a recent study show that investing in science teachers' professional growth and teaching ability is a wise choice. However, the professional development must have the right content (the science discipline that teachers are actually teaching), at the right time (when they are assigned to teach that science discipline), and in a stable…

Fields, Erica T.; Levy, Abigail Jurist; Karelitz, Tzur M.; Martinez-Gudapakkam, Audrey; Jablonski, Erica

2012-01-01

45

Professional development of medical educators.  

PubMed

Clinicians are increasingly involved in teaching, learning, assessment and supervisory activities with medical students, trainees and other health professionals. Participation in professional development pathways and activities in medical education enables clinical teachers to provide high quality education and training. PMID:20220724

Swanwick, Tim; McKimm, Judy

2010-03-01

46

Professionalism, Scholarly Practice, and Professional Development in Student Affairs  

ERIC Educational Resources Information Center

This article presents a synthesis of recent literature on professionalism in student affairs. Attention is given to the nature of professionalism, a discussion of student affairs as a profession, the scholarly practice of student affairs, and professional development in student affairs. The authors note that an assumption of professionalism…

Carpenter, Stan; Stimpson, Matthew T.

2007-01-01

47

Continuing professional development: best practices.  

PubMed

Continuing professional development (CPD) involves not only educational activities to enhance medical competence in medical knowledge and skills, but also in management, team building, professionalism, interpersonal communication, technology, teaching, and accountability. This paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as already defined by some professional societies and world organizations, are emphasized as core actions to best enhance an effective lifelong learning after residency. The personal learning plan (PLP) is discussed as the core of a well-structured CPD and we describe how it should be created. Fundamental CPD principles and how they are integrated in the framework of every physician's professional life will be described. The value of systematic and comprehensive CPD documentation and assessment is emphasized. Accreditation requirements and professional relationships with commercial sponsors are discussed. PMID:24791104

Filipe, Helena P; Silva, Eduardo D; Stulting, Andries A; Golnik, Karl C

2014-01-01

48

Continuing Professional Development: Best Practices  

PubMed Central

Continuing professional development (CPD) involves not only educational activities to enhance medical competence in medical knowledge and skills, but also in management, team building, professionalism, interpersonal communication, technology, teaching, and accountability. This paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as already defined by some professional societies and world organizations, are emphasized as core actions to best enhance an effective lifelong learning after residency. The personal learning plan (PLP) is discussed as the core of a well-structured CPD and we describe how it should be created. Fundamental CPD principles and how they are integrated in the framework of every physician's professional life will be described. The value of systematic and comprehensive CPD documentation and assessment is emphasized. Accreditation requirements and professional relationships with commercial sponsors are discussed.

Filipe, Helena P.; Silva, Eduardo D.; Stulting, Andries A.; Golnik, Karl C.

2014-01-01

49

DEVELOPMENT OF AN ON-LINE COAL WASHABILITY ANALYZER  

SciTech Connect

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on- line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of such a device is critical to the establishment of process control and automated coal blending systems. In this regard, Virginia Tech, Terra Tek Inc., and U.S. coal producers have joined with the University of Utah and to undertake the development of an X-ray CT-based on- line coal washability analyzer with financial assistance from DOE. Each project participant brought special expertise to the project in order to create a new dimension in coal cleaning technology. The project involves development of appropriate software and extensive testing/evaluation of well-characterized coal samples from operating coal preparation plants. Data collected to date suggest that this new technology is capable of serving as a universal analyzer that can not only provide washability analysis, but also particle size distribution analysis, ash analysis, and perhaps pyritic sulfur analysis.

J.D. Miller; C.L. Lin; G.H. Luttrell; G.T. Adel; Barbara Marin

2001-06-26

50

DEVELOPMENT OF AN ON-LINE COAL WASHABILITY ANALYZER  

SciTech Connect

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of such a device is critical to the establishment of process control and automated coal blending systems. In this regard, Virginia Tech, Terra Tek Inc., and several eastern coal companies have joined with the University of Utah and agreed to undertake the development of a x-ray CT-based on-line coal washability analyzer with financial assistance from DOE. The three-year project will cost $594,571, of which 33% ($194,575) will be cost-shared by the participants. The project involves development of appropriate software and extensive testing/evaluation of well-characterized coal samples from operating coal preparation plants. Each project participant brings special expertise to the project which is expected to create a new dimension in coal cleaning technology. Finally, it should be noted that the analyzer may prove to be a universal analyzer capable of providing not only washability analysis, but also particle size distribution analysis, ash analysis and perhaps pyritic sulfur analysis.

J.D. Miller

1999-09-30

51

Development of an On-Line Coal Washability Analyzer  

SciTech Connect

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of such a device is critical to the establishment of process control and automated coal blending systems. In this regard, Virginia Tech, Terra Tek Inc., and Cyprus-Amax Coal Company have joined with the University of Utah and agreed to undertake the development of a x-ray CT-based on-line coal washability analyzer with financial assistance from DOE. The three-year project will cost $594,571, of which 33% ($194,575) will be cost-shared by the participants. The project will involve development of appropriate software and extensive testing/evaluation of well-characterized coal samples from three coal preparation plants. Each project participant brings special expertise to the project which is expected to create a new dimension in coal cleaning technology. Finally, it should be noted that the analyzer may prove to be a universal analyzer capable of providing not only washability analysis, but also particle size distribution analysis, ash analysis and perhaps pyritic sulfur analysis.

C. L. Lin; G. H. Luttrell; G. T. Adel; Jan D. Miller.

1998-03-31

52

Development of an On-Line Coal Washability Analyzer.  

SciTech Connect

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of such a device is critical to the establishment of process control and automated coal blending systems. In this regard, Virginia Tech, Terra Tek Inc., and Cyprus-Amax Coal Company have joined with the University of Utah and agreed to undertake the development of an x-ray CT-based on-line coal washability analyzer with financial assistance from DOE. The three-year project will cost $594,571, of which 33% ($194,575) will be cost-shared by the participants. The project will involve development of appropriate software and extensive testing/evaluation of well-characterized coal samples from three coal preparation plants. Each project participant brings special expertise to the project which is expected to create a new dimension in coal cleaning technology. Finally, it should be noted that the analyzer may prove to be a universal analyzer capable of providing not only washability analysis, but also particle size distribution analysis, ash analysis and perhaps pyritic sulfur analysis.

Miller, Jan D.

1997-09-03

53

DEVELOPMENT OF AN ON-LINE COAL WASHABILITY ANALYZER  

SciTech Connect

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of such a device is critical to the establishment of process control and automated coal blending systems. In this regard, Virginia Tech, Terra Tek Inc., and several eastern coal companies have joined with the University of Utah and agreed to undertake the development of a x-ray CT-based on-line coal washability analyzer with financial assistance from DOE. The three-year project will cost $594,571, of which 33% ($194,575) will be cost-shared by the participants. The project involves development of appropriate software and extensive testing/evaluation of well-characterized coal samples from operating coal preparation plants. Each project participant brings special expertise to the project which is expected to create a new dimension in coal cleaning technology. Finally, it should be noted that the analyzer may prove to be a universal analyzer capable of providing not only washability analysis, but also particle size distribution analysis, ash analysis and perhaps pyritic sulfur analysis.

C.L. LIN; G.H. LUTTRELL; G.T. ADEL; JAN D. MILLER

1998-03-31

54

DEVELOPMENT OF AN ON-LINE COAL WASHABILITY ANALYZER  

SciTech Connect

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of such a device is critical to the establishment of process control and automated coal blending systems. In this regard, Virginia Tech, Terra Tek Inc., and several eastern coal companies have joined with the University of Utah and agreed to undertake the development of a x-ray CT-based on-line coal washability analyzer with financial assistance from DOE. The three-year project will cost $594,571, of which 33% ($194,575) will be cost-shared by the participants. The project involves development of appropriate software and extensive testing/evaluation of well-characterized coal samples from operating coal preparation plants. Each project participant brings special expertise to the project which is expected to create a new dimension in coal cleaning technology. Finally, it should be noted that the analyzer may prove to be a universal analyzer capable of providing not only washability analysis, but also particle size distribution analysis, ash analysis and perhaps pyritic sulfur analysis.

C.L. Lin; G.H. Luttrell; G.T. Adel; Jan D. Miller

1999-03-31

55

Professional Values: Key to Professional Development.  

ERIC Educational Resources Information Center

Affective domain learning, including values formation, is an important part of humanistic nursing education. The American Nurses Association code of ethics articulates professional values. For full embodiment of these values to occur, educators and the profession must work together. (Contains 30 references.) (SK)

Weis, Darlene; Schank, Mary Jane

2002-01-01

56

Professional Development Programs That Work.  

ERIC Educational Resources Information Center

The professional development program at Golden West College has successfully maximized instructional change and innvovation for several years. The success of the program is due to factors such as support from the president; the appointment of a dean of educational development whose sole responsibility is to work with faculty on new developmental…

Shawl, William F.

57

Changes in Professional Development  

Microsoft Academic Search

Recent changes in society, the practice in medicine, the health care delivery and new technologies will have a direct impact on the development of the medical profession. Thus, there is a need for more efficient, evidence-based and evaluated continuing medical education (CME) programs. But CME in one’s own speciality interest is not enough. CME has to be extended into a

Siegfried Meryn

1998-01-01

58

The Professional Development of Teachers in Australia.  

ERIC Educational Resources Information Center

Describes the concept of and various forms of professional development in Australia, examining the personal professional development plans required in some Australian states and focusing on the effectiveness of professional development, teacher response to professional development, and the dynamic interaction between three elements necessary for…

Ling, Lorraine M.; MacKenzie, Noella

2001-01-01

59

Professional Development Worth Paying For  

ERIC Educational Resources Information Center

While state leaders understand the value of professional development, they also need to consider the costs. Such costs are some of the most difficult to calculate. If state leaders are going to pony up for improving the instructional skills of teachers and principals, they want to know that their dollars are well-spent. The same can be said for…

Christie, Kathy

2009-01-01

60

Professional Development: Catalyst for Change?  

ERIC Educational Resources Information Center

Difficulty securing adequate professional development (PD) has long been a barrier to the effective implementation of educational technology. Concerns about the dearth of PD for helping teachers integrate technology into their instructional practices raised nearly 25 years ago appear to still hold true despite repeated calls for increased…

Niederhauser, Dale; Wessling, Sarah

2011-01-01

61

Facilitating Professional Development: Foundational Strategies.  

ERIC Educational Resources Information Center

This case study examines a 2-year faculty-centered professional development program for high school teachers. The program, which used a Foxfire approach (Wigginton, 1986) and was based on Deweyan principles (Dewey, 1963), involved having the teachers initiate, pursue, and share self-selected, independent group learning projects. Inservice sessions…

Macke, Susan Martin

62

Technology and Teacher Professional Development.  

ERIC Educational Resources Information Center

This report summarizes the first of four workshops organized to take advantage of the experience and insights of those already implementing new technologies in the schools. The workshop examined professional development needs and consisted of a one and one-half day conversation with educators and experts working to apply communications technology…

Harvey, James, Ed.; Purnell, Susanna, Ed.

63

Development of an on-line bioterrorism preparedness course.  

PubMed

To reach a large audience of public health workers and others interested in learning more about bioterrorism and emergency preparedness, an on-line, Web-based, certificated course entitled "Terrorism, Preparedness and Public Health: An Introduction" was planned, developed, and implemented. Interactivity and other user-friendly devices helped it gain acceptance. To date (May 2005), more than 6,000 people from all 50 states and some foreign countries have registered for the course, and about 2,400 have passed an exam for a certificate of completion. We believe the success of this course is related to the strength and accuracy of the content and its historical perspective; to the quality of the technical development, including multiple levels of interactivity, ease of use, and a printed completion certificate; and to the use of real case studies and the lack of dramatic overstatement. PMID:16205533

Westphal, Robert G; Jewell, Susan; Skawinski, Edward

2005-11-01

64

Mentor teachers' perceptions of their own professional development within a secondary science professional development school  

Microsoft Academic Search

Mentor teachers' perceptions of their professional development within a secondary science professional development school were studied using grounded theory within a postmodern lens. The driving questions which framed this study were: How do mentor teachers' perceive their own professional development in the context of an emerging secondary science Professional Development School? How is mentor professional development supported or inhibited in

Sherry Maureen Kreamer

2003-01-01

65

UK Health-Care Professionals' Experience of On-Line Learning Techniques: A Systematic Review of Qualitative Data  

ERIC Educational Resources Information Center

Introduction: Continuing professional development and education is vital to the provision of better health services and outcomes. The aim of this study is to contribute to the evidence base by performing a systematic review of qualitative data from studies reporting health professionals' experience of e-learning. No such previous review has been…

Carroll, Christopher; Booth, Andrew; Papaioannou, Diana; Sutton, Anthea; Wong, Ruth

2009-01-01

66

K-12 Teacher Professional Development  

NASA Astrophysics Data System (ADS)

For many school subjects, teachers enlist in professional development activities to fulfill certification requirements to update themselves on recent developments in their field. For astronomy, in addition to certification, many teachers need to acquire basic knowledge and skills since their background is often deficient. Thus, a main goal of professional development workshops is to enhance the knowledge base of the participants. But their needs go beyond what can be acquired in a book or lecture. In response to guidelines of the National Science Education Standards (1996), the participants should actively investigate phenomena and interpret results, be introduced to resources that expand their knowledge, build on their current understanding, and incorporate reflection on the process and outcomes of understanding science through inquiry. Examples of how these elements are incorporated into workshops that emphasize activities and teacher-to-teacher interaction over lecture are offered in this presentation. Setting realistic goals for workshops of different lengths (from one day to one month) and evaluating the results are also components of teacher professional development.

Hemenway, Mary Kay

2013-06-01

67

Evaluation of a continuing professional education opportunity via an on-line service.  

PubMed Central

Registered Dietitians (RDs) who are members of the on-line service America Online have the opportunity to participate in regular journal club sessions for continuing education credits. A survey conducted after the first six months found that most participants found the journal club to be a convenient way to network with RDs from across the country and earn continuing education credits which compared favorably with traditional journal club meetings.

Ziemer, K.

1996-01-01

68

Leading and Managing Continuing Professional Development: Developing People, Developing Schools  

ERIC Educational Resources Information Center

This book has been written for those who lead and manage continuing professional development (CPD). Continuing professional development co-coordinators hold a key role and one that needs to be developed further in many schools. This book is intended to help people think more deeply about the professional development and training of staff--all…

Earley, Peter; Bubb, Sara

2004-01-01

69

Teachers' Professional Lives and Continuing Professional Development in Changing Times  

ERIC Educational Resources Information Center

This paper presents a qualitative study about how teachers entering the profession at different times over the last five decades made sense of their professional lives and continuing professional development (CPD) experiences against the backdrop of the CPD policy infrastructure and wider educational context in Hong Kong. The life history method…

Tang, Sylvia Yee Fan; Choi, Pik Lin

2009-01-01

70

Missouri Professional Development Guidelines for Student Success.  

ERIC Educational Resources Information Center

These guidelines help professional development chairs, administrators, and teachers collaboratively plan for the ongoing skill development and content acquisition of staff members. Section 1, "Missions, Mandates, and Regulations for Professional Development," describes the mission of professional development as supporting teachers in continuing…

Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

71

Effective Professional Development: What the Research Says  

ERIC Educational Resources Information Center

This paper is intended to support school authorities by summarizing research on professional development. The term professional development is used in a context that encompasses related terms such as staff development, training and in-service. The paper covers conceptions and understandings of professional development, processes and approaches…

Online Submission, 2006

2006-01-01

72

Professional Development for Teachers of Reading.  

ERIC Educational Resources Information Center

This paper examines several topics as they relate to the education of practicing reading teachers, including: the state of reading achievement in the United States; teacher thinking and professional development; the history of professional development for teachers of reading; professional development policies and guidelines recommended by various…

Grant, Peggy A.; Young, Edyth E.; Montbriand, Cathy

73

Tailoring Professional Development for IT Staff  

ERIC Educational Resources Information Center

Professional development has become an increasingly important topic among information technology (IT) professionals in higher education, but what does it mean to engage in professional development activities? How does an institution create an initiative that meets broad organizational goals while taking into account the specific needs of the…

Haile, Christine E.; Trubitt, Lisa

2007-01-01

74

Sustainable Development, Systems Thinking and Professional Practice  

ERIC Educational Resources Information Center

This article explores the impact of the sustainable development (SD) agenda on the occupational and professional needs of those who have undergone educational and training programmes in the environmental field either at the undergraduate or the postgraduate level or through relevant professional institutions' continuing professional development…

Martin, Stephen

2008-01-01

75

Professional Development: What Works. Second Edition  

ERIC Educational Resources Information Center

This top-selling book will serve as the compass and road map to your school's professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional…

Zepeda, Sally J.

2012-01-01

76

School Data as Mediators in Professional Development  

ERIC Educational Resources Information Center

International research documents a variety of approaches for fostering the professional development of principals. These studies mainly draw upon survey and interview data. Less attention has been paid to observing professional development processes. This article aims to examine how professional learning is played out empirically in the…

Jensen, Ruth; Moller, Jorunn

2013-01-01

77

Teachers' Professional Development: An Analysis of the Use of Professional Development Plans in a Dutch School  

ERIC Educational Resources Information Center

Professional development of teachers has become an essential condition in today's knowledge-based society to sustain the quality of teaching. Therefore, the Dutch government promotes this professional development. As a result, Professional Development Plans (PDPs) are now increasingly used to stimulate and support the professional development of…

Janssen, S.; Kreijns, K.; Bastiaens, T.; Stijnen, S.; Vermeulen, M.

2012-01-01

78

A Resource Guide for Establishing Local Professional Development Committees. Transforming Professional Development in Ohio.  

ERIC Educational Resources Information Center

This monograph offers information and resources to help school districts build the capacity to transform professional development. Part 1, "Ohio's Professional Development System," discusses the transformation of professional development in Ohio and explains what professional development is. Part 2, "Requirements and Responsibilities," discusses…

Ohio State Dept. of Education, Columbus.

79

Develop a Professional Learning Plan  

ERIC Educational Resources Information Center

A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…

Journal of Staff Development, 2013

2013-01-01

80

Development of an on-Line Gold Analyser.  

National Technical Information Service (NTIS)

An on-line analyser to monitor the gold in solutions from the carbon-in-pulp process is described. The automatic system is based on the delivery of filtered samples of the solutions to a distribution valve for measurement by flameless atomic-absorption sp...

R. V. D. Robert G. T. W. Ormrod

1982-01-01

81

Soft sensors development for on-line bioreactor state estimation  

Microsoft Academic Search

During a fermentation process, variables such as concentrations are determined by off-line laboratory analysis, making this set of variables of limited use for control purposes. However, these variables can be on-line estimated using soft sensors. The objective of this study is to present the state of the art of state estimator techniques. Special attention was given to filtering techniques, namely

Adilson José de Assis; Rubens Maciel Filho

2000-01-01

82

Online Early Childhood Professional Development: Selected Experiences  

ERIC Educational Resources Information Center

Early childhood professional development opportunities are expanding rapidly throughout the country. With nearly 12 million children under the age of 5 in some kind of early childhood setting, there is an effort to increase the quality of care and education. In fact, 97% of states require child care professionals to commit to ongoing professional…

Olsen, Heather

2010-01-01

83

FEDIX on-line information service: Design, develop, test, and implement, an on-line research and education information service  

SciTech Connect

The FEDIX Annual Status Report provides details regarding an on-line information project designed, developed and implemented by Federal Information Exchange, Inc., a diversified information services company. This document details the project design activities, summarizes the developmental phases of the project and describes the implementation activities generated to fulfill the project's objectives. The information contained in this document illustrates FIE's continuing commitment to serve as the link that facilitates the dissemination of federal information to the education community. This report reviews the project accomplishments and describes intended service enhancements.

Rodman, J.A.

1992-01-01

84

Development: As People and Professionals  

ERIC Educational Resources Information Center

Contending that one cannot enjoy continued growth as a professional unless one is at the same time enjoying personal growth, the author discusses the following positive adjustments that he believes could make a person more comfortable personally and professionally: Adjustments to our perception, adjustments to our self-concept, and adjustments to…

MacRae, Don

1977-01-01

85

Curriculum Reform, Professional Development, and Powerful Learning  

NSDL National Science Digital Library

The authors consider the important relationship between standards-based curriculum implementation and professional development. They begin by looking at the key recommendations about student learning and then discuss how curriculum materials can embody these recommendations. Because the result is nontraditional curriculum materials, they then consider the role of professional development for increasing the effectiveness of those materials. Finally, they discuss a professional development strategy that begins with selecting materials for curriculum reform.

Short, James B.; Powell, Janet C.; Landes, Nancy M.

2002-01-01

86

Professionalism in Broadcasting in Developing Countries  

ERIC Educational Resources Information Center

Examines the modes of professionalism and organizational structure in broadcasting and investigates how these modes transfer from industrialized nations to developing countries such as Algeria and Senegal. (MH)

O'Brien, Rita Cruise

1977-01-01

87

Commentary: Taking Responsibility for Professional Development  

NSDL National Science Digital Library

The No Child Left Behind (NCLB) Act of 2001 contains numerous references to "high-quality professional development. The quantity and the quality of professional development are critical issues in the NCLB Act with direct impact on student achievement. Research proves that the most important factor in student achievement is the quality of the teacher. In this month's opinion piece, the author encourages teachers to take responsibility for their own professional development by becoming more involved in planning and developing their professional growth. The end result will be meaningful personal growth for educators and increased student achievement!

Long, Steven

2004-12-01

88

The Professional Development of Teachers in Malta.  

ERIC Educational Resources Information Center

Presents micro and macro approaches to professional development in Malta, which depend on teacher personal initiatives and the education system, outlining the historical context of faculty development in Malta; examining central issues, challenges, and approaches; emphasizing the need to establish a culture where professional development is…

Bezzina, Christopher; Camilleri, Antoinette

2001-01-01

89

Guidelines for Individual Professional Development Plans.  

ERIC Educational Resources Information Center

Developed for faculty, administrators, and other classified and professional staff at Labette Community College (LCC), this booklet presents guidelines for establishing individual professional development plans (IPDPs) to foster continued education and development, and for obtaining funding of approved plans. Chapter I provides a rationale for…

Usera, John J.

90

Contribution of Professional Development to Standards Implementation  

ERIC Educational Resources Information Center

Teachers' professional development is a key to any educational change and is critical when leading and assimilating change, such as introducing standards into classrooms. A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated…

Klieger, Aviva; Yakobovitch, Anat

2012-01-01

91

Professional development for primary science teaching in Thailand: Knowledge, orientations, and practices of professional developers and professional development participants  

NASA Astrophysics Data System (ADS)

The purpose of this study was to examine an entire PD project as a case to understand the dynamic nature of science PD in a holistic manner. I used a pedagogical content knowledge model by Magnusson, Krajcik, and Borko (1999) as my theoretical framework in examining the professional developers' and teacher participants' knowledge, orientation, and practice for professional development and elementary science teaching. The case study is my research tradition; I used grounded theory for data analysis. The primary data sources were interview, card sort activity, and observation field notes collected during the PD and subsequently in teacher participants' classrooms. Secondary data sources were documents and artifacts that I collected from the professional developers and teachers. An analysis of the data led me to interpret the following findings: (a) the professional developers displayed multiple orientations. These orientations included activity-driven, didactic, discovery, and pedagogy-driven orientations. The orientations that were found among the professional developers deviated from the reformed Thai Science Education Standards; (b) the professional developers had limited PCK for PD, which were knowledge of teachers' learning, knowledge of PD strategies, knowledge of PD curriculum, and knowledge of assessment.; (c) the professional developers' knowledge and orientations influenced their decisions in selecting PD activities and teaching approaches; (d) their orientations and PCK as well as the time factor influenced the design and implementation of the professional development; (e) the elementary teachers displayed didactic, activity-driven, and academic rigor orientations. The orientations that the teachers displayed deviated from the reformed Thai Science Education Standards; and (f) the elementary teachers exhibited limited PCK. It is evident that the limitation of one type of knowledge resulted in an ineffective use of other components of PCK. This study demonstrates the nature of PD in the context of Thailand in a holistic view to understand knowledge, orientation, and implementation of professional developers and professional development participants. Furthermore, the findings have implications for professional development and professional developers in Thailand and include worldwide with respect to promoting sustain and intensive professional development and developing professional developers.

Musikul, Kusalin

92

The Case Study: Professional Development Cases  

NSDL National Science Digital Library

A professional development case in college science teaching bridges the gap between educational theory and practice. A good case poses an interesting dilemma involving instructors, students, and administrators. Case discussions can help instructors take charge of their own professional development and create a community of shared professional support within their colleges. These discussions help overcome the sense of isolation that many instructors, particularly new ones, can experience.

Coleman, Dava; Brickman, Peggy; Glynn, Shawn; Koballa, Thomas

2006-09-01

93

Enhancing Professionalism? Teachers' Voices on Continuing Professional Development in Scotland  

ERIC Educational Resources Information Center

This paper explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. It considers the curricular and political changes which affect the nature of CPD considered appropriate and relevant for teachers. This article reports on one small-scale qualitative study into…

MacDonald Grieve, Ann; McGinley, Brian Peter

2010-01-01

94

Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism  

ERIC Educational Resources Information Center

As education's main workforce, teachers have been the target of policies designed to shape and affirm new versions of professionalism. This paper examines this issue as it is exemplified by the Teachers of Teachers Network (TTN), a program developed by Chile's Ministry of Education. As a program designed to identify and reward high…

Montecinos, Carmen; Pino, Mauricio; Campos-Martinez, Javier; Domínguez, Rosario; Carreño, Claudia

2014-01-01

95

Characteristics of Effective Professional Development: A Checklist  

ERIC Educational Resources Information Center

This article summarizes current research on effective professional development and offers a checklist for school leaders to use when designing learning opportunities for teachers. Effective professional development engages teachers in learning opportunities that are supportive, job-embedded, instructionally-focused, collaborative, and ongoing.…

Hunzicker, Jana

2010-01-01

96

Teachers' Professional Development: A Theoretical Review  

ERIC Educational Resources Information Center

Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers' learning: how they learn to learn and how they apply their knowledge in practice to support pupils' learning. The research…

Postholm, May Britt

2012-01-01

97

Bringing Effective Professional Development to Educators  

ERIC Educational Resources Information Center

Career and technical education (CTE) teachers, through ongoing professional development, gain a deeper understanding of the content they teach, stay informed of the latest research, and ensure that the skills they teach are aligned to the most current workplace standards. Professional development has long been a part of educators' lives, but the…

Reese, Susan

2010-01-01

98

Transforming Professional Development into Student Results  

ERIC Educational Resources Information Center

Focusing on just three things--evidence of student learning, feedback on teacher and principal decisions, and depth of implementation--renowned author and thinker Douglas B. Reeves provides you with a blueprint for how to ensure professional development improves student learning. Find out: (1) Which ineffective professional development practices…

Reeves, Douglas B.

2010-01-01

99

Technology Professional Development: A Case Study.  

ERIC Educational Resources Information Center

Examines the outcomes of a technology professional development initiative for elementary teachers. The professional development model used cohort collaboration, multiple strategies, and job embedded experiences to help teachers incorporate technology into their practice. Results included an increase in self-reported frequency of use of technology…

Burton, Dolores T.

2003-01-01

100

Understanding by Design Professional Development Workbook  

ERIC Educational Resources Information Center

"Understanding by Design Professional Development Workbook" extends the ideas presented in "Understanding by Design" (UbD) by focusing on professional development and the practical matters of curriculum design. The Workbook is a guide for "Understanding by Design" workshops and undergraduate and graduate courses, as well as further independent…

McTighe, Jay; Wiggins, Grant

2004-01-01

101

Washington Assessment Professional Development Program Evaluation Results.  

ERIC Educational Resources Information Center

This is a compilation of the Executive Summaries from several documents: "Professional Development District Team Survey Results" (July 1997), "CSL Assessment Training Survey Results" (January 1999), "CSL Assessment Professional Development Evaluation Additional Data Analysis of District Surveys" (February 1999); "1998-99 CSL Assessment Site Visit…

Arter, Judith A.

102

Teacher Professional Development: Who Is the Learner?  

ERIC Educational Resources Information Center

One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a…

Petrie, Kirsten; McGee, Clive

2012-01-01

103

Career Development after Professional Football.  

ERIC Educational Resources Information Center

A model program for counseling professional football players on career transitions takes an early intervention approach in four stages: (1) comprehensive vocational assessment; (2) identification and evaluation of education and training programs; (3) off-season internships; and (4) preretirement review of skills and drafting of a game plan for…

Shahnasarian, Michael

1992-01-01

104

Developing Opportunities for Professional Counselors.  

ERIC Educational Resources Information Center

Because cancer patients and their families have special psychological needs that are not always met through medical care, the Bowman Gray School of Medicine at Wake Forest University established the Cancer Patient Support Program (CPSP) at the Oncology Research Center. Services provided by the CPSP's 2 professional counselors and approximately 35…

Vacc, Nicholas A.

105

Transformative Learning as a Professional Development Goal.  

ERIC Educational Resources Information Center

Transformative learning theory provides a framework for development of authentic, individuated, critically reflective practitioners. Strategies for transformative professional development include action plans, reflective activities, case studies, and critical theory discussions. (Contains 17 references.) (SK)

Cranton, Patricia; King, Kathleen P.

2003-01-01

106

Using Action Learning for Professional Development  

ERIC Educational Resources Information Center

This paper discusses using action learning with different professional groups in the UK--nurses and educators. It addresses the question: To what extent is action learning an effective approach in relation to professional development, and, if so, in what way/s? The formulation and developmental processes of action learning sets are examined. The…

Stark, Sheila

2006-01-01

107

Connecting Professional Development to Student Learning Gains  

ERIC Educational Resources Information Center

Over the years, teachers and school leaders have engaged in some form of training beyond their formal preservice, university preparation programs. Whether referred to as in-service training, professional day, or staff or professional development, this activity normally had one purpose: to improve participant's knowledge or skills. With limited…

Holloway, John H.

2006-01-01

108

The Development of Competent Marketing Professionals  

ERIC Educational Resources Information Center

The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14…

Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan

2009-01-01

109

Professional Development of Early Childhood Administrators Within A Professional Development School (PDS) Learning Community  

Microsoft Academic Search

PROFESSIONAL DEVELOPMENT OF EARLY CHILDHOOD ADMINISTRATORS WITHIN A PROFESSIONAL DEVELOPMENT SCHOOL (PDS) LEARNING COMMUNITY\\u000aGinger LuAnne Zierdt, Ph.D. University of Nebraska, 2009\\u000aAdvisor: Marilyn L. Grady\\u000aThe traditional roles of early childhood educators have expanded to include management and leadership responsibilities. Through the stories and observations of early childhood administrators who participated in a Professional Learning Community within a Professional

Ginger L Zierdt

2009-01-01

110

Building Ongoing and Sustained Professional Development  

NSDL National Science Digital Library

The East Tennessee State University Science Partnership (ETSUSP) is bringing about a restructuring of the system as it pertains to building and maintaining ongoing and sustained professional development in science teaching and learning at the middle and high school levels in Northeast Tennessee. Through a collaborative relationship extending more than a decade with various funding agencies and local school districts in the Upper East Tennessee Educational Cooperative (UETEC), a professional development model for middle and high school science teachers emerged. The following sections describe each component of the model and provide insights into the ways in which the program is addressing professional development issues.

Wojnowski, Brenda; Rhoton, Jack

2006-01-01

111

Professional Socialisation: An Influence on Professional Development and Role Definition  

ERIC Educational Resources Information Center

Professional socialisation refers to the acquisition of values, attitudes, skills and knowledge pertaining to a profession. This article reviews the definition and conceptualisation of professional socialisation through anticipatory and formal professional socialisation processes. It describes the core elements of professional socialisation such…

Cornelissen, J. J.; van Wyk, A. S.

2007-01-01

112

Foundations , Volume 3: Professional Development That Supports School Mathematics Reform  

NSF Publications Database

... and technology education Professional Development That Supports School Mathematics Reform Table ... development programs? HTML / PDF (290K) Part II. Analyzing Promising Professional Development ...

113

Online Courses: WCS Online Professional Development  

NSDL National Science Digital Library

Wildlife Conservation Society's Professional Development Department, headquartered at the Bronx Zoo, invite K-12 educators to take a walk on the wild side. Whether you teach in a school or nontraditional setting, science, math, language arts, or anything

1900-01-01

114

State Library Associations: How Well Do They Support Professional Development?  

ERIC Educational Resources Information Center

Describes a survey of state library associations that was conducted to gather information about professional development and continuing education opportunities. Issues addressed include goals of state library associations, budgets for professional development, opportunities for professional development, programs and workshops, association…

Kenney, Donald J.; McMillan, Gail

1992-01-01

115

Problematising ourselves: continuing professional development in higher education  

Microsoft Academic Search

The problem of continuing professional development (sometimes capitalised as CPD) of professionals in higher education is that it operates around a series of unresolved tensions: between higher education institutions as major providers for other professionals and as a relatively new provider in terms of its own professional development; between the prestige associated with continuing professional development in the service of

Sue Clegg

2003-01-01

116

On-line chemical composition analyzer development. Status report, February 1, 1993--April 30, 1993  

SciTech Connect

This report relates to the development of an on-line Raman analyzer for control of a distillation column. It is divided into: program issues, experimental control system evaluation, energy savings analysis, and reliability analysis. (DLC)

Garrison, A.A.

1993-06-01

117

Professional Development Teams: Stepping Stone (or Next Best Thing) to Professional Development Schools.  

ERIC Educational Resources Information Center

This paper describes the professional development team (PDT) concept, reports results of a study of the development and year-long implementation of a PDT, and describes the effects of the PDT on school personnel and on subsequent implementation of a professional development school (PDS). The PDT is presented as a viable option for improving K-12…

Schack, Gina; Overturf, Brenda J.

118

Leading Professional Development for Curriculum Reform  

NSDL National Science Digital Library

The ultimate goal of curriculum reform is to improve student learning through better teaching practices. One way to improve these teaching practices is to develop stronger instructional systems and support systems. In particular, supporting teachers with a mix of reform-oriented, standards-based instructional materials and effective professional development focused on transforming their beliefs and practices adds up to a powerful combination for improving instruction. Districts can develop better support systems by building improvement infrastructures that include resources and people (such as professional development providers, coaches, and curriculum specialists) that are positioned and funded to improve the system and its instructional supports (St. John 2002). Curriculum leadership defines a key piece of the improvement infrastructure. This chapter describes the knowledge, capabilities, and ways of thinking and acting needed by leaders of professional development and curriculum reform.

Short, James B.

2006-01-01

119

The Vital Program: Transforming ICT Professional Development  

ERIC Educational Resources Information Center

Developing a model for effective large-scale continuous professional development (CPD) for teachers remains a significant obstacle for many governments worldwide. This article describes the development and evolution of Vital--a CPD program designed to enhance the teaching of information communication technology in state-funded primary and…

Bradshaw, Pete; Twining, Peter; Walsh, Christopher S.

2012-01-01

120

Professional Development of Multimedia Courseware.  

ERIC Educational Resources Information Center

Discussion of multimedia courseware development focuses on a framework of ways of thinking, modeling, working, and controlling the development process to derive criteria for a comprehensive method. Separate quality assurance of both product and process is proposed, and a case study involving second-language learning is presented. (Author/LRW)

van der Mast, Charles

1995-01-01

121

Development of an on-line monitoring system for mental corrosion  

Microsoft Academic Search

Based on the linear polarization method and the weak polarization method, a new on-line monitoring system for metal corrosion was developed, and the metal corrosion rate and polarization resistance was on-line measured and real-time displayed. Compared with the result obtained with a constant potential meter, the monitoring system have many advantages, such as stable performance, prompt measuring velocity and credible

Lingfang Sun; Jing Li; Shujuan Zhang

2008-01-01

122

Commentary: Laboratory Science Teacher Professional Development  

NSDL National Science Digital Library

In 2004, the U.S. Secretary of Energy announced a new science education initiative to reinvigorate the U.S. Department of Energy's (DOE) involvement in K-12 science education. Part of this new initiative is a revitalized professional development program for educators, called the Laboratory Science Teacher Professional Development (LSTPD) program. The Office of Science at the DOE designed the LSTPD program with teacher input and by using current research and standards for the best practices of teacher professional development. The program's objective is to help teachers become ambassadors for the science community to students and their parents, agents for positive change in science education, and the inspiration for the next generation of scientists, engineers, technicians, and mathematicians that support scientific research for the DOE and the United States.

Clark, Todd

2006-07-01

123

The Development of Professional Counseling in Botswana  

ERIC Educational Resources Information Center

Among African countries, Botswana stands out for achieving lasting political and economic stability, which has enabled the government to develop a strong system of educational and social services for its people. Development of professional counseling in the country has occurred both through targeted efforts to provide a strong system of guidance…

Stockton, Rex; Nitza, Amy; Bhusumane, Dan-Bush

2010-01-01

124

Seven Steps to Flipped Professional Development  

ERIC Educational Resources Information Center

Professional development generally follows a pattern of presentation and review, but flipping the sessions has garnered a positive response from staff members and prompted greater collaboration and engagement. In this article the author describes the seven following steps to follow in order to prepare for a successful staff development meeting:…

Conley, Laura

2013-01-01

125

Young Adult Literature and Professional Development  

ERIC Educational Resources Information Center

As the body of high quality young adult literature (YAL) continues to grow, what role might these texts play in professional development for educators? This article describes ways in which schools can develop book study programs that use this literature to promote meaningful dialogue and understanding of contemporary adolescent issues. Based on…

Bach, Jacqueline; Choate, Laura Hensley; Parker, Bruce

2011-01-01

126

Teacher Leadership in a Professional Development School.  

ERIC Educational Resources Information Center

Findings from a study, which examined the development of leadership skills and roles among the teachers in a professional development school (PDS), indicate the emergence of a nontraditional teacher leadership paradigm at the PDS. In contrast to typical teacher leadership models, in which carefully selected and screened teachers are placed in…

Boles, Katherine; Troen, Vivian

127

Professional Development to Support Online Teaching  

ERIC Educational Resources Information Center

This paper presents the details and examines the outcomes of a professional development program created for instructors who are beyond the novice stage as online instructors, but desire and require further support to develop their online teaching expertise to meet their students' learning needs and their own teaching goals. This program…

Horvitz, Brian S.; Beach, Andrea L.

2011-01-01

128

Alternative Transportation Marketing: Professional Development.  

National Technical Information Service (NTIS)

This project has developed outlines for approximately seventy-two (72) hours of university level training in marketing of alternative transportation. The training spans many skill levels and is designed to be produced in multiple combinations of modules f...

J. J. Cronin, W. A. Mustard, K. M. Ray

1996-01-01

129

Using orthopaedic journals for continuing professional development.  

PubMed

Continuing professional development (CPD) refers to the ongoing participation in activities that keep a doctor up to date and fit to practise once they have completed formal training. It is something that most will do naturally to serve their patients and to enable them to run a safe and profitable practice. Increasingly, regulators are formalising the requirements for evidence of CPD, often as part of a process of revalidation or relicensing. This paper reviews how orthopaedic journals can be used as part of the process of continuing professional development. Cite this article: Bone Joint J 2014;96-B:565-6. PMID:24788486

Limb, D

2014-05-01

130

Mentoring: Professional Development through Relationship.  

ERIC Educational Resources Information Center

Reviews current literature on mentor-program development and provides guidelines based on an Arkansas early-childhood-educator mentor program. Highlights areas of concern, including mentoring definition; effect of mentoring on mentor; communication and listening skills; characteristics and attitude of effective mentors; aiding mentors to insulate…

Alliston, Donna; Grymes, Joanna M.

1999-01-01

131

Professional Development through Formative Evaluation  

ERIC Educational Resources Information Center

Formative evaluation and its associated methodology of reflection on practice are used extensively in academic staff development. In reflecting on formative evaluation processes in both more traditional and newer programmes conducted at a university of technology, a number of variables reported in the literature were observed to have influenced…

Nsibande, Rejoice; Garraway, James

2011-01-01

132

‘Shakespeare Reloaded’: teacher professional development within a collaborative learning community  

Microsoft Academic Search

This paper describes an instance of continuing professional development and explores the contribution it might make to the ongoing international dialogue of professional development. It reviews the way features of the current debate on effective teaching, teacher learning and continuing professional development overlap and feed into each other and questions the extent to which professional development should be teacher initiated,

Linzy Brady

2009-01-01

133

A Hybrid Evaluation Model for Evaluating Online Professional Development  

ERIC Educational Resources Information Center

Online professional development is multidimensional. It encompasses: a) an online, web-based format; b) professional development; and most likely c) specific objectives tailored to and created for the respective online professional development course. Evaluating online professional development is therefore also multidimensional and as such both…

Hahs-Vaughn, Debbie; Zygouris-Coe, Vicky; Fiedler, Rebecca

2007-01-01

134

Becoming an Early Years Professional: Developing a New Professional Identity  

ERIC Educational Resources Information Center

Research on professional identity places various emphasis on the influence of internal or external components (Beijaard, Meijer and Verloop 2004; McGillivray 2008; Osgood 2010), which can create tension between the normative and subjective view of what it means to be a particular type of professional. This small scale research sought to uncover…

Murray, Janet

2013-01-01

135

Development of Professional Identity in SMEs.  

ERIC Educational Resources Information Center

This paper describes a study of the development of professional identity among employees in small and medium sized enterprises (SMEs) participating in large-scale company-wide training programs. Managers and employees in 175 SMEs in Finland participated. These two research questions were posed: (1) are there differences in the perceptions of…

Puurula, Arja; Lofstrom, Erika

136

Lesson Study in a Professional Development School  

ERIC Educational Resources Information Center

For the past six years, the Cranford Public School District and Seton Hall University in northern New Jersey, USA, have been Professional Development School partners. As a result of this partnership, experienced teachers have systematically mentored pre-service candidates in university field experiences. The Japanese practice of Lesson Study was…

Devlin-Scherer, Roberta; Mitchel, Lourdes Z.; Mueller, Mary

2007-01-01

137

Professional Development in the Field of Education  

ERIC Educational Resources Information Center

The process of continual growth and development in the teaching profession represents a common value among education professionals. Federal and state laws maintain that teachers must continue to study. These mandates, pronounced at federal, state, and local levels to create high academic standards for students, must be met through quality…

Moore, Jeanne L. Hager

2009-01-01

138

The Portfolio Process in Professional Development.  

ERIC Educational Resources Information Center

The "Portfolio Process in Professional Development" is a competency based teacher education program recently mandated by the Florida State Board of Education as the central element of the Florida Beginning Teacher Program. It involves a probationary year of supervised teaching for the beginning teacher before certification is granted. This model…

Terry, Gwenith L.; And Others

139

Teachers' Beliefs and Continuing Professional Development  

ERIC Educational Resources Information Center

Purpose: Teachers' continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers' beliefs about learning and teaching influence their instructional decisions, this study…

de Vries, Siebrich; van de Grift, Wim J. C. M.; Jansen, Ellen P. W. A.

2013-01-01

140

Learning Today for Professional Development Tomorrow.  

ERIC Educational Resources Information Center

Because of rapid changes in the information profession, librarians must actively pursue their own professional development. Presents strategies to enhance this skill in future librarians, including journal discussion clubs, portfolios, peer review, action learning, current awareness strategies, and learning to approach new technologies…

Bruce, Christine

1996-01-01

141

Intercultural Experience and Teacher Professional Development  

ERIC Educational Resources Information Center

This paper examines the effects of intercultural experience on teacher professionalism. The main methods for data collection consist of semi-structured interviews and survey questionnaires. Analysis of participants' experiences of Department for International Development's (DFID) English language teaching projects shows that intercultural…

Gu, Qing

2005-01-01

142

Meaningful Professional Development: A Personal Journey  

ERIC Educational Resources Information Center

This article shares a personal story of the evolution of professional development in practice in K-12 schools from three states over a 30 year period. The article begins with reference to general subject area life awarded teaching credentials and concludes with the addition of language addressing prekindergarten, specifically the inclusion of…

Shore, Rebecca Ann

2012-01-01

143

Analysis of Reflective Professional Development Models.  

ERIC Educational Resources Information Center

This paper reviews the background of and compares three particular approaches to reflective professional development, specifically as used by Far West Laboratory: case methods, the Peer Assisted Leadership process, in which peer partners observe each other, conduct reflective interviews, construct leadership models, and explore alternate ways to…

Filby, Nikola N.

144

The Artistic and Professional Development of Teachers  

ERIC Educational Resources Information Center

During the past decade, the arts have been increasingly included in professional development programs for general education teachers in the United States. Little is known, however, about teachers' attitudes toward the arts in education or the applications of arts processes in their teaching practice. In this mixed-methods study, data collected…

Oreck, Barry

2004-01-01

145

Continuing Professional Development: Lifelong Learning of Millions  

ERIC Educational Resources Information Center

Continuing Professional Development (CPD) is the means by which the professions across the world ensure that their knowledge and skills remain up to date and relevant to changing needs and environments. CPD significantly contributes to the quality and reputation of the professions and therefore to the quality of national and international social…

Friedman, Andrew L.

2011-01-01

146

Preloading Professional Development to Ensure Potential Success  

ERIC Educational Resources Information Center

When a state makes the decision to award a small number of high-dollar grants, the stakes are considerable. For North Carolina's IMPACT Model School Grant applicants, professional development started long before a single dollar was ever awarded. In light of these conditions, the state decided to issue a high-dollar, highly prescriptive grant, the…

Bradburn, Frances Bryant

2004-01-01

147

after an Intensive Professional Development Program  

ERIC Educational Resources Information Center

Reforms in mathematics education call for K-12 teachers to employ standards-based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards-based curricula, professional development must be provided that meets teachers' needs. The…

McGee, Jennifer R.; Wang, Chuang; Drew, Polly

2013-01-01

148

When Every Day Is Professional Development Day  

ERIC Educational Resources Information Center

In the Monroe Township (New Jersey) Public Schools, teachers' learning occurs daily, not just on one day in October and February. Central office and school-level administrators foster job-embedded teacher growth. Every day is a professional development day in the district, but that has not always been so. How did the district become a system with…

Tienken, Christopher H.; Stonaker, Lew

2007-01-01

149

Structuring Professional Development with an Online Community  

ERIC Educational Resources Information Center

As part of a multiyear research study on the preparation of educators to use assessment data for instructional improvement, the present study is a pilot test of a research-based professional development intervention for career-technical teachers. Forty-eight educators at nine sites in five states participated in a 1-day workshop followed by…

Hodes, Carol L.; Foster, John C.; Pritz, Sandra G.; Kelley, Patricia

2011-01-01

150

Model Professional Development Programs Win Recognition.  

ERIC Educational Resources Information Center

This bulletin is designed to illustrate the broad range of research and improvement activities supported by the Office of Educational Research and Improvement. Contents include: "Model Professional Development Programs Win Recognition,""Are Our Schools Safe?,""Charter Schools on the Rise,""What to Expect Your First Year of Teaching,""Evaluating…

Price, Kathleen C., Ed.; Quinn, Peggy, Ed.

1999-01-01

151

Technology Integration: A Case of Professional Development.  

ERIC Educational Resources Information Center

Investigated whether a professional development session, teachers' learning styles, or an individual's personal appraisal of problem-solving abilities can be indicators of how technology will be integrated into instructional practices. Topics include Kolb's learning styles; the Problem Solving Inventory; and personal control style. (Author/LRW)

Nisan-Nelson, Paula D.

2001-01-01

152

Teachers' Professional Development: Partnerships in Research  

Microsoft Academic Search

This study describes the design and results of a descriptive and explorative case study into the development of professional knowledge by pre- and in- service teachers through collaborative research in an English as a Foreign Language (EFL) setting. Studies have shown that teacher research has a profound effect on those who have done it, in some cases transforming classrooms and

Derin Atay

2006-01-01

153

The Art of Evaluation and Professional Development  

ERIC Educational Resources Information Center

The evaluation and professional development of teachers and administrators are two sides of the same coin. Both are the essential currency schools have to improve teachers' practice and students' learning, but schools often spend this currency unwisely. Too often, evaluations are a source of tension and conflict, even a necessary evil.…

Nathan, Linda

2005-01-01

154

Kentucky's Statewide Early Childhood Professional Development System  

ERIC Educational Resources Information Center

Public school systems have recently become major players in providing services for children in their early years. In addition, a number of other services are available to young children including child care, Head Start, and Early Head Start programs. The link between program quality and professional development of early care and education…

Rous, Beth; Grove, Jaime; Townley, Kim

2007-01-01

155

Professional Development for Teaching in Higher Education  

ERIC Educational Resources Information Center

Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to…

Wood, Leigh N.; Vu, Tori; Bower, Matt; Brown, Natalie; Skalicky, Jane; Donovan, Diane; Loch, Birgit; Joshi, Nalini; Bloom, Walter

2011-01-01

156

A New Vision for Professional Development  

ERIC Educational Resources Information Center

High-quality professional development for public school teachers is directly tied to student achievement, teacher quality and retention, and national education priorities (Kroeger et al. 2000). To stay current with the knowledge, skills, and expertise that students need to succeed in the twenty-first century, educators must increasingly retool…

Eley, Peter M.; Charles, Kelly J.; Leeks, Latonya L.

2013-01-01

157

Measuring the Achievement of Professional Development Schools  

ERIC Educational Resources Information Center

Universities systematically use assessments to evaluate programs of teacher education. The Professional Development Schools Partnership was a well-established collaboration with more than 11 years of work with area schools. However, two questions became the center of a discussion for evaluating, monitoring, and identifying the accomplishments of…

Theiss, Deb; Grigsby, Carl

2010-01-01

158

Self-Discovery and Professional Development.  

ERIC Educational Resources Information Center

This paper explores the role of self discovery in the early stages of caregiver professional development, with a focus on the array of choices available to university students. The assumption is that many people do not know their repertoire of skills until asked to complete a project requiring those skills; thus, "the heart of becoming a…

Margolin, Edythe

159

Professional Development and Research, 1973-74.  

ERIC Educational Resources Information Center

This outline of East-West Center professional development and research projects planned for 1973-74 and 1974-75 is published to provide as much information as possible to cooperating organizations and to potential cosponsors of the center's projects. The projects provide a forum in which women and men from Asia, the Pacific area, and the United…

Hawaii Univ., Honolulu. East-West Center.

160

Professional Development of Principals. ERIC Digest.  

ERIC Educational Resources Information Center

Contemporary models of school reform acknowledge the principal as the passport to school success and the manager of an increasingly complex organization. This digest asserts that principals benefit from professional development that examines best practices, provides coaching support, encourages risk taking designed to improve student learning,…

Fenwick, Leslie T.; Pierce, Mildred C.

161

Professional Development for Teacher-Writers  

ERIC Educational Resources Information Center

Writing instruction can be improved by encouraging teachers to question assumptions, test strategies, and put learning into practice. Professional development should be designed in such a way that it should provide time and structure for teachers to pursue questions that interest them in order to create continual improvement in teaching of writing.

Fleischer, Cathy

2004-01-01

162

Infusing Neuroscience into Teacher Professional Development  

ERIC Educational Resources Information Center

Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank

2013-01-01

163

Give Your Professional Development a Second Life  

ERIC Educational Resources Information Center

Pursuing professional development (PD) is contractual for some, and oxygen for others. As technology has increased access to anytime-anywhere learning, many of the hurdles for conquering time and space constraints have been addressed with online learning in web-based classroom environments, webinars, and even some of the newer social networking…

Sheehy, Peggy

2009-01-01

164

Great Expectations: Emergent Professional Development Schools.  

ERIC Educational Resources Information Center

Of all the reform efforts current in teacher education, the professional development school (PDS) advocated by the Holmes Group shows the greatest promise because it seeks to tie reforms in teacher education to reforms in schools themselves. This document describes how one institution of higher education (University of Utah) and one school…

Winitzky, Nancy; And Others

165

A FRAMEWORK FOR INTEGRATED PROFESSIONAL DEVELOPMENT  

Microsoft Academic Search

Whether you are training a junior researcher or working with a seasoned teacher, an appropriate methodological framework offers an ideal environment in which to conduct a program of professional development activities. The framework described here provides a research setting allowing junior through experienced teachers and researchers to act in a variety of project management roles and perform a range of

N. Sanjay Rebello

2006-01-01

166

Reforming Teacher Education through Professional Development Schools.  

ERIC Educational Resources Information Center

Multiyear study examines the teaching performance of teachers trained in the University of North Carolina Wilmington and Duplin County, North Carolina, professional development school (PDS) compared with teachers trained in a traditional teacher preparation program at the same university. Finds teachers trained in the PDS had higher overall…

Wait, Dan B.; Warren, Louis L.

2002-01-01

167

Considering Professional Identity to Enhance Agriculture Teacher Development  

ERIC Educational Resources Information Center

The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…

Shoulders, Catherine W.; Myers, Brian E.

2011-01-01

168

The quality of on-line communication in a national learning programme for newly qualified nurses, midwives and allied health professionals.  

PubMed

Asynchronous communication has become the dominant mode of on-line instruction and has been incorporated into Flying Start NHS, an on-line programme for newly qualified NMAHPs in the transition phase from student to registered practitioner. On-line programmes have a number of objectives including the delivery of educational materials and the development of on-line communities. This study sought to provide a direct and objective understanding of the quality of the on-line community within Flying Start NHS and give an indication of areas of strength and weakness. The study used mixed methods including a Gricean analysis of on-line communication focusing on quantity, quality, relevance, and manner, and a thematic analysis of communication content. There was little evidence that students engaged in the type of interactive communication essential for creating on-line learning communities. The majority of postings related to progression through Flying Start. The small number of communications which did begin to engage with the learning materials were limited with little evidence of the development of critical debate. Analysis of the qualitative data indicates that the period of transition continues to be stressful with Flying Start NHS being undertaken concurrently with local CPD being seen as duplication of effort. PMID:20951646

Lauder, W; Roxburgh, M; Atkinson, John; Banks, Pauline; Kane, Helen

2011-05-01

169

Exemplary Science: Best Practices in Professional Development  

NSDL National Science Digital Library

This collection of 16 essays is ideal for staff development providers (university faculty, district supervisors, lead teachers, and principals) as well as preservice science methods instructors. Each essay describes a specific program designed to train current or future teachers to carry out the constructivist, inquiry-based approach of the Standards. These professional development programs are in universities and school districts around the country--from Florida to Alaska, in rural and urban areas, and in contexts ranging from summer institutes to on-site support programs. The essays in this volume range from "Filling the Void in the Professional Development Continuum: Assisting Beginning Secondary Science Teachers" to "Emphasizing Inquiry, Collaboration, and Leadership in K-12 Professional Development" to "Hey! What're Ya Thinkin'? Developing Teachers as Reflective Practitioners." In addition to describing how the program works, each essay also provides evidence of effectiveness--how teachers grow more confident using inquiry approaches, in integrating technology into the classrooms, collaborating with their colleagues and local resource persons, and developing as science education leaders in their schools and districts.

2005-01-01

170

Putting Yourself in Action: Individual Professional Development Plans  

ERIC Educational Resources Information Center

An individual professional development plan (IPDP) is a document early childhood educators create, review regularly, and update as needed to guide their future professional development. The plan includes personal and professional goals guided by professional standards and strategies for meeting them. Educators learn and grow continuously by…

Sugarman, Nancy A.

2011-01-01

171

Take Charge of Your Personal and Professional Development  

ERIC Educational Resources Information Center

The need for professional development is universal, whatever a person's profession. Professionals must continually enrich their knowledge and increase their sense of professionalism over the course of their careers so as to implement current research-based practice. Early childhood professional development brings to the forefront the significance…

Goble, Carla B.; Horm, Diane M.

2010-01-01

172

The SOLS TICE Project: Satellite Television and Audioconferencing in Continuing Professional Development for LIS Staff.  

ERIC Educational Resources Information Center

Describes SOLS TICE, the Satellite On-Line Searching Interactive Conferencing Experiment, conducted at the University of Plymouth (United Kingdom) to meet the training needs of staff in the library and information science (LIS) sector. Continuing professional development is discussed, instructional effectiveness and cost effectiveness are…

Hughes, Alun; Priestley, John

1992-01-01

173

Development of on-line measurement techniques for siloxanes and other trace compounds in biogas.  

PubMed

This paper focuses on the development of an on-line measurement method for siloxanes and other biogas trace compounds impeding the energy utilisation of biogas, as well as the main gas components, methane and carbon dioxide. The method is based on gas chromatography and FT-IR-analysis. The level of siloxane, hydrogen sulphide and halogens in biogas generated in a number of landfills and digesters in Finland is also presented and factors affecting the concentrations discussed. Generally, the level of biogas trace compounds hampering electricity production was lower than those measured at comparable sites in Central Europe and the US. Moreover, the paper discusses the significance of on-line monitoring of siloxane in connection to biogas-to-electricity applications and points out with activated carbon as an example the benefits of on-line siloxane measurement in the control of siloxane removal technology. PMID:20056535

Arnold, M; Kajolinna, T

2010-06-01

174

Development of gamma-ray scanning facilities for on-line investigation of distillation columns.  

National Technical Information Service (NTIS)

Gamma-ray scanning facilities for on-line investigation of distillation columns which is based on the attenuation of gamma radiation was developed at the Unit Tenaga Nuklear. The system utilised Co-60 or Cs-137 as a gamma-ray emitter and NaI(Tl) detector ...

Mohd Azmi bin Ismail Jaafar bin Abdullah Jamaludin bin Omar

1994-01-01

175

On line chemical composition of analyzer development. Status report, February 1, 1992--April 30, 1992  

SciTech Connect

This status report details progress made on the development of an on-line chemical analyzer. Dynamic studies of the distillation column, approval of testing plans, installation of a sample cell and raman analyzer, design of computerized control systems are described. Information on seminars and published papers is also included. (GHH)

Not Available

1992-07-01

176

The Development of Intelligent On-line Fault Handling Expert System for Regional Power Grid  

Microsoft Academic Search

In order to support dispatcher to deal with the fault of the power grid more fast and correctly, this paper developed an intelligent on-line fault handling expert system which consists of two modules of fault diagnosis and fault restoration. The system makes full use of a variety of alarm, fault feature information to carry on real-time fault diagnosis, and provides

Sheng Li; Dongmei Zhao; Xu Zhang

2009-01-01

177

Desired professional development pathways for clinical pharmacists.  

PubMed

The 2012 American College of Clinical Pharmacy (ACCP) Certification Affairs Committee was charged with developing guidelines for the desired professional development pathways for clinical pharmacists. This document summarizes recommendations for postgraduate education and training for graduates of U.S. schools and colleges of pharmacy and describes the preferred pathways for achieving, demonstrating, and maintaining competence as clinical pharmacists. After initial licensure within the state or jurisdiction in which the pharmacist intends to practice, completion of an accredited PGY1 pharmacy residency is recommended to further develop the knowledge and skills needed to optimize medication therapy outcomes. An accredited PGY2 pharmacy residency should be completed if a pharmacist wishes to seek employment in a specific therapeutic area or practice setting, if such a residency exists. Clinical pharmacists intending to conduct advanced research that is competitive for federal funding are encouraged to complete a fellowship or graduate education. Initial certification by the Board of Pharmacy Specialties (BPS) or other appropriate sponsoring organizations should be completed in the desired primary therapeutic area or practice setting within 2 years after accepting a position within the desired specific therapeutic area or practice setting. Clinical pharmacists subsequently will need to meet the requirements to maintain pharmacist licensure and board certification. Traineeships, practice-based activities, and certificate programs can be used to obtain additional knowledge and skills that support professional growth. Pharmacists are strongly encouraged to adopt a lifelong, systematic process for professional development and work with ACCP and other professional organizations to facilitate the development and implementation of innovative strategies to assess core practice competencies. PMID:23401084

Shord, Stacy S; Schwinghammer, Terry L; Badowski, Melissa; Banderas, Julie; Burton, Michael E; Chapleau, Christopher A; Gallagher, Jason C; Matsuura, Gregory; Parli, Sara E; Yunker, Nancy

2013-04-01

178

Professionalization, Partnership, and Power: Building Professional Development Schools. SUNY Series, Frontiers in Education.  

ERIC Educational Resources Information Center

This volume presents a variety of different implementations of the professional development school concept of teacher education in the following 17 author-contributed chapters: "School-University Partnerships and Partner Schools" (John Goodlad); "Design Principles and Criteria for Professional Development Schools" (Frank Murray); "The Professional…

Petrie, Hugh G., Ed.

179

Avenues to Professional Learning Online: Technology Tips and Tools for Professional Development in Gifted Education  

ERIC Educational Resources Information Center

The use of online methods for professional development activities is on the rise, with more schools exploring creative ways of providing teacher learning opportunities. Online professional development offers a promising direction for providing increased learning opportunities, promoting professional collaboration, and supporting teacher facility…

Little, Catherine A.; Housand, Brian C.

2011-01-01

180

Cultivating Careers: Professional Development for Campus IT  

NSDL National Science Digital Library

Cultivating Careers: Professional Development for Campus IT provides an overview of current principles and practices for mentoring and developing IT professionals in higher education. Edited by EDUCAUSE Vice President Cynthia Golden and written by top leaders in the industry who have distinguished themselves and their organizations for sharpening others' skills, institutional savvy, and ability to lead, the book's chapters are organized into two sections: the organizational perspective and the individual perspective. In addition, the online site for the book will have exclusive audio interviews with CIOs and other senior IT leaders in higher education who give advice for future leaders and talk about how they overcame challenges and moved ahead in their own careers.

2010-05-20

181

Teacher professional development: a different perspective  

NASA Astrophysics Data System (ADS)

Reform in science education is a slow process. Current professional development experiences may slow the process even more if modeled after traditional top down approaches. The common practice of inviting "experts" to deal with specific local issues supports a covert message that classroom teachers are not capable of meeting the challenges of reform with the resources and expertise provided by their immediate community or network. What is being proposed here is not radical but merely an adjustment in thinking about learning at any level. In any given teacher network, the teachers overall are both highly educated in content and pedagogy, it makes sense to allow them the opportunity to address the obstacles of reform and provide assistance when requested; not mandate professional development that may or may not address the needs of teacher, school or district.

Roseler, Katrina; Dentzau, Michael W.

2013-09-01

182

Electronically Mentoring to Develop Accomplished Professional Teachers  

Microsoft Academic Search

With nearly half of all new teachers leaving the classroom within 5 years, schools are faced with the challenge of retaining\\u000a early-career teachers while simultaneously providing them with the support they need to develop into effective professionals.\\u000a Mentoring novice teachers by pairing them with experienced teachers in schools is a widely adopted practice for addressing\\u000a these needs; however, face-to-face mentoring is

Christopher R. Gareis; Sheryl Nussbaum-Beach

2007-01-01

183

Teacher Professional Development that Makes an Impact  

NASA Astrophysics Data System (ADS)

Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education. The partnership with Offshore Energy is financing the framework for developing more training. More than 15 school districts in South Texas will have the opportunity to participate in this program

Borrego, H.; Ellins, K. K.

2012-12-01

184

Interdisciplinary Professional Development: Astrolabes for Medievalists  

NASA Astrophysics Data System (ADS)

Astronomers and astronomy educators have significantly broadened the intended audience for their outreach activities, from the traditional venues of public schools, libraries and planetariums to national parks, coffee houses, and concert halls. At the same time, significant attention has been paid to improving the quality and relevance of professional development directed toward preservice and inservice science teachers. Many of our outreach and professional development programs have also become increasingly creative in their use of interdisciplinary connections to astronomy, such as cultural astronomy and the history of astronomy. This poster describes a specific example of interdisciplinary professional development directed at a different audience, humanities faculty and researchers, through hands-on workshops on the basic astronomical background and usage of an astrolabe conducted at the International Congress on Medieval Studies at Western Michigan University in 2013 and 2014. The goal was to explain the basic astronomy behind astrolabes (as well as their cultural relevance) to medieval scholars in history, literature, and other disciplines. The intention was to increase their comfort with manipulating and explaining astrolabes to a basic level where they could share their knowledge with their own college classes. In this way the relevance of astronomy to myriad human endeavors could be reinforced by humanities faculty within their own courses.

Larsen, Kristine

2014-06-01

185

Innovative Professional Development: Expanding Your Professional Learning Network  

ERIC Educational Resources Information Center

To assume the role of technology leaders and information literacy specialists in their schools, librarians need access to the most current information. And, they do this by helping each other. There are many definitions, but professional learning networks (PLNs) involve sharing work-related ideas with a network of colleagues via various digital…

Perez, Lisa

2012-01-01

186

The contribution of portfolios and profiles to continuing professional development  

Microsoft Academic Search

LEARNING OUTCOMESOn completion of the article, the reader should be able to:• Differentiate between a personal professional portfolio and a professional profile and how compilation can contribute to continuing professional development (CPD) and lifelong learning in orthopaedic nursing practice• Have an awareness of the necessary sections and contents to be able to independently construct a personal professional portfolio• Reflect on

John Driscoll; Ben Teh

2001-01-01

187

Professional development in college science teaching  

NASA Astrophysics Data System (ADS)

Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4) GTAs can encourage or incite undergraduates' interest to choose a career in the sciences; and (5) make our graduates more marketable. Since 68% of current GTAs were interested in a teaching position, the University should allocate time to educate the GTAs who are currently teaching or plan to teach as a profession.

Thomas, Aimee Kathryn

188

Classroom Effects of an Early Childhood Educator Professional Development Partnership  

Microsoft Academic Search

We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool learning. Participating teachers in ECEPD classrooms received extensive, intensive, and continuous professional development and coaching on critical features of

Bob Algozzine; Julie Babb; Kate Algozzine; Maryann Mraz; Brian Kissel; Sedra Spano; Kimberly Foxworth

2011-01-01

189

A New Image: Online Communities to Facilitate Teacher Professional Development  

ERIC Educational Resources Information Center

Realizing the potential of online or virtual communities to facilitate teacher professional development requires educators to change their current perceptions of professional development. This calls for educators to develop new images of ongoing opportunities for professional development, based on their needs within an online community of learners…

Lock, Jennifer V.

2006-01-01

190

Inquiry and Action: Implementation Guide for Professional Development Facilitators. Revised.  

ERIC Educational Resources Information Center

This guide is designed to assist professional development facilitators responsible for helping Virginia's adult literacy practitioners develop and implement the professional development plans that constitute a key component of the state's professional development system for paid and volunteer literacy training providers. The following are among…

Drennon, Cassandra; Erno, Susan

191

Developing and Sustaining Professionalism within Gifted Education  

ERIC Educational Resources Information Center

This article calls for a new paradigm of professionalism in the field of gifted education. The definition of professionalism varies, and yet the need for a common vision of professionalism in the field is necessary to strengthen gifted education in the future. The authors delineate a framework for sustaining professionalism within the field and…

Coleman, Mary Ruth; Gallagher, James J.; Job, Jennifer

2012-01-01

192

Response to Section II: What's Needed Now--Professional Development Schools and the Professionalization of Teaching  

ERIC Educational Resources Information Center

The professional development schools (PDS) effort, which grew out of the groundbreaking work of the Holmes Group (1986), was deliberately focused on the support and advancement of teachers as professionals and the professionalization of teaching, so the author argues that it is ironic that a volume about PDS might be seen as voicing an opinion…

Goodwin, A. Lin

2011-01-01

193

On-line analysis capabilities developed to support the AFW wind-tunnel tests  

NASA Technical Reports Server (NTRS)

A variety of on-line analysis tools were developed to support two active flexible wing (AFW) wind-tunnel tests. These tools were developed to verify control law execution, to satisfy analysis requirements of the control law designers, to provide measures of system stability in a real-time environment, and to provide project managers with a quantitative measure of controller performance. Descriptions and purposes of the developed capabilities are presented along with examples. Procedures for saving and transferring data for near real-time analysis, and descriptions of the corresponding data interface programs are also presented. The on-line analysis tools worked well before, during, and after the wind tunnel test and proved to be a vital and important part of the entire test effort.

Wieseman, Carol D.; Hoadley, Sherwood T.; Mcgraw, Sandra M.

1992-01-01

194

On-line analysis capabilities developed to support the AFW wind-tunnel tests  

NASA Technical Reports Server (NTRS)

A variety of on-line analysis tools were developed to support two Active Flexible Wing wind-tunnel tests. These tools were developed to verify control law execution, to satisfy analysis requirements of the control law designers, to provide measures of system stability in a real-time environment, and to provide project managers with a quantitative measure of controller performance. Description and purposes of capabilities which were developed are presented in this paper along with examples. Procedures for saving and transferring data for near real-time analysis, and descriptions of the corresponding data interface programs are also presented. The on-line analysis tools worked well before, during, and after the wind-tunnel tests and proved to be a vital and important part of the entire test effort.

Wieseman, Carol D.; Hoadley, Sherwood T.; Mcgraw, Sandra M.

1992-01-01

195

Learning, Motivation, and Transfer: Successful Teacher Professional Development  

ERIC Educational Resources Information Center

In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

McDonald, Lex

2012-01-01

196

Mentoring as Professional Development: "Growth for Both" Mentor and Mentee  

ERIC Educational Resources Information Center

Teachers need professional development to keep current with teaching practices, although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost-effective professional development. This mixed-method study includes surveying mentor teachers ("n" = 101) on a…

Hudson, Peter

2013-01-01

197

Implementing School-Based Professional Development in Kentucky.  

ERIC Educational Resources Information Center

Data from elementary and secondary principals and teachers identified six recommendations for improving school based professional development: (preparing an articulated mission; planning for professional development at the school and practitioner level; implementing the plan; providing broad support for professional development; building and…

Daniel, Patricia L.; Stallion, Brenda K.

1996-01-01

198

Individual Professional Development Plans: In Search of Learning for Teaching.  

ERIC Educational Resources Information Center

This paper presents information from a study in which researchers examined the implementation of local professional development committees in the state of Ohio. Ohio is one of two states that requires teachers to participate in a peer review of their professional development goals. This study examined the Individual Professional Development Plans…

O'Connor, C. Richele; Herrelko, Janet

199

Teacher Internships as Professional Development in Career & Technical Education  

ERIC Educational Resources Information Center

The Carl D. Perkins Act of 2006 creates a need for secondary school administrators to plan differently for professional development activities for Career and Technical education (CTE) teachers. No longer can professional development activities be comprised of short-term workshops or conferences. The legislation calls for professional development…

Stephens, Geralyn E.

2011-01-01

200

Advancing Technology Education: The Role of Professional Development.  

ERIC Educational Resources Information Center

The technology literacy standards will necessitate increased professional development for those required to implement them. Four areas to guide professional development plans are as follows:(1) learning about technology; (2) learning to teach technology; (3) self-assessment and continuous improvement; and (4) sustained professional development

Loucks-Horsley, Susan; Bybee, Rodger W.

2000-01-01

201

Continuing Professional Development in Early Childhood Education in New Zealand  

ERIC Educational Resources Information Center

This article explores the influences on and nature of continuing professional development in the New Zealand early childhood education sector. In addition to discussing the nature of professional development and providing an explanation of the policy context that informs the delivery of professional development, the paper draws on evaluations of…

Cherrington, Sue; Thornton, Kate

2013-01-01

202

Professional Development and Inclusive Schools: Reflections on Effective Practice.  

ERIC Educational Resources Information Center

Describes professional development programs that lead to the creation of successful inclusive school programs, arguing that traditional professional development is often not effective and recommending that if professional development is to result in significant changes in teachers' classroom practices, these programs must be tailored to the…

McLeskey, James; Waldron, Nancy

2002-01-01

203

Development of on-line measurement techniques for siloxanes and other trace compounds in biogas  

Microsoft Academic Search

This paper focuses on the development of an on-line measurement method for siloxanes and other biogas trace compounds impeding the energy utilisation of biogas, as well as the main gas components, methane and carbon dioxide. The method is based on gas chromatography and FT-IR-analysis. The level of siloxane, hydrogen sulphide and halogens in biogas generated in a number of landfills

M. Arnold; T. Kajolinna

2010-01-01

204

Kepler Mission IYA Teacher Professional Development Workshops  

NASA Astrophysics Data System (ADS)

NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to and after the launch. The professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar trainings. Each event was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. The workshops combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. Kepler's Education and Public Outreach program is jointly conducted by the SETI Institute and Lawrence Hall of Science at UC Berkeley in close coordination with the Kepler Mission at NASA Ames Research Center. The IYA Kepler Teacher Professional Development workshops were supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops. Teachers participate in human orrery.

Devore, E. K.; Harman, P.; Gould, A. D.; Koch, D.

2009-12-01

205

Climate Literacy: Supporting Teacher Professional Development  

NASA Astrophysics Data System (ADS)

Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation Science Standards to their students. We will also describe the professional development and support system to develop teacher leaders and explain some of the challenges that accompany this approach of developing teacher leaders in the area of climate literacy.

Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

2012-12-01

206

Development of on-line monitoring systems for high temperature components in power plants.  

PubMed

To accurately detect deformation and extend the component life beyond the original design limits, structural safety monitoring techniques have attracted considerable attention in the power and process industries for decades. In this paper an on-line monitoring system for high temperature pipes in a power plant is developed. The extension-based sensing devices are amounted on straight pipes, T-Joints and elbows of a main steam pipeline. During on-site monitoring for more than two years, most of the sensors worked reliably and steadily. However, the direct strain gauge could not work for long periods because of the high temperature environment. Moreover, it is found that the installation and connection of the extensometers can have a significant influence on the measurement results. The on-line monitoring system has a good alarming function which is demonstrated by detecting a steam leakage of the header. PMID:24233026

Zhang, Hongcai; Jia, Jiuhong; Wang, Ning; Hu, Xiaoyin; Tu, Shan-Tung; Zhou, Shaoping; Wang, Zhengdong

2013-01-01

207

Development of on-line monitoring device to detect the presence/absence of sodium vapor  

SciTech Connect

A process is being developed by the Sodium Waste Technology Program at ANL-W to remove metallic sodium from scrap and waste. The final step in the process is the removal of residual metallic sodium by evaporation at temperatures up to 482/sup 0/C (900/sup 0/F) and at pressures of about 10/sup -2/ torr (1.3 Pa). Efficient operation of this process requires that the operators have a method to indicate the completion of the evaporation. This end point would signify when the chamber and scrap and waste is free of metallic sodium. It was determined that a measure of the vacuum was not sufficiently sensitive, and a research effort was undertaken to select an on-line monitoring device. In this effort, three promising methods were reviewed. The use of quadrupole mass spectrometer was recommended and an on-line device was designed for use in a Sodium Process Demonstration (SPD) Plant.

Wolson, R.D.; McPheeters, C.C.; Kremesec, V.J.; Kolba, V.M.

1983-03-01

208

Development of On-Line Monitoring Systems for High Temperature Components in Power Plants  

PubMed Central

To accurately detect deformation and extend the component life beyond the original design limits, structural safety monitoring techniques have attracted considerable attention in the power and process industries for decades. In this paper an on-line monitoring system for high temperature pipes in a power plant is developed. The extension-based sensing devices are amounted on straight pipes, T-Joints and elbows of a main steam pipeline. During on-site monitoring for more than two years, most of the sensors worked reliably and steadily. However, the direct strain gauge could not work for long periods because of the high temperature environment. Moreover, it is found that the installation and connection of the extensometers can have a significant influence on the measurement results. The on-line monitoring system has a good alarming function which is demonstrated by detecting a steam leakage of the header.

Zhang, Hongcai; Jia, Jiuhong; Wang, Ning; Hu, Xiaoyin; Tu, Shan-Tung; Zhou, Shaoping; Wang, Zhengdong

2013-01-01

209

Issues in Science Education: Professional Development Planning and Design  

NSDL National Science Digital Library

There's got to be more to professional development than in-service workshops. This thoughtful book paves the way to change. It shows the circumstances under which professional development has the most impact on student learning, reviews programs that work, and offers practical ideas about how professional development can sustain science education reform. The following topics are addressed: � Changing professional development to help with standards-based reform � Building a professional development program � Using achievement data and assessment tools to modify teaching practices

2001-01-01

210

Professional Development Schools and Student Learning and Achievement  

ERIC Educational Resources Information Center

A central commitment for professional development schools (PDSs) is to link preservice teacher preparation and in-service teacher professional development with improved learning outcomes for pupils. PDSs are expected to improve student achievement in two primary ways: (1) by enriching and intensifying the learning environment through professional…

Wong, Pia Lindquist; Glass, Ronald David

2011-01-01

211

E-Learning: Teaching and Professional Development with the Internet.  

ERIC Educational Resources Information Center

This book presents a collection of papers for teachers and teacher educators who are interested in using information and communication technology (ICT) in their teaching or professional learning. The 10 chapters are: (1) "Professional Development: Too Little, Too Generic?" (Kwok-Wing Lai); (2) "Professional Development for ICT-Using Teachers"…

Lai, Kwok-Wing, Ed.

212

School Culture and Postgraduate Professional Development: Delineating the "Enabling School"  

ERIC Educational Resources Information Center

The culture of the "enabling school" is investigated within the context of the government's policy of continuing professional development and postgraduate professional development for teachers in England. This context is problematised by considering teachers' conceptualisations of their professional autonomy, status and personal expertise. A small…

Arthur, Linet; Marland, Harriet; Pill, Amanda; Rea, Tony

2010-01-01

213

Using the SAI to Build a District Professional Development Plan  

ERIC Educational Resources Information Center

Professional development that improves teaching and student learning meets research-based standards to ensure high-quality educator learning experiences. Since the quality of professional learning affects its results, many states, districts, and schools want to measure the effectiveness of their professional development to make targeted…

Roy, Patricia

2010-01-01

214

Providing Effective Professional Development: Lessons from the Eisenhower Program.  

ERIC Educational Resources Information Center

Reports on two studies evaluating the effectiveness of the federal government's Eisenhower Professional Development Program. Describes high quality professional development of in-service teachers, changes in teaching practice, six key practices identified in literature, and the relationship between district policies and the quality of professional…

Porter, Andrew C.; Garet, Michael S.; Desimone, Laura M.; Birman, Beatrice F.

2003-01-01

215

Professional Development and TransLink[R]. Final Report.  

ERIC Educational Resources Information Center

This report covers one segment of a larger professional development program for transportation professionals that addresses the need to develop a larger cadre of transportation professionals capable of designing, planning, managing, operating, and maintaining the transportation infrastructure nationwide. Three specific tasks were undertaken and…

Kuhn, Beverly T.; Jasek, Deborah

216

The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development  

PubMed Central

Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character.

Ferrill, Mary J.

2009-01-01

217

Motivation and continuation of professional development.  

PubMed Central

Variations in levels of motivation to learn among established general practitioners (GPs) have received scant attention. Building on previous work, we present an analysis of factors contributing to the development of motivation to learn in those who are entering and already established in practice. This approach suggests that individual motivation is both complex and unstable in response to external factors. We draw attention to the possibility of motivational immaturity in recruits to general practice, the contribution of values, and the presence of demotivators. The implications of our analysis are explored in relation to individual professional development and continuing education provision. We suggest that motivational audit will identify individual and contextual factors that are reducing the capacity of GPs to continue learning. A number of approaches addressing these factors are proposed.

Miller, J; Bligh, J; Stanley, I; al Shehri, A

1998-01-01

218

Continuing Professional Development in Context: Teachers' Continuing Professional Development Culture in Germany and Sweden  

ERIC Educational Resources Information Center

This article investigates the continuing professional development (CPD) culture of teachers, and asks how it is influenced by properties of the school system. It reports the results of a questionnaire study with 418 secondary teachers from Sweden and Germany. The results show highly significant differences between Swedish and German teachers'…

Wermke, Wieland

2011-01-01

219

An examination of the relationship among authentic instruction, professional community, and professional development  

NASA Astrophysics Data System (ADS)

Calls for science education reform have resulted in the implementation of programs designed to improve student learning. However, even the most innovative programs can fail to engage students in experiences of high intellectual quality. Authentic instruction can provide students with the type of instruction that is necessary to achieve improved student understanding. This study explores the relationship between authentic instruction, professional community, and professional development. The goal of the study is to determine if professional community, professional development, or their combined efforts have an impact on authentic instruction. Specific standards were used to determine levels of authentic instruction. Teachers in Louisiana completed mailed surveys, and site visits were conducted at two selected schools. Results of the surveys were organized by scale. Factor scores for each variable were used in regressions equations with professional community and professional development as the independent variables and authentic instruction factor scores as the dependent variables. Path analyses were also conducted to test two models. Qualitative data were used to support the quantitative data and provide further insight into how the three variables are related. The findings of this study indicate that there was no strong relationship among all three variables. Moderate correlations were present between professional development and authentic instruction, and between professional development and professional community. Implications of the findings are discussed, and recommendations for future research are provided.

Dieck, Patricia Ann

220

A Discriminant Analysis of Gender and Counselor Professional Identity Development  

ERIC Educational Resources Information Center

This quantitative study examined professional identity development and orientation for 489 counseling practitioners, educators, and trainees as predicted by participant-identified sex and engagement in professional activities. Differences between male and female participants regarding aspects of professional identity were evaluated. Discriminant…

Healey, Amanda C.; Hays, Danica G.

2012-01-01

221

Growing on the Job: Professional Development for the School Librarian.  

ERIC Educational Resources Information Center

This guide presents a series of articles which give pointers, hints, and examples of day-to-day development activities school librarians can use to hone their professionalism. The first of five sections describes ways in which librarians can provide professional service and lists some markers of professionalism. The second section presents one…

Boardman, Edna M.

222

Professional Development. New Opportunities for Partnering, CAUSE94. Track VII.  

ERIC Educational Resources Information Center

Eight papers are presented from the 1994 CAUSE conference track on professional development for information professionals in higher education institutions. The papers include: (1) "New Opportunities in Training for Information Systems Professionals," which discusses staff training at Miami-Dade Community College (Florida) (Desiree Abohasen and…

CAUSE, Boulder, CO.

223

Professional Integration: A Guide for Students from the Developing World.  

ERIC Educational Resources Information Center

This book is designed to help foreign students from developing countries make the transition from academic training in the United States to a professional career in the home country. The process of professional integration includes both cultural reentry and professional dimensions of reentry. Attention is directed to specific skills and knowledge…

Hood, Mary Ann G., Ed.; Schieffer, Kevin J., Ed.

224

The development and implementation of an interdisciplinary on-line academic course using a life course perspective.  

PubMed

The University of Wisconsin-Madison Pediatric Pulmonary Center (UW PPC) provides interdisciplinary leadership training for graduate students and postgraduate professionals. The training includes a three-credit on-line course entitled Interdisciplinary Care of Children with Special Health Care Needs. This paper describes the course, the content and organization of which was guided by the life course perspective (LCP). The UW PPC team used the LCP to guide course organization, content development, and evaluation approaches. UW PPC trainees took responsibility for content areas, performed literature reviews and reviews of resources, and suggested student activities. Course content was focused on the child with special health care needs (CSHCN) embedded in contextual environments of family, community, culture, and larger social and public policy arenas. The content included three case-study videos that followed a child with cystic fibrosis from birth to age 18. Key concepts of the LCP were woven in throughout the videos and other course materials. Emphasis was on representing development of the individual during critical/sensitive periods and on social determinants of health. At semester's end, qualitative and quantitative student evaluation results were very positive for all areas of the course. The final course paper, organized similarly to course modules, synthesized all aspects of the course. A successful paper included LCP concepts woven throughout to show integration of course content. The LCP provided a useful framework for course organization and content, and served as a lens through which students came to understand the care needs of CSHCN and their families. A course such as this can serve the important goal of educating future maternal child health professionals in using the LCP to understand how multiple determinants of health interact across the life span to produce health outcomes in this population. PMID:23722326

Anderson, Lori S; Schroth, Mary; Marcus, Mary; Becker, Craig; Pfeil, Darci; Yngsdal-Krenz, Rhonda; Silvis, Debra; Drier, Candace; Marshall, Hannah

2014-02-01

225

Local Professional Development Committees: A Case Study of Educators Shaping Professional Growth.  

ERIC Educational Resources Information Center

The third research study in a series of qualitative studies examines the functions and practices of local professional development committees in Ohio. This descriptive study interviewed key informants from five Local Professional Development Committees (LPDCs) regarding their processes and practices. Resultant data indicated that several districts…

Herrelko, Janet; O'Connor, C. Richele

226

Advancing Student Achievement Through Professional Development  

NSDL National Science Digital Library

Kindergarten through twelfth grade teacher competence, in both subject matter and pedagogy, is critical for advancing student achievement in science. The National Science Foundation (NSF 1996), however, has found that only about two-thirds of first- through eighth-grade teachers completed at least one college course in science and fewer than 30 percent said they feel well qualified to teach science. Additionally, Lowery (1998) points out that many educators see no need to change from a show-and-tell type of instruction to methods that help students understand science by constructing meaning for themselves through exploration and using prior knowledge. To help teachers raise student achievement levels, Schmoker (2002) proposes that schools design professional development that, by focusing on assessed standards and reviewing student achievement data, directly impacts student learning.

Holloway, John H.

2006-01-01

227

Getting Results-Faculty Professional Development  

NSDL National Science Digital Library

Welcome to Getting Results. Whether you're a new or experienced teacher, you have a chance to make an impact on the future of the country. How can you be as effective as possible? This multimedia resource for community college faculty will challenge your previous thinking about teaching and learning and give you the basic tools for effective classroom practice. The key theme of the course is to encourage you to focus on what the students will do and take responsibility for their success. Teachers know their content and they know how to explain. These are valuable skills. But teachers have to become experts at tapping into their students' knowledge base and how they learn.Keywords: Faculty, professional development, growth, assessment

2008-11-11

228

How to be a good professional: existentialist continuing professional development (CPD)  

PubMed Central

This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing professional development. The tension between the practitioner's quest for lifelong learning is set against professional body demands, leading to the conclusion that these are not necessarily mutually exclusive. Consideration is given to propositional, practical and procedural knowledge, and to overall competence. The article explores an existentialist approach to professional learning, and concludes that, along with personal agency, this could usefully be adopted by career practitioners to weather turbulent times.

Mulvey, Rachel

2013-01-01

229

Developing a Discourse of the Postmodern Community Development Professional  

ERIC Educational Resources Information Center

This article seeks to promote the generation of a discourse of the postmodern community work professional. A shared discourse will lead, we propose to shared capital. We argue that there is a tension between the modern and postmodern for those of us engaged in the profession of community learning and development (CL&D). We need to value…

McArdle, Karen; Mansfield, Sue

2013-01-01

230

Joining Together To Prepare Teachers: Developing Professional Development Schools.  

ERIC Educational Resources Information Center

This paper provides information about creating Professional Development Schools (PDSs) linked with university teacher preparation programs. It focuses on PDS programs in three regions of the United States at very diverse institutions, noting what has been learned from their experiences. All of the PDS partnerships in Towson University, Maryland's…

Canty, June; Harriman, Nancy; Berkeley, Terry

231

Adopting a Reflective Approach to Professional Development  

ERIC Educational Resources Information Center

The bulk of literature about education places enhancing teacher professionalism at the core of any educational improvement. In fact, researchers in the field of education have premised their arguments on the assumption that raising students' levels of performance necessitates promoting the professional growth of teachers. It is no wonder, then,…

Sarsar, Nasreddine Mohamed

2008-01-01

232

Professional development in optics and photonics education  

NASA Astrophysics Data System (ADS)

In recent years, several New England projects have promoted professional development and curriculum design in optics and photonics. Funded in part by the Advanced Technological Education (ATE) program of the National Science Foundation (NSF), these projects have prepared middle and high school teachers, college faculty and career counselors from more than 100 New England institutions to introduce fiber optics, telecommunications and photonics technology education. Four of these projects will be discussed here: (1) The New England Board of Higher Education's (NEBHE) Fiber Optics Technology Education Project, (FOTEP) was designed to teach fiber optics theory and to provide laboratory experiences at the secondary and postsecondary levels. (2) Springfield Technical Community College's Northeast Center for Telecommunications Technologies (NCTT) is developing curricula and instructional materials in lightwave, networking and wireless telecommunications technologies. (3) The Harvard-Smithsonian Center for Astrophysics project ComTech developed a 12-week, hands-on curriculum and teaching strategies for middle and high school science and technology teachers in telecommunications and focused on optical communication (fiber optics). (4) NEBHE's project PHOTON is preparing middle, secondary and postsecondary instructors to introduce theory and laboratory experiences in photonics, including geometric and wave optics as well as principles of lasers and photonics applications.

Donnelly, Judith F.; Hanes, Fenna; Massa, Nicholas J.; Washburn, Barbara R.

2002-05-01

233

Educator Study Groups: A Professional Development Tool to Enhance Inclusion  

ERIC Educational Resources Information Center

Professional development can take many forms. The most effective development includes individual educators in the formation and planning process. Educator study groups are one form of professional development that allows major stakeholders in the education process the autonomy to develop individual and group goals. This often translates into an…

Herner-Patnode, Leah

2009-01-01

234

Comprehensive Professional Development Plan for a College of Education.  

ERIC Educational Resources Information Center

The professional development plan for the Wichita State University (Kansas) College of Education and the process used to develop it are described. The committee that developed the plan first had to reach consensus on the purpose and nature of professional development. Reflections are offered on why the program has succeeded so well and on the next…

McKellar, Nancy A.

1996-01-01

235

Teacher Professional Development in Estonia: Theory and Practice.  

ERIC Educational Resources Information Center

Describes teacher professional development in general, analyzing recent research on teacher professional development in Estonia and noting that faculty development has not earned much attention in teacher education courses or in educational research, nor is there much agreement on approaches to faculty development in Estonia. Estonian teacher…

Krull, Edgar

2001-01-01

236

Professional Standards for Physical Education Teachers' Professional Development: Technologies for Performance?  

ERIC Educational Resources Information Center

Background: The widespread and diverse models of professional standards for teaching raise questions with respect to the need to provide teachers with a pathway for continuing professional development balanced with the public nature of surveillance and accountability that may accompany standards. Ways of understanding technologies of power in…

Macdonald, Doune; Mitchell, Jane; Mayer, Diane

2006-01-01

237

Teacher Quality, Professionalism and Professional Development: Findings from a European Project  

ERIC Educational Resources Information Center

This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers,…

Hilton, Gillian; Flores, Maria Assunção; Niklasson, Laila

2013-01-01

238

Professional Development Strategies for Professional Staff within a Private University in a Middle Atlantic State  

ERIC Educational Resources Information Center

The purpose of this study was to examine the perceived level of skill development of professional staff (consisting of new professionals, midlevel managers, and senior administrators) at a private university in a Middle Atlantic state. The secondary purpose of this study was to determine the activities and methods respondents prefer to use to…

Lewis, Karen A.

2011-01-01

239

Effects of Teacher Professional Development on Gains in Student Achievement  

NSDL National Science Digital Library

The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs.

2009-07-11

240

Incorporating Geospatial Technology into Teacher Professional Development  

NASA Astrophysics Data System (ADS)

The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geospatial Teaching Across the Curriculum (Geo-STAC) is a collaborative program that provides high school teachers with mentored professional development workshops in geospatial thought and technology. The seminars, led by community college faculty, give high school teachers the ability to incorporate geospatial technology into coursework across the curriculum — in Science, Technology, Engineering, and Math (STEM) and non-STEM disciplines. Students participating in the hands-on lessons gain experience in web-based and desktop Geographic Information Systems (GIS). The goals of the workshop are for teachers to: (1) understand the importance of geospatial thinking; (2) learn how to employ geospatial thinking in each discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and, (5) implement a Web-based GIS lesson. Additionally, Geo-STAC works with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and, (3) visit the community college GIS lab and experience using desktop GIS. Geo-STAC actively disseminates this collaborative model to colleges to community colleges and high schools across the country.

Sproles, E. A.; Songer, L.

2009-12-01

241

Development of an on-line radiation detection and measurements laboratory course  

NASA Astrophysics Data System (ADS)

An on-line radiation detection and measurements lab is being developed with a grant from the U.S. Nuclear Regulatory Commission. The on-line laboratory experiments are designed to provide a realistic laboratory experience and will be offered to students at colleges/universities where such a course is not offered. This thesis presents four web-based experiments: 1) nuclear electronics, 2) gamma-ray spectroscopy with scintillation detectors, 3) gamma-ray attenuation in matter and external dosimetry, and 4) alpha spectroscopy and absorption in matter. The students access the experiments through a broad-band internet connection. Computer-controlled instrumentation developed in National Instruments (NI) LabVIEW(TM) communicates with the URSA-II (SE International, Inc.) data acquisition system, which controls the detector bias voltage, pulse shaping, amplifier gain, and ADC. Detector and amplifier output pulses can be displayed with other instrumentation developed in LabVIEW(TM) for the digital oscilloscope (USB-5132, NI). Additional instrumentation developed in LabVIEW(TM) is used to control the positions of all sources with stepper motor controllers (VXM-1, Velmex, Inc.) and to adjust pressure in the alpha chamber with a digital vacuum regulator (Model 200, J-KEM, Inc.). Unique interactive interfaces are created by integrating all of the necessary instrumentation to conduct each lab. These interfaces provide students with seamless functionality for data acquisition, experimental control, and live data display with real-time updates for each experiment. A webcam is set up to stream the experiment live so the student can observe the physical instruments and receive visual feedback from the system in real time.

Kopp, Derick G.

242

34 CFR 263.1 - What is the Professional Development program?  

Code of Federal Regulations, 2013 CFR

...2013-07-01 false What is the Professional Development program? 263.1 Section 263...DISCRETIONARY GRANT PROGRAMS Professional Development Program § 263.1 What is the Professional Development program? (a) The Professional...

2013-07-01

243

Professional Development within the Division of Student Affairs.  

ERIC Educational Resources Information Center

This paper reviews the foundations, trends, and issues in the professional development of student personnel workers and the potential impact of that development on the Division of Student Affairs. The history of professional development arising from the application of management techniques to school systems, and for faculty and administrator…

Hall, Charles W. L.

244

Critical Friends Group for EFL Teacher Professional Development  

ERIC Educational Resources Information Center

For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do…

Vo, Long Thanh; Nguyen, Hoa Thi Mai

2010-01-01

245

Teachers' Professional Development: A Solitary or Collegial (Ad)venture?  

ERIC Educational Resources Information Center

The purpose of this study was to develop a theory for the relationship between primary school teachers' autonomy and collegiality and its impact on their professional development. In the first phase of the research, 39 teachers from 11 primary schools in Belgium were interviewed about autonomy, collegiality, and professional development. The…

Clement, Mieke; Vandenberghe, Roland

246

Technology Integration for Instructional Improvement: The Impact of Professional Development  

ERIC Educational Resources Information Center

Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative-supported and mentor-supported approach to professional development as an alternative to…

Potter, Stephanie L.; Rockinson-Szapkiw, Amanda J.

2012-01-01

247

Classroom Effects of an Early Childhood Educator Professional Development Partnership  

ERIC Educational Resources Information Center

We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly

2011-01-01

248

Teachers' Perceptions of Their Personal and Professional Development.  

ERIC Educational Resources Information Center

This study examined the perceptions of 15 elementary school teachers on their personal and professional development. In focused interviews, they were asked their perceptions of the characteristics of their personal and professional development and of the major influences on that development. The teachers' experience ranged from 4 to 28 years. The…

Burden, Paul R.

249

Working with Teachers in Assessment-Related Professional Development  

NSDL National Science Digital Library

Professional development related to everyday classroom interactions can require a shift in the teacher's priorities in the classroom from a focus on managing activity and behavior to a mind-set of managing learning opportunities. This essay looks closely at a professional development approach that sees the teacher not only as a professional engaged in learning and implementing new strategies for assessing students, but also as an individual who is undergoing personal change in beliefs.

Sato, Mistilina

2003-01-01

250

Development Approach of the Advanced Life Support On-line Project Information System  

NASA Technical Reports Server (NTRS)

The Advanced Life Support (ALS) Program has recently accelerated an effort to develop an On-line Project Information System (OPIS) for research project and technology development data centralization and sharing. There has been significant advancement in the On-line Project Information System (OPIS) over the past year (Hogan et al, 2004). This paper presents the resultant OPIS development approach. OPIS is being built as an application framework consisting of an uderlying Linux/Apache/MySQL/PHP (LAMP) stack, and supporting class libraries that provides database abstraction and automatic code generation, simplifying the ongoing development and maintenance process. Such a development approach allows for quick adaptation to serve multiple Programs, although initial deployment is for an ALS module. OPIS core functionality will involve a Web-based annual solicitation of project and technology data directly from ALS Principal Investigators (PIs) through customized data collection forms. Data provided by PIs will be reviewed by a Technical Task Monitor (TTM) before posting the information to OPIS for ALS Community viewing via the Web. Such Annual Reports will be permanent, citable references within OPIS. OPlS core functionality will also include Project Home Sites, which will allow PIS to provide updated technology information to the Community in between Annual Report updates. All data will be stored in an object-oriented relational database, created in MySQL(Reistered Trademark) and located on a secure server at NASA Ames Research Center (ARC). Upon launch, OPlS can be utilized by Managers to identify research and technology development (R&TD) gaps and to assess task performance. Analysts can employ OPlS to obtain the current, comprehensive, accurate information about advanced technologies that is required to perform trade studies of various life support system options. ALS researchers and technology developers can use OPlS to achieve an improved understanding of the NASA and ALS Program needs and to understand how other researchers and technology developers are addressing those needs. OPlS core functionality will launch for 'Ihe ALS Program in October, 2005. However, the system has been developed with the ability to evolve with Program needs. Because of open-source construction, software costs are minimized. Any functionality that is technologically feasible can be built into OPIS, and OPlS can expand through module cloning and adaptation, to any level deemed useful to the Agency.

Levri, Julie A.; Hogan, John A.; Morrow, Rich; Ho, Michael C.; Kaehms, Bob; Cavazzoni, Jim; Brodbeck, Christina A.; Whitaker, Dawn R.

2005-01-01

251

Development of an on-line core performance evaluation system for the LMFBR Monju  

SciTech Connect

It is important to know the in-core circumstances precisely in order to operate a reactor core safety and efficiently. The Japanese prototype liquid-metal fast breeder reactor (LMFBR) Monju, which generates 280 MW of electric power and is now under construction, has relatively stable neutron flux distribution. Therefore, the neutron flux level is monitored by ex-vessel neutron detectors, and in-core neutron flux and power distributions are evaluated by an on-line core performance evaluation system. The system is constructed on a process computer placed at the site, which calculates power and temperature distributions and monitors the in-core circumstances and predicts the change of power and temperature distributions due to control rod operations, etc. This paper describes the application programs developed for the system. The models mentioned are expected to offer the prospect that the core performance evaluation system for Monju fulfills their functions from the standpoint of accuracy, calculation time, and computer storage.

Sawada, S.; Ogawa, T.; Shiina, A.

1988-01-01

252

Guest Speakers in a Professional Development Seminar Series  

PubMed Central

Objective To evaluate the impact guest speakers have on student development in a professional development seminar series. Design Over a 5-semester period, presentations were given by 18 guest speakers as part of a professional development seminar series. Assessment A 28-item survey instrument was constructed and administered to 68 students to assess the impact of the guest speakers on the students' professional development. Forty-six (68%) students completed the survey instrument, and the results demonstrated the value of the guest speakers, most notably in the areas of career development and professional responsibility. Conclusion Exposing pharmacy students to guest speakers from varied pharmacy career paths positively impacted students' knowledge of career options and professional development.

Katz, Norman L.; Popovich, Nicholas G.

2011-01-01

253

Do Less Effective Teachers Choose Professional Development Does It Matter?  

ERIC Educational Resources Information Center

Background: In an ongoing effort to improve teacher quality, most states require continuing education or professional development for their in-service teachers. Studies evaluating the effectiveness of various professional development programs have assumed a normal distribution of quality of teachers participating in the programs. Because…

Barrett, Nathan; Butler, J. S.; Toma, Eugenia F.

2012-01-01

254

Grounding Continuous Professional Development (CPD) in Teaching Practice  

ERIC Educational Resources Information Center

This article argues that developing a team-based approach to teaching and learning provides the basis for building commitment and continuous professional development in teaching practice among staff in higher education. A team approach that is grounded in practice leads to open communication and opportunities for formal and informal professional…

Harwood, Tracy; Clarke, Jane

2006-01-01

255

Should We Sacrifice Class Time for Professional Development?  

ERIC Educational Resources Information Center

Should teachers sacrifice class time for professional development? Two authors present their arguments to this question. The first author contends that teachers should definitely use class time for professional development. Technology is changing and growing all the time, and it is their job to prepare students for the world they will inherit.…

Podulka, Michelle; Witort, Ron

2009-01-01

256

Participatory Research in an Arts Integration Professional Development Program  

ERIC Educational Resources Information Center

Drama for Schools (DFS) is an arts integration professional development program rooted in critical pedagogy and constructivism that emphasizes partnerships between school districts and a major research university. As a part of the research initiative embedded in this professional development program, DFS began an Arts integration Research Teacher…

Cawthon, Stephanie W.; Dawson, Kathryn M.; Judd-Glossy, Laura; Ihorn, Shasta

2012-01-01

257

Facilitating Professional Development for Teachers of English Language Learners  

ERIC Educational Resources Information Center

The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

Molle, Daniella

2013-01-01

258

Professional Development for Technology-Enhanced Inquiry Science  

ERIC Educational Resources Information Center

The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers' support for students' inquiry science learning is the focus of the work. A literature search using the…

Gerard, Libby F.; Varma, Keisha; Corliss, Stephanie B.; Linn, Marcia C.

2011-01-01

259

Reviewing a Reading Program: Professional Development Module. Facilitator's Guide  

ERIC Educational Resources Information Center

This "Facilitator's Guide" has been prepared for presenters of the Reviewing a Reading Program professional development training. It is one of three pieces comprising a suite of materials on reviewing reading programs: this "Guide", the "Reviewing a Reading Program Participant's Guide" and the "Reviewing a Reading Program" Professional Development…

Kosanovich, Marcia; Jordan, Georgia; Arndt, Elissa; VanSciver, Mary; Wahl, Michelle; Rissman, Lila

2008-01-01

260

Rethinking Professional Development: Building a Culture of Teacher Learning  

ERIC Educational Resources Information Center

This article describes a case study of an educational organization, the Big Picture Company, trying to implement a highly unusual school design. It offers a close look at its professional development strategies and how its comprehensive program helps create a culture where teachers can, and do, learn. I detail five professional development…

Klein, Emily J.

2007-01-01

261

Youth Worker Professional Development Participation, Preferences, and Agency Support  

Microsoft Academic Search

Using a Web-based survey, this study examined youth workers' professional development participation, preferences, and levels of agency support and the relationships between these variables and youth worker characteristics. Results revealed a positive relationship between participation in professional development opportunities and youth workers' self-reported job competency but also indicated low levels of agency support for participation in continuing education. Though perceptions

William P. Evans; Lorie L. Sicafuse; Eric S. Killian; Laura A. Davidson; Deborah Loesch-Griffin

2010-01-01

262

Continuing Professional Development for Science Teachers: What Does Research Say?  

ERIC Educational Resources Information Center

Continuing Professional Development (CPD) can take many forms. It may arise through individual endeavours, collaborative working with others within a school or professional network, or it may be supported by external expertise. In science, there has been development of CPD that "enthuses, inspires" and illustrates "impact", through expansion of…

McGregor, Deb; Woodhouse, Fiona

2010-01-01

263

Tweaking Common Professional Development Models for Added Value  

ERIC Educational Resources Information Center

Many kinds of professional development exist within and across schools, but the IMPACT Model School Grant has provided enough professional development dollars to allow some "best practice" modifications to two common models that have reputations for being less than effective: conference attendance and outside consultants. The principal of …

Bradburn, Frances Bryant

2004-01-01

264

Standards for Reporting Mathematics Professional Development in Research Studies  

ERIC Educational Resources Information Center

This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. (Contains 2 tables.)

Sztajn, Paola

2011-01-01

265

Professional Development in Texas for Gifted and Talented Teachers  

ERIC Educational Resources Information Center

The Region IV Education Service Center (ESC) in Texas has been delivering G/T professional development for almost two decades, and it has a great plan. Texas is one of 27 states that mandate full or partial gifted education. Accountability is provided through standards for professional development, which are outlined in the Texas State Plan for…

O'Neal, Judy

2004-01-01

266

Teachers' Beliefs about Using a Professional Development Plan  

ERIC Educational Resources Information Center

Professional development plans (PDPs) have recently been introduced in Dutch schools to support teachers' professional development. However, teachers' beliefs regarding the use of PDPs have not been systematically researched, whereas research on the use of PDPs indicates that the implementation is not always successful and depends on how…

Janssen, Sandra; Kreijns, Karel; Bastiaens, Theo J.; Stijnen, Sjef; Vermeulen, Marjan

2013-01-01

267

State Policies to Improve Teacher Professional Development. Issue Brief  

ERIC Educational Resources Information Center

Each year, considerable resources are spent on professional development to build teacher knowledge and skills. Yet not much is known about its impact on student achievement. Research confirms that professional development can affect teacher practice, but research has yet to confirm if those changes in practice improve student learning.…

Grossman, Tabitha; Hirsch, Eric

2009-01-01

268

An Oil Spill Professional Development Program for Educators  

NSDL National Science Digital Library

This resource supports the Oil Spill Professional Development program sponsored by the NOAA Office of Education. Information, presentations, and questions and answers support professional development for educators in regards to the Deepwater Horizon Oil Spill. Activities and lessons and additional relevant links are available.

2012-05-29

269

Practicing What We Teach: Effective Professional Development for Educators  

ERIC Educational Resources Information Center

The purpose of this study was to examine professional development in three Nebraska public schools. For decades, the issue of professional development has been dissected, often resulting in unhealthy opposition between faculty and administration. Numerous studies have been conducted on teacher education, often with inconclusive or conflicting…

Trehearn, Mary K.

2010-01-01

270

Supporting Early Childhood Educators through Professional Development Partnerships  

ERIC Educational Resources Information Center

This article summarizes the findings of a study that examined instruction in early childhood classrooms where teachers participated in high-quality, sustained, and intensive professional development through an Early Childhood Educator Professional Development partnership on literacy practices essential to school success. Comparisons made between…

Mraz, Maryann

2011-01-01

271

Legal Issues for Information Professionals: Some Recent Developments.  

ERIC Educational Resources Information Center

Reviews recent developments in three areas of law which, one way or the other, have an impact on information professionals: copyright, data protection, and liability. This discussion focuses on recent developments that are likely to be of significance to information professionals, including those emanating from the Commission of the European…

Oppenheim, Charles

1991-01-01

272

Hybrid Faculty Learning Communities as a Professional Development Strategy  

Microsoft Academic Search

Changing student demographics and the impact of technology on teaching and learning have created a pressing need for professional development as faculty struggle to stay abreast of the changes buffeting higher education. Many approaches have been utilized in professional development programming at Community College of Rhode Island (CCRI) including instructor-led workshops of varying lengths; synchronous webcast and video conferenced demonstrations;

Linda L. Beith

273

Program Coordination of Academic Planning and Professional Development. Final Report.  

ERIC Educational Resources Information Center

The final report is presented of the University of the Pacific's Program for the Coordination of Academic Planning and Professional Development. The program has the following objectives: to facilitate personal and professional growth of faculty; dispense teaching incentive awards and research grants; administer faculty development leaves; generate…

Rice, R. Eugene; Davis, Michael L.

274

Teachers and ICT: Exploring a Metacognitive Approach to Professional Development  

ERIC Educational Resources Information Center

Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a…

Phelps, Renata; Graham, Anne; Kerr, Berenice

2004-01-01

275

Applying Constructionist Principles to Online Teacher Professional Development  

ERIC Educational Resources Information Center

This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was…

Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug

2011-01-01

276

Vocational Education and Training Teacher Professional Development: Tensions and Context  

ERIC Educational Resources Information Center

Planning and implementing teacher professional development is a process of engaging in organisational learning and change. Yet our planning and implementation of professional development is at times a series of one-off sessions and can be quite ad hoc. This paper argues that teacher learning takes place not only through formal sessions but also…

Bound, Helen

2011-01-01

277

A Research Agenda for Online Teacher Professional Development  

ERIC Educational Resources Information Center

This article highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The literature review of this field documents much work that is anecdotal, describing professional development…

Dede, Chris; Ketelhut, Diane Jass; Whitehouse, Pamela; Breit, Lisa; McCloskey, Erin M.

2009-01-01

278

Cooperative Professional Development: A Tested Approach, Not a Panacea.  

ERIC Educational Resources Information Center

This commentary responds to several issues raised in a critique of a paper on cooperative professional development. Issues include facilitation of knowledge exchange between special and general education teachers, potential politicization and competitiveness in cooperative professional development teams, and accountability of cooperative…

Glatthorn, Allan A.

1990-01-01

279

A Design Framework for Online Teacher Professional Development Communities  

ERIC Educational Resources Information Center

This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three…

Liu, Katrina Yan

2012-01-01

280

Influence of Remedial Professional Development Programs for Poorly Performing Physicians  

ERIC Educational Resources Information Center

Introduction: The College des medecins du Quebec (CMQ) offers an individualized remedial professional development program to help physicians overcome selected clinical shortcomings. To measure the influence of the remedial professional development program, physicians who completed the program between 1993 and 2004 and who were assessed by peer…

Goulet, Francois; Gagnon, Robert; Gingras, Marie-Eve

2007-01-01

281

Professional Development and Teacher Learning: Mapping the Terrain  

Microsoft Academic Search

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new

Hilda Borko

2004-01-01

282

Development of On-line Wildfire Emissions for the Operational Canadian Air Quality Forecast System  

NASA Astrophysics Data System (ADS)

An emissions processing system has been developed to incorporate near-real-time emissions from wildfires and large prescribed burns into Environment Canada's real-time GEM-MACH air quality (AQ) forecast system. Since the GEM-MACH forecast domain covers Canada and most of the USA, including Alaska, fire location information is needed for both of these large countries. Near-real-time satellite data are obtained and processed separately for the two countries for organizational reasons. Fire location and fuel consumption data for Canada are provided by the Canadian Forest Service's Canadian Wild Fire Information System (CWFIS) while fire location and emissions data for the U.S. are provided by the SMARTFIRE (Satellite Mapping Automated Reanalysis Tool for Fire Incident Reconciliation) system via the on-line BlueSky Gateway. During AQ model runs, emissions from individual fire sources are injected into elevated model layers based on plume-rise calculations and then transport and chemistry calculations are performed. This 'on the fly' approach to the insertion of emissions provides greater flexibility since on-line meteorology is used and reduces computational overhead in emission pre-processing. An experimental wildfire version of GEM-MACH was run in real-time mode for the summers of 2012 and 2013. 48-hour forecasts were generated every 12 hours (at 00 and 12 UTC). Noticeable improvements in the AQ forecasts for PM2.5 were seen in numerous regions where fire activity was high. Case studies evaluating model performance for specific regions, computed objective scores, and subjective evaluations by AQ forecasters will be included in this presentation. Using the lessons learned from the last two summers, Environment Canada will continue to work towards the goal of incorporating near-real-time intermittent wildfire emissions within the operational air quality forecast system.

Pavlovic, R.; Menard, S.; Chen, J.; Anselmo, D.; Paul-Andre, B.; Gravel, S.; Moran, M. D.; Davignon, D.

2013-12-01

283

Reflection in Learning & Professional Development: Theory & Practice.  

ERIC Educational Resources Information Center

This book reviews the literature on reflection, explores the relationship between reflection and learning, and discusses how reflection can be used to improve learning and professional practice. The following are among the topics discussed: (1) common-sense and developmental stage approaches to reflection; (2) the philosophies of Dewey and…

Moon, Jennifer A.

284

Effective Professional Development for Teachers: A Checklist  

ERIC Educational Resources Information Center

Teachers know it is important to keep their professional knowledge and skills up to date, and presentation-style workshops are an efficient way to accomplish this. However, "one shot," "sit and get" workshops are becoming less effective in today's busy world. Much of the information gained is not likely to be remembered, and even less is likely to…

Hunzicker, Jana

2011-01-01

285

Improving Professional Development Systems: Recommendations from the Pennsylvania Adult Basic and Literacy Education Professional Development System Evaluation  

ERIC Educational Resources Information Center

The recommendations from a two-part, formative evaluation of Pennsylvania's Bureau of Adult Basic and Literacy Education professional development system are reported here. The first phase of the evaluation studied the relationships between the vision for professional development held by planners and facilitators and the ways in which participants…

Belzer, Alisa

2005-01-01

286

Online Professional Development for K-12 Educators: Benefits for School Districts with Applications for Community College Faculty Professional Development  

ERIC Educational Resources Information Center

Hillsborough Community College's IT3-Professional Development Services makes available to educators in the school district of Hillsborough County a series of online courses focused on professional development. The program boasts a retention rate exceeding 78%, with over 500 educators served. The program is self funded and pays for itself and an…

Fenton, Celeste; Watkins, Brenda Ward

2007-01-01

287

Forging Alliances in Community and Thought: Research in Professional Development Schools. A Volume in Research in Professional School Development.  

ERIC Educational Resources Information Center

These 19 papers present the voices of researchers and their work on Professional Development Schools: (1) "The Status of Early Theories of Professional Development School Potential" (C. Mantle-Bromley); (2) "Implementing and Researching Teacher Education Programs in PDSs: A Focus on Authenticity" (Gay Goodman); (3) "Village of Learners:…

Guadarrama, Irma N., Ed.; Ramsey, John, Ed; Nath, Janice L., Ed.

288

K-12 Professional Development at the Harvard Forest LTER  

NASA Astrophysics Data System (ADS)

As part of the Long Term Ecological Research (LTER) program, the Harvard Forest in Petersham, Massachusetts seeks to train the next generation of researchers, by involving K-12 grade students and their teachers in hands-on, field-based, ecological research in their own schoolyard and community. Students learn to collect data on important long-term ecological issues and processes. Student data are then shared on the Harvard Forest website. To prepare teachers for project protocols, teachers are given direct access to Harvard ecologists with professional development workshops and on-line resources. With the Harvard Forest Schoolyard LTER program, students can participate in three different research projects focusing on phenology, invasive insects, and vernal pools. Teachers attend the Summer Institute for Teachers to learn project content and methods. They return in fall to participate in one of three levels of data workshops to learn how to input, manage, and analyze project data. In the spring, teachers again meet with the Harvard ecologists about project protocols, and to share, through a series of teacher presentations, the ways these project themes are being integrated into class curricula. These professional development opportunities result in long term collaborative partnerships with local schools and the Harvard Forest LTER. In addition to the LTER Schoolyard Ecology Program, the Harvard Forest has supported a successful Research Experience for Teachers (RET) program for the last six years. Throughout the summer, teachers work on research projects alongside Harvard Forest and affiliated scientists, post-docs, graduate students, and REU's (Research Experience for Undergraduates). The RET program provides teachers with the opportunity to build scientific knowledge, develop an understanding of research methods, and translate their new knowledge and experiences into cutting edge classroom lessons. The past two summers I have worked with Dr. Andrew Richardson's Phenocam project, a network of near remote sensing digital phenology cameras that send images of forest, shrub, and grassland vegetation cover at more than 130 diverse sites in North America to the digital archives at the University of New Hampshire. Our school district is now part of this network providing a digital image every half hour of the mixed deciduous/ coniferous forest canopy due north from Overlook Middle School in Ashburnham, Massachusetts. As a part of the Phenocam network, students at the K-12 level have expanded the scope of phenological monitoring that is part of the Harvard Forest LTER Schoolyard Ecology Program protocol, Buds, Leaves, and Global Warming. I have developed a series of lessons comparing student data to phenology data derived from Phenocam network images and Modis satellites. The Phenocam Project and the RET program is supported by NASA.

Bennett, K.

2012-12-01

289

Developing Effective Continuous On-Line Monitoring Technologies to Manage Service Degradation of Nuclear Power Plants  

SciTech Connect

Recently, there has been increased interest in using prognostics (i.e, remaining useful life (RUL) prediction) for managing and mitigating aging effects in service-degraded passive nuclear power reactor components. A vital part of this philosophy is the development of tools for detecting and monitoring service-induced degradation. Experience with in-service degradation has shown that rapidly-growing cracks, including several varieties of stress corrosion cracks (SCCs), can grow through a pipe in less than one fuel outage cycle after they initiate. Periodic inspection has limited effectiveness at detecting and managing such degradation requiring a more versatile monitoring philosophy. Acoustic emission testing (AET) and guided wave ultrasonic testing (GUT) are related technologies with potential for on-line monitoring applications. However, harsh operating conditions within NPPs inhibit the widespread implementation of both technologies. For AET, another hurdle is the attenuation of passive degradation signals as they travel though large components, relegating AET to targeted applications. GUT is further hindered by the complexity of GUT signatures limiting its application to the inspection of simple components. The development of sensors that are robust and inexpensive is key to expanding the use of AET and GUT for degradation monitoring in NPPs and improving overall effectiveness. Meanwhile, the effectiveness of AET and GUT in NPPs can be enhanced through thoughtful application of tandem AET-GUT techniques.

Meyer, Ryan M.; Ramuhalli, Pradeep; Bond, Leonard J.; Cumblidge, Stephen E.

2011-09-30

290

Development of an on-line coal washability analyzer. Semi-annual technical report, September 1, 1996March 31, 1997  

Microsoft Academic Search

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of

J. D. Miller; C. L. Lin; G. H. Luttrell; G. T. Adel; L. B. Owen; L. Fish

1997-01-01

291

Developing Professional Community in New and Restructuring Urban Schools.  

ERIC Educational Resources Information Center

This paper reports on a longitudinal study of four urban schools that sought to develop professional community as part of a restructuring process. The study focuses on how restructuring affected teachers' work over a 3-year period. It reports that the absence of structural conditions can impede the growth of professional community; however, their…

Kruse, Sharon D.; Louis, Karen Seashore

292

Dance Educator Enrichment Program (DEEP): A Model for Professional Development  

Microsoft Academic Search

In 2001, North Carolina Dance Theatre, The University of North Carolina at Charlotte, and the Charlotte-Mecklenburg School system joined forces to create a multidimensional, professional development program for dance professionals (teachers and artists) in the public schools called, The Dance Educator Enrichment Program (DEEP). DEEP was designed to strengthen and enrich the teaching skills of dance educators while providing additional

Pamela Anderson Sofras; Ambre Emory-Maier

2005-01-01

293

Dance Educator Enrichment Program (DEEP): A Model for Professional Development  

ERIC Educational Resources Information Center

In 2001, North Carolina Dance Theatre, The University of North Carolina at Charlotte, and the Charlotte-Mecklenburg School system joined forces to create a multidimensional, professional development program for dance professionals (teachers and artists) in the public schools called, The Dance Educator Enrichment Program (DEEP). DEEP was designed…

Sofras, Pamela Anderson; Emory-Maier, Ambre

2005-01-01

294

Professional Development and Instructional Practice: Conceptions and Evidence of Effectiveness  

ERIC Educational Resources Information Center

As with many districtwide reform efforts, the San Diego reform sought to improve classroom instruction by focusing on building the capacity of teachers. This article examines practices of teacher professional development in the district and their impact on literacy instruction. Through examination of the literature on effective professional…

Quick, Heather E.; Holtzman, Deborah J.; Chaney, Kassandra R.

2009-01-01

295

Experiences of Pioneers Facilitating Teacher Networks for Professional Development  

ERIC Educational Resources Information Center

This study presents an exploration into facilitation practices of teacher professional development networks. Stimulating networked learning amongst teachers is a powerful way of creating an informal practice-based learning space driven by teacher needs. As such, it presents an additional channel (besides more formal traditional professional…

Hanraets, Irene; Hulsebosch, Joitske; de Laat, Maarten

2011-01-01

296

International Handbook on the Continuing Professional Development of Teachers  

ERIC Educational Resources Information Center

This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: (1) A review of current CPD literature; (2)…

Day, Christopher; Sachs, Judyth

2005-01-01

297

Assessment of a Professional Development Programme for Music Educators  

ERIC Educational Resources Information Center

A professional development programme for music educators was designed and administered to include institutional and personal professional strategies for the enhancement and growth of music teachers' knowledge base and actions. Supervisors and targeted practitioners in a large public school system built an innovative programme, applying current…

Moore, Janet L. S.

2009-01-01

298

Positioning Adult Educators in Discourses of Professional Development  

ERIC Educational Resources Information Center

This article explores the discursive work done by different notions of professional development in adult education. In particular we outline the ways in which the discourses of technical expertise, competence and reflective practice are deployed to mobilise professional practices and identities in particular ways and position certain practices and…

Nicoll, Katherine; Edwards, Richard

2012-01-01

299

Teacher Professional Development for the Less Commonly Taught Languages.  

ERIC Educational Resources Information Center

This report provides baseline data on professional development and training needs for teachers of less commonly taught languages (LCTLs). Surveys administered to LCTL teachers working in higher education addressed a range of issues relating to the following: the teaching context; the teacher's professional background and qualifications; the…

Johnston, Bill; Janus, Louis

300

A Professional Development Unit for Reflecting on Program Evaluator Competencies  

ERIC Educational Resources Information Center

This article describes an interactive professional development unit that engages both novice and experienced evaluators in (a) learning about the Essential Competencies for Program Evaluators (ECPE), (b) applying the competencies to program evaluation contexts, and (c) using the ECPE to reflect on their own professional practices. The article…

Ghere, Gail; King, Jean A.; Stevahn, Laurie; Minnema, Jane

2006-01-01

301

A Productive System of Early Years Professional Development  

ERIC Educational Resources Information Center

This paper uses the concept of the productive system to identify some of the tensions between the stages of professional development of early years practitioners and the relationships between the various actors within the system of professional formation in England. In the context of the recommendations of the Nutbrown Review a series of…

Hordern, Jim

2013-01-01

302

Research Report on the Implementation of Professional Development in Kentucky.  

ERIC Educational Resources Information Center

The Kentucky Education Reform Act of 1990 required a complete restructuring of the educational system and greater emphasis on professional development focused on the needs of teachers at local schools. The purposes of this study were to determine the extent to which schools across the Commonwealth were implementing School-Based Professional…

Daniel, Patricia L.; Stallion, Brenda K.

303

Characterizing Key Features of the Early Childhood Professional Development Literature  

ERIC Educational Resources Information Center

Professional development (PD) has been defined as facilitated teaching and learning experiences designed to enhance practitioners' knowledge, skills, and dispositions as well as their capacity to provide high-quality early learning experiences for young children. The purpose of this study was to use a framework from the National Professional…

Snyder, Patricia; Hemmeter, Mary Louise; Meeker, Kathleen Artman; Kinder, Kiersten; Pasia, Cathleen; McLaughlin, Tara

2012-01-01

304

Towards an Etiological Model of Self-Directed Professional Development.  

ERIC Educational Resources Information Center

The role that individual learning proficiency, individual personality characteristics, and chance occurrences in the learner's environment play in self-directed professional development was examined through semistructured interviews with a purposeful sample of eight professional men and women of high achievement with no postsecondary schooling in…

Bouchard, Paul

305

Corporate social responsibility: issues for human resource development professionals  

Microsoft Academic Search

Recent human resource development (HRD) scholarship has called for greater focus on social responsibility and ecological sustainability. The purpose of this article is to explore the engagement of HRD professionals in corporate social responsibility (CSR), examining one central question: how do HRD professionals perceive their roles and challenges in implementing CSR in organizations that claim CSR to be a key

Tara Fenwick; Laura Bierema

2008-01-01

306

Research and Policy: Can Online Learning Communities Foster Professional Development?  

ERIC Educational Resources Information Center

This column posits enhancing professional development through uses of digital tools to create professional learning communities (PLCs) designed to support collective inquiry and action research leading to schoolwide improvement. These digital tools include a social networking/discussion forum for teacher collaboration; teachers' individual…

Beach, Richard

2012-01-01

307

The Collaborative Apprenticeship Model: Situated Professional Development within School Settings  

ERIC Educational Resources Information Center

Professional learning is a social enterprise where peers rely on the expertise and support of one another to adopt innovative practices. Reciprocal interactions in a community of practice, where teachers take responsibility for each other's learning and development, may provide an effective means of supporting situated professional learning. We…

Glazer, Evan M.; Hannafin, Michael J.

2006-01-01

308

COIL on wheels: a library professional development roadshow.  

PubMed

Professional development for instruction librarians is in danger of coming to a standstill in difficult economic times. COIL on Wheels is a professional development roadshow developed by the Community of Oklahoma Instruction Librarians to allow librarians with budget and staffing issues to benefit from peer training. By matching member librarian interests with institutional needs, librarians can visit institutions in their geographic area to provide their colleagues with low-cost or free training. This article discusses the origins of and rationale for this program and describes a successful implementation of this traveling professional development project. PMID:20677069

Hoberecht, Toni; Brown, Emily

2010-07-01

309

Continuous On-Line Coal Analysis Research and Development Limited Partnership Program.  

National Technical Information Service (NTIS)

In the power generation industry, on-line coal analysis systems vary from relatively simple ones that determine basic characteristics such as sulfur, ash, or moisture to sophisticated ones that provide complete elemental analyses. The report is a direct r...

G. C. Hurlbert

1985-01-01

310

The Learning Effects of a Multidisciplinary Professional Development Programme  

NASA Astrophysics Data System (ADS)

Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers' daily school practice (Hunzicker in Prof Dev Educ 37:177-179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students' prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers' professional growth in different learning areas.

Visser, Talitha Christine; Coenders, Fer G. M.; Pieters, Jules M.; Terlouw, Cees

2013-12-01

311

The Factors that Affect Science Teachers' Participation in Professional Development  

NASA Astrophysics Data System (ADS)

Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities within local school districts, the use of formal and informal professional development, and the needs of rural science teachers compared to urban and suburban teachers.

Roux, Judi Ann

312

From youth worker professional development to organizational change.  

PubMed

An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development. It grew from a moral response of Saint Paul Parks and Recreation staff and two faculty members of Youth Studies, University of Minnesota to offer higher-quality services to youth for their healthy development. Its underlying philosophies and ethos included building and sustaining meaningful relationships, cocreating a space for learning and change, becoming a reflecting practitioner, and community organizing. This professional development responded to the participants' interests and needs or to local situations in that moment, that space, and the discussions, and took on different shapes at different times. There were many accomplishments of, challenges and barriers to, and lessons learned from this professional development. PMID:24136837

Rana, Sheetal; Baumgardner, Briana; Germanic, Ofir; Graff, Randy; Korum, Kathy; Mueller, Megan; Randall, Steve; Simmons, Tim; Stokes, Gina; Xiong, Will; Peterson, Karen Kolb

2013-01-01

313

Putting Professional Development into Action by Putting Action into Professional Development in Second Level Schools in Ireland?  

ERIC Educational Resources Information Center

Teacher professional development at second level in Irish schools has become an important issue for those of us concerned about ensuring quality teaching and learning in the classroom. In-service providers are aware that the models of provision that have been used in the past are no longer adequate to meet the professional needs of a modern…

Halton, Michael J.

2004-01-01

314

The effects of post-educational professional development activities on promotion and career satisfaction of IT professionals  

Microsoft Academic Search

Seeking new career opportunities and retaining IT jobs still require considerable time spent on various professional development activities. This study hypothesizes that these professional development activities are vital to organizational tenure as well as to career satisfaction. A survey was used to examine the effects of time spent on professional development activities on promotion and career satisfaction. The result showed

Pruthikrai Mahatanankoon

2007-01-01

315

On-line electrothermal atomic absorption spectrometry configurations: recent developments and trends  

NASA Astrophysics Data System (ADS)

In the present mini-review, an account of the actual state-of-the-art and future possibilities offered by on-line ET-AAS is presented. Topics such as: (1) on-line analyte preconcentration (by means of precipitation, sorption, solvent extraction, and solid phase extraction); (2) analyte separation by means of chromatography, and electrochemical, microdialysis and chemical vapor generation processes; and (3) sample treatment (by microwave sample digestion, sample emulsification and dilution processes) are used to illustrate the versatility of flow injection, sequential injection analysis, stop flow and continuous flow, when coupled to a graphite furnace. The use of some of the on-line systems for speciation and the simultaneous determination of different analytes is underlined.

Burguera, Marcela; Burguera, Jose Luis

2007-09-01

316

Guest Editorial: A revolutionary model of professional development  

NSDL National Science Digital Library

Traditionally, professional development in education has focused on three main areas: content, general pedagogy, or pedagogical content knowledge. While each area has its own purpose, in this article the author focuses on what the literature states should

Royce, Christine A.

2010-11-01

317

Professional Development Schools: Emerging Changes in Educators and the Professional Community.  

ERIC Educational Resources Information Center

Findings from a 3-year participant/observer documentation study are examined from the perspective of individuals (teachers, principals, college faculty) and from the perspective of developing the Professional Development School (PDS) as a learning community group. The study identifies four phases that individuals experienced during the three years…

Putnam, Joyce

318

Development of methods for on-line measurements of chemical conditions in compacted bentonite  

NASA Astrophysics Data System (ADS)

This work describes the development of an on-line method for studying the chemical conditions in compacted water-saturated bentonite. The equipment includes a squeezing cell, measurement electrodes, a reference electrode, and a data-logging system. IrO x wire was used for the pH measurements and Au and Pt wires for the redox measurements. The electrodes were made in-house at VTT. The reference electrode was a commercial leak-free electrode. The measurement electrodes were installed in the bentonite, while the reference electrode was placed in water outside the clay. The contact between the reference electrode and the measurement electrodes was established via the solution in a tube. The work included first a test and calibration of the electrodes in various standard solutions. The performance of the electrodes was subsequently studied in compacted MX-80 in squeezing cell experiments. The squeezing cell initially contained MX-80 mixed with different solutions at a dry density of 0.8-0.9 Mg/m 3. The pore water was then slowly squeezed out from the clay until the final density of 1.5 Mg/m 3 was reached. The measurement electrodes were then placed in the clay and the potential measurements were started. At the end of the experiments the electrodes were removed from bentonite and recalibrated. The pH and Eh in the squeezed pore waters were determined for comparison. The results obtained so far have led to the conclusion that it is possible to perform pH measurements in compacted bentonite by using IrO x electrodes. The electrode can survive the swelling pressure inside compacted water-saturated clay without losing its ability to function as a pH electrode. It is also possible to perform Eh measurements in compacted clay by using Au and Pt electrodes.

Muurinen, A.; Carlsson, T.

319

On-line messages: developing an integrated communications model for biotechnology companies  

Microsoft Academic Search

The Internet is rapidly changing the way in which information is displayed and accessed on a global level. Taking into consideration the new communication opportunities offered on line, businesses will be forced to alter both their internal and external communication strategies, and be prepared to flow with the changes. One of the sectors that can benefit from the global expansion

Ashok Ranchhod; Cãlin Gurãu; Jonathan Lace

2002-01-01

320

34 CFR 263.4 - What training costs may a Professional Development program include?  

Code of Federal Regulations, 2013 CFR

...training costs may a Professional Development program include? 263.4 Section...DISCRETIONARY GRANT PROGRAMS Professional Development Program § 263.4 What training costs may a Professional Development program include? (a) A...

2013-07-01

321

Who are the Science Teachers that Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development  

NASA Astrophysics Data System (ADS)

To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET's) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although there are many RET programs currently serving teachers, there is only a small body of research describing these programs and their outcomes. Just as science learning depends on both cognitive and affective factors of learners, the success of teacher professional development also depends on the cognitive and affective factors of the participants. Thus, the intent of this mixed method research is to better understand how the nature of professional development experiences shape the kinds of teachers that apply, and what this means for the design of such experiences. This study focused on describing the cognitive and affective characteristics of applicants for two different RET programs offered at the same institution. Findings suggest that the profiles of teachers who seek out these professional development programs vary based on the programs' objectives. The findings also suggest that recognition of who is being served in professional development must be considered in the construction of those professional development experiences.

Saka, Yavuz

2013-12-01

322

Professional Development through Teacher Roles: Conceptions of Professionally Unqualified Teachers in Rural South Africa and Zimbabwe  

ERIC Educational Resources Information Center

Teachers' conceptions of what they learn and how they professionally develop through their teaching roles are key to classroom practice and learner achievement because they influence teachers' pedagogic approaches and choice of materials, content, and learner activities. This article reports on some of the findings from a doctoral…

Mukeredzi, Tabitha Grace

2013-01-01

323

Professional Development in the Context of National Board for Professional Teaching Standards Certification: Implications beyond Certification.  

ERIC Educational Resources Information Center

The National Board for Professional Teaching Standards (NBPTS) has challenged test developers to create a voluntary program of certification in which highly accomplished teachers receive recognition for meeting rigorous standards. These four papers report the experiences of teacher-candidates, school district administrators, researchers, and test…

Kowalski, Kenneth; Chittenden, Edward; Spicer, Willa; Jones, Jacqueline; Tocci, Cindy

324

Re-Thinking Continuing Professional Development through Changing Metaphors and Location in Professional Practices  

ERIC Educational Resources Information Center

Many professions have requirements for professional development activities to ensure continuing registration or membership. These commonly focus on participation in a limited range of activities. This paper questions the assumptions behind such approaches and what alternatives might be considered. It explores the suitability of metaphors used for…

Boud, David; Hager, Paul

2012-01-01

325

Professional Development Credits in Student Affairs Practice: A Method to Enhance Professionalism  

ERIC Educational Resources Information Center

Many professions require members to be involved in continuing education in order to maintain skill levels, to remain current on issues, and often to remain licensed or certified in that field. The same level of continuous professional development does not always occur in student affairs, and there exists no system for documenting such activities…

Dean, Laura A.; Woodard, Bobby R.; Cooper, Diane L.

2007-01-01

326

Planning Your Professional Growth: Creating an Individualized Professional Development Plan for Early Care and Education.  

ERIC Educational Resources Information Center

Based on the view that the quality of children's early experiences depends largely on the knowledge, experience, and skills of the people who work with them, this guide for early childhood practitioners in Vermont is designed to help them prepare and carry out a personally tailored professional development plan. The guide is presented in four…

Vermont Early Childhood Work Group.

327

Development and Application of the Reactor Coolant On-Line Leakage Evaluation Model for Pressurized Water Reactors  

SciTech Connect

With the consideration of mass unbalance, coolant shrinking, and compressibility, a model for reactor coolant leakage evaluation has been developed to quantify on-line the system leakage rate with conventional system measurements, regardless of where the leak occurs. This model has been derived from the system of total continuity, and it divides the reactor coolant system (RCS) into two regions, namely, the saturated and subcooled regions. The pressurizer is considered as a saturated region, and the remaining part of the RCS is regarded as a subcooled region. Taking the on-line measurements of the RCS including the RCS pressure, temperature, pressurizer water level, and charging and letdown flow rates, this model can directly evaluate on-line the RCS leakage rate. It is noted that this model is applicable only if the RCS remains subcooled. To verify the applicability of this model, data generated by RELAP5/MOD3 simulation and experimental measurements from the Institute of Nuclear Energy Research, Taiwan, Integral System Test Facility were adopted to assess this model. With further on-line verification against the Maanshan training simulator, this model was finally delivered to the Maanshan nuclear power plant (a three-looped Westinghouse pressurized water reactor) to assist the operator training and on-line evaluation of the RCS leakage rate. The smallest amount of leak flow that can be detected by the ROCK model is 3 gal/min.

Liang, Thomas K.S.; Hung, H.-J.; Chang, C.-J. [Institute of Nuclear Energy Research, Taiwan (China)

2001-12-15

328

GEROM - Developing a Contemporary On-line Master's Degree Curriculum in Gerontology  

PubMed Central

Demographic changes have profoundly influenced the structure of present and future populations in terms of the number of older people requiring nursing care, the nature and settings of the nursing care provided, and finally, each individual, e. g., nursing care providers. The aim of the paper is to present the results of the EU Erasmus project GEROM, which, among other things, resulted in an on-line gerontological master’s degree curriculum which is globally focused, flexible, innovative, diverse, contemporary and ICT-based. It focuses on meeting the needs of older people and their carers. An innovative aspect in the curriculum implementation is a virtual environment for clinical practice, enabling students to practice clinical and nursing interventions and diagnosing on-line, based on an adaptive, individualized and personalized blended-learning approach. During the pilot implementation of three randomly selected subjects, the students evaluated the program and were satisfied with both content and implementation.

Kokol, Peter; Blazun, Helena

2012-01-01

329

Development of a Probabilistic Technique for On-line Parameter and State Estimation in Non-linear Dynamic Systems  

SciTech Connect

The DSD (Dynamic System Doctor) is a system-independent, interactive software under development for on-line state/parameter estimation in dynamic systems (1), partially supported through a Nuclear Engineering Education (NEER) grant during 1998-2001. This paper summarizes the recent accomplishments in improving the user-friendliness and computational capability of DSD

Tunc Aldemir; Don W. Miller; Brian k. Hajek; Peng Wang

2002-04-01

330

Effective RTL Method to Develop On-Line Self-Test Routine for the Processors Using the Wavelet Transform  

Microsoft Academic Search

In this paper, we introduce a new efficient register transfer level (RTL) method to develop on-line self- test routines. We consider some prioritizations to select the components and instructions of the processor. In addition, we choose test patterns based on spectral RTL test pattern generation (TPG) strategy. For the purpose of spectral analysis, we use the wavelet transform. Also, we

Amin Asghari; Seied Ahmad Motamedi; Sepehr Attarchi

2008-01-01

331

Developing Dialogue Skill—A Qualitative Investigation of an On-Line Collaboration Exercise in a Team Management Course  

Microsoft Academic Search

Business managers, crossfunctional team members, and boundary spanners in organizations often face situations that require the application of dialogue skill, a process of inquiry to create shared meaning or shared understanding among parties. Previous research has suggested that dialogue skill can be developed through use of specifically designed on-line, collaborative activities. In this article, we describe the qualitative investigation of

Daniel M. Eveleth; Lori J. Baker-Eveleth

2003-01-01

332

A Model for the Professional Development of Teachers of Thinking  

ERIC Educational Resources Information Center

Teaching for the development of students' thinking is not a straightforward matter. It requires pedagogical skills, which are different from those of normal good quality teaching for conceptual development. It follows that providing professional development (PD) for teachers of thinking is a "hard case"--we can learn much of general value to…

Adey, Philip

2006-01-01

333

Leadership Laboratories: Professional Development for the 21st Century.  

ERIC Educational Resources Information Center

In 1992, Texas A & M University's College of Education established the Texas Education Collaborative, a center for professional development and technology, to redesign teacher preparation and staff development programs. In 1996, the TEC joined with the university's Principal's Center to focus on principals' development in schools reconceived as…

Zellner, Luana J.; Erlandson, David A.

1997-01-01

334

A Professional Development Framework for E-Learning  

ERIC Educational Resources Information Center

The Learning and Skills Network (LSN) has carried forward the initial work of the Learning and Skills Development Agency (LSDA) and the Centre for Excellence in Leadership (CEL) to develop a professional development framework for e-learning: This publication shares the experiences of staff and their good practice as they used LSN's Framework as…

Learning and Skills Network (NJ1), 2007

2007-01-01

335

Cascade Training and Teachers' Professional Development.  

ERIC Educational Resources Information Center

Examines the experience of a nationwide inservice teacher development project in Sri Lanka that aims to remedy the potential deficiencies of cascade models of teacher development. Shows how project training and development strategies that are context sensitive, collaborative, and reflexive seek to involve teachers in managing their own…

Hayes, David

2000-01-01

336

Development of an open-tubular trypsin reactor for on-line digestion of proteins  

PubMed Central

A study was initiated to construct a micro-reactor for protein digestion based on trypsin-coated fused-silica capillaries. Initially, surface plasmon resonance was used both for optimization of the surface chemistry applied in the preparation and for monitoring the amount of enzyme that was immobilized. The highest amount of trypsin was immobilized on dextran-coated SPR surfaces which allowed the covalent coupling of 11 ng mm?2 trypsin. Fused-silica capillaries were modified in a similar manner and the resulting open-tubular trypsin-reactors having a pH optimum of pH 8.5, display a high activity when operated at 37 °C and are stable for at least two weeks when used continuously. Trypsin auto-digestion fragments, sample carry-over, and loss of signal due to adsorption of the protein were not observed. On-line digestion without prior protein denaturation, followed by micro-LC separation and photodiode array detection, was tested with horse-heart cytochrome C and horse skeletal-muscle myoglobin. The complete digestion of 20 pmol ?L?1 horse cytochrome C was observed when the average residence time of the protein sample in a 140 cm ×50 ?m capillary immobilized enzyme reactor (IMER) was 165 s. Mass spectrometric identification of the injected protein on the basis of the tryptic peptides proved possible. Protein digestion was favorable with respect to reaction time and fragments formed when compared with other on-line and off-line procedures. These results and the easy preparation of this micro-reactor provide possibilities for miniaturized enzyme-reactors for on-line peptide mapping and inhibitor screening.

de Jong, G. J.; van Bennekom, W. P.

2007-01-01

337

Professional development and teacher impacts: The NSF GK-12 experience  

NASA Astrophysics Data System (ADS)

Professional development is a central piece in the continuing education of teachers. The purpose of this study was to examine professional development for teachers, in particular, the impact of one program that has the potential to positively influence educators as their careers evolve. Twenty-seven teachers who served as participants in the National Science Foundation (NSF) Graduate STEM (science, technology, engineering and mathematics) Fellows in K-12 Education Program (GK-12) volunteered to be interviewed about their experiences as teacher partners with graduate student Fellows who were considered experts in their content area and research methods. The teachers taught 1st through 12th grades in 22 different schools, and represented nine GK-12 programs in six states. The data collected in this qualitative study indicate enduring impacts on teachers and those included: affective impacts, as well as impacts on their practice, their colleagues and their professional involvement. In addition, Fellow and student impacts were reported. The teacher reports indicate that the design and goals of the GK-12 program---which is meant to impact graduate student Fellows, teachers and students---are consistent with the literature on best-practice professional development including facilitating teacher change. Thus, this program can serve as a model for designing effective professional development. A limitation of this study is that most of the data collected were from teacher reports.

Camasta, Susan Fullett

338

Professional Development and Closing the Achievement Gap  

ERIC Educational Resources Information Center

A significant challenge to schools is selecting the staff development approach that aligns most clearly with the assumptions and beliefs of staff members and produces the results desired for students. When beliefs are in alignment, change in behavior accelerates; when beliefs underlying a new staff development program contradict long-held beliefs…

Hirsh, Stephanie

2005-01-01

339

Educational Leadership: Personal Growth for Professional Development  

ERIC Educational Resources Information Center

Henry Tomlinson discusses how important it is that leaders of educational organizations know themselves in order to be successful. How that process of self-knowing can be undertaken is carefully developed in the first six chapters through discussion of a variety of approaches for this. The focus is initially very much on personal development…

Tomlinson, Herry

2004-01-01

340

Professional Development in a Patient Education Resource Center  

Microsoft Academic Search

Professional development for reference staff who provide consumer health information is of vital importance in the rapidly changing environment of health information. There are resources and strategies that can be employed to help expand reference staff knowledge and skills. Developing and strengthening interpersonal communication and resource utilization skills can be achieved through opportunities such as colleague collaboration and the utilization

Susan Mayer

2010-01-01

341

Evaluation of the Pacific CHILD Professional Development Program. Research Brief  

ERIC Educational Resources Information Center

The Pacific Communities with High-performance in Literacy Development (Pacific CHILD) Professional Development Model research project was initiated in response to an overwhelming need in PREL's Pacific service region for improvement of teachers' knowledge and instructional practices in early reading. This report examines the question of the…

Chesswas, Roger; Keir, Scott S.; Leung, Eunice; Terada, Wayne

2005-01-01

342

Professional Development through Summer Programs and Gifted Education Endorsements  

ERIC Educational Resources Information Center

This article features the Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, and describes how the University of Iowa College of Education offers teacher education through the Belin-Blank dynamic model of professional development. As a part of the University of Iowa College of Education, the…

Croft, Laurie

2004-01-01

343

Evaluation of Professional Development: Deploying a Process-Focused Model  

ERIC Educational Resources Information Center

This evaluation used a change transition model to explore the processes of development of a three-phase professional programme devised by two teams of researchers to support teachers' expertise in six domains of science teaching. The full programme operated over two years. Interviews with developers at the end of each phase (21 interviews) and…

Hanley, Pam; Maringe, Felix; Ratcliffe, Mary

2008-01-01

344

Professional Development of Teacher Educators: A Cross Border Story  

ERIC Educational Resources Information Center

This paper presents the results of a collaborative project between the Faculty of Education and Social Work at the University of Sydney, Australia, and the School of Education at Can Tho University, Vietnam. The project aimed to develop a model for the professional development of teacher educators in the context of educational innovations in…

Laws, Kevin; Harbon, Lesley; Nguyen, Nam; Trinh, Lap

2009-01-01

345

Continuing Professional Development: Rhetoric and Practice in the NHS  

ERIC Educational Resources Information Center

This article explores the experience of Continuing Professional Development (CPD) by supervisory-level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and…

Morgan, Arthur; Cullinane, Joanne; Pye, Michael

2008-01-01

346

Putting the Research To Work: Professional Development Models from Michigan.  

ERIC Educational Resources Information Center

Describes statewide professional development programs in Michigan that were developed to train teachers in technology use. Discusses Teach for Tomorrow, which combines online learning with local facilitators and peer support networks; and the Great Lakes Education Network Best Practices project, which combines lesson plans from the Web with…

Hoffman, Ellen; Thompson, Ginny

2000-01-01

347

Professional and Personal Development in Contemporary Gerontology Doctoral Education  

Microsoft Academic Search

This article reports on the Gerontology Doctoral Student Assessment Model (GDSAM), a comprehensive web-based system premised on developing an evaluation mechanism attuned to the special requirements of advanced graduate education at the doctoral level. The system focuses on longitudinal tracking of selected dimensions of intellectual, professional, and personal progress. This involves interlocking elements of online personal dossier development, student self-rating

Heidi H. Ewen; Graham D. Rowles; John F. Watkins

2012-01-01

348

Strategic Framework for Teacher Education and Professional Development: Pakistan  

ERIC Educational Resources Information Center

It is common to find well-crafted and coherent policy designs failing to attain desired results in developing counties. Pakistan is no exception. Despite having taken a significant number of initiatives in a quest to further its Teacher Professional Development (TPD) objectives, progress remains less than satisfactory. While a number of studies…

US Agency for International Development, 2006

2006-01-01

349

Professional Development of Financial Aid Officers. Higher Education Surveys.  

ERIC Educational Resources Information Center

This survey was concerned with the present level of professional development of financial aid officers, their training needs, and their attitudes concerning future development of the profession. Results were based upon responses of aid directors at a representative group of 122 institutions in the West. Some of the principal findings were: (1)…

Willingham, Warren W.

350

Professional Development for School Improvement: The Case of Indiana  

ERIC Educational Resources Information Center

Drawing on data collected during an evaluation of Indiana schools receiving Title I 1003(g) School Improvement Fund grants in the 2008-2009 school year, this article explores how professional development can be used to support school improvement efforts. This article upholds the conclusion that when activities support the development of a…

Ruddy, Anne-Maree; Prusinski, Ellen

2012-01-01

351

A Statewide Professional Development Program for California Foreign Language Teachers  

Microsoft Academic Search

The California Foreign Language Project (CFLP), established in 1988, is a voluntary pro- fessional development program designed to improve and expand elementary, secondary, and postsec- ondary foreign language teaching in California. CFLP consists of nine regional sites that work in con- junction with a central office to increase professional development for over 600 foreign language teach- ers annually. CFLP provides

Albert S. Lozano; Amado M. Padilla; Hyekyung Sung; Duarte M. Silva

2004-01-01

352

Teaching portfolios, community, and pre-service teachers’ professional development  

Microsoft Academic Search

This article describes the findings of a qualitative study examining the extent to which participation in a portfolio-focused teacher learning community impacts pre-service teachers’ understanding and development of a teaching portfolio. Additionally, the author was interested in understanding how, whether, and in what ways the group's participants attribute their own professional development to the portfolio's construction. Findings indicate that most

Susan Wray

2007-01-01

353

Accountability Effects of Integrating Technology in Evolving Professional Development Schools.  

ERIC Educational Resources Information Center

This analysis aimed at determining whether implemented technology systems and staff development with those systems at professional development schools have affected the academic performance of learners. Eight Texas elementary and secondary schools that in 1994-95 enrolled 5,337 students across 5 school districts comprised the sample for the study.…

Denton, Jon J.; Manus, Alice L.

354

Professional development and inclusive schools: Reflections on effective practice  

Microsoft Academic Search

Increasingly, students with disabilities are being included in general education classrooms as inclusive school programs are developed and implemented. If inclusive programs are to be successful, teachers must be well prepared to accept new roles and responsibilities. To ensure that teachers support inclusive programs and are well prepared to meet student needs, high?quality professional development programs are critical. This article

James McLeskey; Nancy L. Waldron

2002-01-01

355

The Comprehensive Social Studies Assessment Project (CSSAP) Professional Development Manual.  

ERIC Educational Resources Information Center

The purpose of this professional development manual is to provide materials and activities for developing and using assessments in social studies. The manual came about through the efforts of the 25 state consortium Comprehensive Social Studies Assessment Project (CSSAP) to make the alignment of assessments, curricula, and instructional programs…

Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

356

Individual Professional Development Plans: In Search of Learning for Teaching.  

ERIC Educational Resources Information Center

Since 1998 Ohio teachers have developed their own individual professional development plans (IPDPs), subject to peer review. Examination of 133 teachers' IPDPs indicates that most teachers selected traditional coursework, workshops, and conferences to earn PD credits. As the only activity linked to salary increases, college coursework was chosen…

O'Connor, C. Richele; Herrelko, Janet

2003-01-01

357

The Relation between Employee Organizational and Professional Development Activities  

ERIC Educational Resources Information Center

A model is presented showing hypothesized common and parallel antecedents of employee organizational development activity (ODA) versus professional development activity (PDA). A common antecedent is expected to affect both ODA and PDA, while a parallel antecedent is expected to affect its corresponding work referent. This model was tested using a…

Blau, Gary; Andersson, Lynne; Davis, Kathleen; Daymont, Tom; Hochner, Arthur; Koziara, Karen; Portwood, Jim; Holladay, Blair

2008-01-01

358

Professional Development: Teachers Use of GIS to Enhance Student Learning  

ERIC Educational Resources Information Center

This article explains a professional development experience of fifth to twelfth grade teachers in using geographic information systems (GIS) and global positioning systems (GPS) technologies to enhance classroom teaching and learning environments. A key challenge faced by the developers was whether teachers would value the technology tools enough…

McClurg, Patricia A.; Buss, Alan

2007-01-01

359

Professional Development for Early Childhood Education: A National Perspective  

ERIC Educational Resources Information Center

The article introduces the reader to a special issue of "NHSA Dialog" that focuses on the professional development (PD) of early childhood educators. The article opens with a perspective from a historical lens, namely that of PD in K-12 education and the evolution of Learning Forward, formerly the National Staff Development Council. The recently…

Shore, Rebecca Ann

2012-01-01

360

Implementing Teacher Competencies as a Professional Development Activity.  

ERIC Educational Resources Information Center

Two adult literacy teachers chose teacher competencies to develop as part of their professional action plans. They used the Self-Directed Staff Development Assessment instrument as a pre/post measure of their progress at novice, experienced, and master levels. The instrument proved a useful tool for identifying individual needs and strengths. (SK)

Wojcicki, Thomas P.

2003-01-01

361

Music Teacher Practice and Identity in Professional Development Partnerships  

ERIC Educational Resources Information Center

Since 1995, the author has been the university music educator responsible to a professional development partnership. Over an 8-year span, she has collected narratives of experience from approximately 100 pre-service music teachers, following, to some extent, the research model of Connelly and Clandinin. In developing their notion of "personal…

Conkling, Susan Wharton

2004-01-01

362

Online Graduate Student Identity and Professional Skills Development  

ERIC Educational Resources Information Center

Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be…

Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela; Gauvreau, Sarah

2013-01-01

363

Medical Teachers' Professional Development--Perceived Barriers and Opportunities  

ERIC Educational Resources Information Center

This paper explores medical teachers' perceived barriers and opportunities for educational and professional development. Data has been gathered through 19 semi-structured interviews with participants on a staff development course 1 year after their participation. The analysis shows that most perceived barriers are found on an organisational level,…

Stenfors-Hayes, Terese; Weurlander, Maria; Dahlgren, Lars Owe; Hult, Hakan

2010-01-01

364

Global partnerships for professional development: a Cambodian exemplar.  

PubMed

Nurses have been volunteering to provide direct patient care in developing countries for several decades. As a result, countries have begun to develop their health care workforce capacity and standards of care, but educational and professional development needs have emerged. Global partnerships involving volunteers can assist developing countries to fulfill these needs, but little literature focuses on maximizing volunteers' experiences. Through global partnerships and collaboration, the leadership and academic capacity of nurses and other health care professionals in developing countries can be enhanced. In Cambodia specifically, the Khmer Rouge executed many educated health care personnel in the late 1970s, effectively eliminating a generation of mentors and leaders that could facilitate the professional development of the current workforce. One outcome may be the dearth of baccalaureate and graduate nursing programs in Cambodia. Two teams of U.S. volunteers and one of their Cambodian partners, a nursing education coordinator at a nongovernmental children's hospital, offer their experiences in collaborating, including the mutual benefits to both of such a partnership and the lessons learned. The authors will delineate several exemplars from their experiences of teaching and professional development. PMID:22261606

Lasater, Kathie; Upvall, Michele; Nielsen, Ann; Prak, Manila; Ptachcinski, Richard

2012-01-01

365

Ethics, empathy and storytelling in professional development  

Microsoft Academic Search

Story forms a large part of the lives we lead. In this article, I consider some ways in which storytelling can be used to develop empathy and understanding in practitioners of the caring professions. En route, I introduce the distinction between true and real stories, discuss the importance of hypothetical stories in modern moral philosophy and show how storytelling can

Gavin J. Fairbairn

2002-01-01

366

Professional Development--A Success Story.  

ERIC Educational Resources Information Center

The School of Technical and Applied Arts at Ferris State College has developed a series of activities that have proven to be successful in maintaining an up-to-date faculty, thereby insuring quality instruction. Recognizing that the problem of keeping faculty current in both teaching skills and technical knowledge was multi-faceted and could not…

Csokasy, David

367

Developing Professional Skills in Journalism through Blogs  

ERIC Educational Resources Information Center

The curriculum for journalism is being forced to change because the traditional print-based and broadcast modes are being challenged by wide and easy access to online mass communication. Primarily, students need to develop proficiency in writing, editing and publishing. However, they are also expected to be skilled in the Web medium as they…

Hodgson, Paula; Wong, Dora

2011-01-01

368

The History of Winter: A Professional Development  

Microsoft Academic Search

Each year since 2000, the NASA Goddard History of Winter (HOW) program has allowed teachers to develop an understanding of the consequences of one segment of the orbit of the tilted Earth in its path around the sun. Scientists from NASA, CRREL, and Michigan Tech, supported by the Whiteface Observatory, and the science program at Northwood School in Lake Placid,

R. E. Gabrys

2007-01-01

369

Moral Development and Education. Professional Education Series.  

ERIC Educational Resources Information Center

Problems of providing effective training for moral development are discussed. Intended for teachers, parents, and education students, the book lends itself easily to application in the classroom. The book is presented in three sections. Section I provides a historical and philosophical perspective on the need for moral education and on basic…

Forisha, Bill E.; Forisha, Barbara E.

370

Resource Development for Youth Service Professionals.  

ERIC Educational Resources Information Center

Resource development is one of the most critical tasks facing directors of nonprofit organizations. Recipients of Family and Youth Services Bureau (FYSB) grants from the Department of Health and Human Services may not use federal dollars to raise additional funds, but they do use private donations and other means to support their efforts to…

National Clearinghouse on Families and Youth, Silver Spring, MD.

371

Delivering Standards-Based Professional Development Online.  

ERIC Educational Resources Information Center

Building on prior teacher workshops, online courses were developed to support classroom implementation of Ohio's English language arts standards by providing models of exemplary classroom practices and creating an online teacher community for sharing experiences and ideas. Although participants in the first course were primarily older teachers…

Newton, Evangeline; Oswald, Ruth; Stuart, Denise

2002-01-01

372

Individualizing Professional Development for Educational Change Agents.  

ERIC Educational Resources Information Center

This booklet describes the training strategies and materials developed as part of the Tucson Early Education Model (TEEM) program for training Program Assistants to foster implementation of TEEM in local school districts. The booklet contains samples of various training materials, as well as descriptions and outlines of the Summer Training…

Paul, Alice; Meredith, Keith

373

Coaching to promote professional development in nursing practice.  

PubMed

This article presents coaching, which facilitates the highest form of learning, as a potential strategy for promoting professional development in nursing. In doing so, it sets out what coaching is and highlights its benefits in terms of team building, adaptation to changes, career planning and professional development. Having established the rudiments of coaching and identifying its qualities, the article then sets out strategies of coaching using three models: the 3-D Technique Model, The Practice Spiral Model and The Grow Model. Three case histories are presented to explain how these models could be used to implement coaching and personal learning plans (PLP). Directions are provided where training for coaching is available. It is concluded that coaching can be a powerful tool in enhancing nurses' and other health professionals' ability to contribute to the success of healthcare organisations. PMID:24933546

Narayanasamy, Aru; Penney, Vivian

2014-06-12

374

Multi-professional staff development programme for PAMs.  

PubMed

A unique, accredited, multi-professional education programme for junior staff in professions allied to medicine (PAMs) developed by Durham and Teesside Education and Training Consortium in collaboration with local trusts and social services is described. Designed to ensure competence to practice in line with clinical governance, it aims to strengthen multi-professional working practice through a greater understanding of roles and of the way the national health service (NHS) works. It enables staff to analyse their own learning needs and to employ self-directed learning skills for life-long learning. Using problem-based learning, it uses real clinical cases as triggers to promote critical evaluation and reasoning and the development of multi-professional care pathways. PMID:11340833

Wray, N

2001-01-01

375

The University of South Carolina Professional Development School Network: Twenty Years of Effective Collaboration  

ERIC Educational Resources Information Center

The 2010 Professional Development Schools National Conference recognized the University of South Carolina's Professional Development School Network for its outstanding collaborative accomplishments, naming it as a recipient of the National Association for Professional Development School's Award for Exemplary Professional Development School…

Field, Bruce E.; Blakeney, Roy; Burton, Megan; Dunlap, Elizabeth; Faile, Jan; Hudson, Zina; Jackson, Margo

2010-01-01

376

On-line vs off-line electrical conductivity characterization. Polycarbonate composites developed with multiwalled carbon nanotubes by compounding technology  

NASA Astrophysics Data System (ADS)

Material characterization is one of the key steps when conductive polymers are developed. The dispersion of carbon nanotubes (CNTs) in a polymeric matrix using melt mixing influence final composite properties. The compounding becomes trial and error using a huge amount of materials, spending time and money to obtain competitive composites. Traditional methods to carry out electrical conductivity characterization include compression and injection molding. Both methods need extra equipments and moulds to obtain standard bars. This study aims to investigate the accuracy of the data obtained from absolute resistance recorded during the melt compounding, using an on-line setup developed by our group, and to correlate these values with off-line characterization and processing parameters (screw/barrel configuration, throughput, screw speed, temperature profile and CNTs percentage). Compounds developed with different percentages of multi walled carbon nanotubes (MWCNTs) and polycarbonate has been characterized during and after extrusion. Measurements, on-line resistance and off-line resistivity, showed parallel response and reproducibility, confirming method validity. The significance of the results obtained stems from the fact that we are able to measure on-line resistance and to change compounding parameters during production to achieve reference values reducing production/testing cost and ensuring material quality. Also, this method removes errors which can be found in test bars development, showing better correlation with compounding parameters.

Llorens-Chiralt, R.; Weiss, P.; Mikonsaari, I.

2014-05-01

377

Optics professional development in North Carolina  

NASA Astrophysics Data System (ADS)

Using the Photonics Leaders (PL2) program model of recruitment and retention, photonics content, parental engagement, internship, and a hybrid virtual format, the session's goal is to inform outreach coordinators and scientists of strategies used to develop teachers' awareness and skills in teaching Optics to ethnically diverse students who lack traditional experiences in the discipline. The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) funded program highlights initial findings of a pilot study with middle and high school teachers from The Science House at North Carolina State University sharing lessons learned and future scale-up plans.

Gilchrist, Pamela O.; Hilliard-Clark, Joyce; Bowles, Tuere

2010-08-01

378

[Professional nursing--development and contents of a definition].  

PubMed

This definition of professional nursing was developed at the Institute of Nursing Science, University of Basel, in collaboration with the group of experts from the project "Future of Swiss Medicine" of the Swiss Academy of Medical Sciences. Starting points were existing definitions and a list of desirable contents. Using Grounded Theory approaches, potential contents were analysed and a first draft was written. Through several feedback rounds, this draft was refined to the definition that is presented here. Professional nursing is defined in two core sentences. As regards content, it relates to promoting and maintaining health, preventing health problems, and assisting people in treating illnesses and in dealing with consequences of illnesses and their therapies. The goal is to achieve the best possible results of treatments and care as well as the best possible quality of life in all phases of life until death for the people cared for. Eight additional paragraphs describe to whom professional nursing is directed, the tasks it includes, its essential basics, who delivers it, how it is put into practice, and its context. The definition has a scientific background and incorporates international perspectives and developments. An addendum outlines further thoughts regarding interprofessional collaboration in health care, focal points of nursing education, and future directions of professional nursing. It calls for an optimal collaboration among the different professional groups to reach the best possible outcomes for people with (potential) health problems. Trends in society and health care, especially the growing numbers of old and chronically ill people, will increase the need for professional care. It is necessary to develop new systems and models of care that meet population needs and have a lasting effect. Nursing education must take these future changes into consideration. PMID:16523849

Spichiger, Eilsabeth; Kesselring, Annemarie; Spirig, Rebecca; De Geest, Sabina

2006-02-01

379

Development of an on-line coal washability analyzer. Semi-annual technical report, September 1, 1996--March 31, 1997  

SciTech Connect

Washability analysis is the basis for nearly all coal preparation plant separations. Unfortunately, there are no on-line techniques for determining this most fundamental of all coal cleaning information. In light of recent successes at the University of Utah, it now appears possible to determine coal washability on-line through the use of x-ray computed tomography (CT) analysis. The successful development of such a device is critical to the establishment of process control and automated coal blending systems. In this regard, Virginia Tech, Terra Tek Inc., and Cyprus-Amax Coal Company have joined with the University of Utah and agreed to undertake the development of an x-ray CT-based on-line coal washability analyzer with financial assistance from DOE. The three-year project will cost $594,571, of which 33% ($194,575) will be cost-shared by the participants. The project will involve development of appropriate software and extensive testing/evaluation of well- characterized coal samples from three coal preparation plants. Each project participant brings special expertise to the project which is expected to create a new dimension in coal cleaning technology. Finally, it should be noted that the analyzer may prove to be a universal analyzer capable of providing not only washability analysis, but also particle size distribution analysis, ash analysis and perhaps pyritic sulfur analysis.

Miller, J.D.; Lin, C.L. [Utah Univ., Salt Lake City, UT (United States). Dept. of Metallurgical Engineering; Luttrell, G.H.; Adel, G.T. [Virginia Polytechnic Inst. and State Univ., Blacksburg, VA (United States). Dept. of Mining and Minerals Engineering; Owen, L.B. [Terra Tek, Inc., Salt Lake City, UT (United States); Fish, L. [Cyprus-Amax Coal Co., Charleston, WV (United States)

1997-03-31

380

Designing professional development to increase local capacity to sustain reform  

NASA Astrophysics Data System (ADS)

There is a rich tradition of using curriculum materials to foster reform and innovation in science education. A key issue in any materials development effort is how to engender high-quality enactments of new materials, and how to sustain and scale up high-quality use so that the materials have a lasting and meaningful impact on the education of students. Many have argued that professional development (PD) is a key to the long-term success of systemic reform initiatives and there is a dire need for resources that help districts sustain PD opportunities that support teachers using innovations beyond their initial implementation. This dissertation consists of three manuscripts that look at the process of understanding teachers' use of reform-rich materials and supporting teacher professional development in the context of efforts by districts and innovators to implement and sustain their use in middle school science classrooms. The first manuscript looks specifically at the practices of teachers using learning-goals driven curriculum materials in an effort to model the effects of these practices on student achievement. Teacher surveys and video recording were used to relate teachers' characteristics and practices to student achievement using a multi-level approach. The second manuscript uses video recordings to critically examine a professional development workshop enacted by curriculum developers to identify knowledge and strategies that might be adapted for use locally to sustain PD offerings. The third manuscript presents two cases that describe how a professional development workcircle consisting of university researchers, district personnel, and lead teachers was able to sustain district-led professional development around reform-rich curriculum materials. Findings from the three studies are considered in light of factors necessary to sustain and scale the use of educational innovations and a model for supporting local PD is suggested.

Fogleman, Jay A.

381

Teacher Professional Development in Laredo, TX  

NASA Astrophysics Data System (ADS)

In the fall of 2012, McDonald Observatory, Texas A&M University, and Texas A&M International University conducted a series of workshops on astronomy content for 5th - 8th grade teachers in Laredo, Texas. Three one-day workshops were held at the Lamar Bruni Vergara Planetarium of Texas A&M International University, using a mix of in-person and distance learning technology. Texas A&M professor Lucas Macri gave public talks in English and Spanish, and a lunch-time presentation to the teachers. A series of evaluation tools were used to assess the success of the workshops. A Nominal Group Technique (NGT) discussion was used, through which groups developed consensus answers about their learning, expectations for classroom use, and satisfaction with the workshop. The Astronomy/Space Science Test (MOSART Grades 5-8) was also issued as a pre- and post-test to assess gains in knowledge. Teacher consensus was that the materials and activities of the workshop had been helpful for learning and that they expected to use many of them in their classrooms. However, the evaluation also showed that teachers would have preferred the Observatory educator be physically present for all workshops. Past video-conferencing workshops, where local facilitators first participated in workshops at the Observatory, showed better feedback and results concerning this point. Comparing those results to the present case, we conclude that more clearly defined roles and better training for the science specialists and local facilitators would improve the video conference experience for the teachers. Comparison of pre- and post-test results showed improved teacher knowledge. An additional benefit of this project was the further development of partnerships between McDonald Observatory and Texas A&M International University, which has resulted in further education projects, including a video-conference presentation series to eight-grade students and their families. This secondary project focused on motivating and increasing underserved students from the Laredo area in STEM fields, and featured lectures from University of Texas / McDonald Observatory astronomers.

Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.

2014-01-01

382

Assessing the IRIS Professional Development Model: Impact Beyond the Workshops  

NASA Astrophysics Data System (ADS)

The IRIS Education and Outreach (E&O) Program has developed a highly effective, one-day professional development experience for formal educators. Leveraging the expertise of its consortium, IRIS delivers content including: plate tectonics, propagation of seismic waves, seismographs, Earth's interior structure. At the core of the IRIS professional development model is the philosophy that changes in teacher behavior can be affected by increasing teacher comfort in the classroom. Science and research organizations such as IRIS are able to increase teachers' comfort in the classroom by providing professional development which: increases an educator's knowledge of scientific content, provides educators with a variety of high-quality, scientifically accurate activities to deliver content to students, and provides educators with experiences involving both the content and the educational activities as the primary means of knowledge transfer. As reflected in a 2002-2003 academic year assessment program, this model has proven to be effective at reaching beyond participants and extending into the educators' classrooms. 76% of respondents report increasing the amount of time they spend teaching seismology or related topics in their classroom as a result of participating in IRIS professional development experience. This increase can be directly attributed to the workshop as 90% of participants report using at least one activity modeled during the workshop upon returning to their classrooms. The reported mean activity usage by teachers upon was 4.5 activities per teacher. Since the inception of the professional development model in 1999, IRIS E&O has been committed to evaluation. Data derived from assessment is utilized as a key decision making tool, driving a continuous improvement process. As a result, both the model and the assessment methods have become increasingly refined and sophisticated. The alignment of the professional development model within the IRIS E&O Program framework has resulted in a clarified a definition of success and an increased demand for the collection of new data. Currently, the assessment program is testing tools to examine participant learning, measure the transfer of knowledge and resources from professional development into in classrooms, and measure the use of individual activities.

Hubenthal, M.; Braile, L. W.; Taber, J. J.

2003-12-01

383

Deep Change: Professional Development From the Inside Out  

ERIC Educational Resources Information Center

Professional development for teachers is at a crucial period. In order to help students meet demanding new standards, teachers must have greater success than ever before. The concept of "teacher as learner" must be explored more deeply by educators. At the core of this concept is the idea that many reforms undertaken in the name of greater student…

Peery, Angela B.

2004-01-01

384

What Can Mixed Methods Designs Offer Professional Development Program Evaluators?  

ERIC Educational Resources Information Center

In this paper, the authors describe the benefits and pitfalls of mixed methods designs. They argue that mixed methods designs may be preferred when evaluating professional development programs for p-K-12 education given the new call for accountability in making data-driven decisions. They summarize and critique the studies in terms of limitations…

Giordano, Victoria; Nevin, Ann

2007-01-01

385

Professional Development of Science Teaching via Distance Technology.  

ERIC Educational Resources Information Center

This study explored video technology as a tool to overcome problems of distance, cost, and shortage of presenters hindering the professional development of rural science teachers. A qualitative design was used to collect data on how 4 teachers responded to 10 videotaped vignettes of science instruction. The 4-minute vignettes showed urban teachers…

Smith, Murray R.

386

Teachers Teaching Teachers: The Belen Goals 2000 Professional Development Project.  

ERIC Educational Resources Information Center

Belen Public Schools (New Mexico) received a Goals 2000 grant for teacher education and technology integration. The Belen Goals 2000 professional development project established two three-day teachers-teaching-teachers workshops. The first focused on using an integrated software package and the second focused on using e-mail and the Internet.…

Norton, Priscilla; Sprague, Debra

387

Mentoring as Professional Development for Novice Entrepreneurs: Maximizing the Learning  

ERIC Educational Resources Information Center

Mentoring can be seen as relevant if not essential in the continuing professional development of entrepreneurs. In the present study, we seek to understand how to maximize the learning that occurs through the mentoring process. To achieve this, we consider various elements that the literature suggested are associated with successful mentoring and…

St-Jean, Etienne

2012-01-01

388

Step-By-Step Professional Development in Technology  

ERIC Educational Resources Information Center

Don't train your teachers in instructional technology without reading this resource-packed book from Sarah T. Meltzer. Meltzer presents easy-to-follow guidelines for bringing about effective professional development in technology from start to finish. She takes you step-by-step through the process of planning, implementing, and managing…

Meltzer, Sarah T.

2012-01-01

389

Achieving the Goals. Goal 4: Teacher Education and Professional Development.  

ERIC Educational Resources Information Center

Goal 4 of the National Education Goals envisions that teachers will have access to programs for the continued improvement of their professional skills. This book examines what federal agencies are doing to enhance teacher preparation, presents information on career-long development, and offers program descriptions and contact names. The first…

Department of Education, Washington, DC.

390

The Teachers' Perspective on Teacher Professional Development Evaluation  

ERIC Educational Resources Information Center

This study constructs indicators and weights that can be used in the professional development evaluation (PDE) of elementary school teachers. The indicators were constructed using data collected from literature reviews, interviews with experts, and questionnaire surveys. The Fuzzy Analytic Hierarchy Process (FAPH) was used to analyze the collected…

Chen, Yu-Fen

2013-01-01

391

"A Vital Force in Education": How Teachers Can Develop Professionally  

ERIC Educational Resources Information Center

Every time music educators gather, whether at a national conference or at a local coffee shop, professional development can occur. The common denominator is always communication of ideas and experiences that result in some sort of learning--generally among all parties involved. As such, all school districts should invest in high-quality and…

Neel, Marcia

2007-01-01

392

Subject to Form: Research Interviews, Performative Subjectivity, Professional Development  

ERIC Educational Resources Information Center

In this dissertation, I analyze teacher, literacy coach and researcher subjectivities in a five-year study of on-site professional development with middle-grade Language Arts teachers in a school designated by its district and state as severely underperforming. Interested in the role of research interviews as both research method and cultural…

Sarigianides, Sophia Tatiana

2010-01-01

393

Distance Learning for Teacher Professional Development in Statistics Education  

ERIC Educational Resources Information Center

We provide an overview of "EarlyStatistics," an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of the course…

Meletiou-Mavrotheris, Maria; Mavrotheris, Efstathios; Paparistodemou, Efi

2011-01-01

394

Medical Students' Professional Ethics: Defining the Problems and Developing Resources.  

ERIC Educational Resources Information Center

An Association of American Medical Colleges working group on student professional ethics suggests improving (1) admission criteria; (2) the medical school learning climate, including consideration of cultural diversity; and (3) communication of expectations to students. An AAMC initiative for instruction, instructional material development, and…

Bickel, Janet

1991-01-01

395

Understanding Interpersonal Interaction in an Online Professional Development Course  

ERIC Educational Resources Information Center

This qualitative case study was designed to examine how interpersonal interaction benefited (and did not benefit) participants in an online professional development course. In recent years, e-learning courses in workplace and organizational settings have begun to include interaction and dialogue among participants. This case study is an in-depth…

Githens, Rod P.

2007-01-01

396

Beliefs, Classroom Practices, and Professional Development Activities of Teacher Consultants  

ERIC Educational Resources Information Center

After more than a decade of funding from the "National Geographic Society," questions have increasingly been raised about the effectiveness of geographic alliances as vehicles for professional development in geographic education. This study explores the impact of participation in a summer institute on teacher beliefs and practices in geographic…

Kenreich, Todd W.

2004-01-01

397

Key Points in Learning Forward's Definition of Professional Development  

ERIC Educational Resources Information Center

This article provides Learning Forward's definition of professional development. Learning Forward is seeking legislative amendments to include its definition in the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001. These amendments will clarify what practices qualify for federal, state, and district…

Journal of Staff Development, 2010

2010-01-01

398

Inquiry-Based Professional Development: Letting Questions Direct Teachers' Learning.  

ERIC Educational Resources Information Center

The feature article of this newsletter issue describes a course designed for the professional development of math teachers that uses inquiry-based classroom learning and presents articles on inquiry-based science and mathematics teaching. Other articles include: (1) "An Inquiry-Based Mathematics Classroom" (Lesley Lee); (2) "Teaching Science as…

Evans, Norma

2001-01-01

399

Professional Development of School Leaders in Cyprus: Is It Working?  

ERIC Educational Resources Information Center

School heads and assistant headteachers in Cyprus attend in-service training programmes as part of their professional development, after they are promoted to their new leadership post. A review of the literature highlights the significance of a needs analysis when designing and/or reforming in-service training programmes. Nevertheless, there seems…

Michaelidou, Athena; Pashiardis, Petros

2009-01-01

400

K-12 Teacher Participation in Online Professional Development  

ERIC Educational Resources Information Center

Effectiveness in education is a national concern and reform efforts continue to be championed with the hope of stimulating improvement to more effectively meet the needs of all students. Many reform efforts include a focus on teacher professional development to strengthen teacher pedagogy and positively impact student achievement. Rapid expansion…

McNamara, Catherine Louise

2010-01-01

401

Addendum to Improving Classroom Assessment: A Toolkit for Professional Developers.  

ERIC Educational Resources Information Center

This Addendum was created with the expectation that it would enhance the understanding of the conceptual framework of "Improving Classroom Assessment: A Toolkit for Professional Developers," link its text and activities to other assessment aids, and help trainers design high-quality workshops. The first section of the addendum contains an overview…

Northwest Regional Educational Lab., Portland, OR.

402

From Professional Development to System Change: Teacher Leadership and Innovation  

ERIC Educational Resources Information Center

This article argues for a particular conceptualisation of teacher leadership; one that enables us to overcome the limitations of established approaches to continuing professional development as a strategy for school improvement by mobilising the massive untapped potential of teachers as leaders of innovation. In this article, teacher leadership is…

Frost, David

2012-01-01

403

Professional Development of the Faculty: Past and Present  

ERIC Educational Resources Information Center

During the past four decades, researchers have studied many of the factors contributing to higher education's efforts to provide opportunities of continued professional development for its most important asset: the college and university faculty. This article examines three research projects, detailing their methodology, highlighting selected…

McKee, C. William; Johnson, Mitzy; Ritchie, William F.; Tew, W. Mark

2013-01-01

404

Developing critical reflection in professional focused doctorates: a facilitator's perspective  

Microsoft Academic Search

Purpose – This paper aims to explore the challenges and opportunities for expediting critical reflection in management education and development to highlight particularly how critical reflection has been facilitated within the context of a professionally focused doctoral programme. Design\\/methodology\\/approach – The paper draws on empirical research conducted for a broader project, focusing here on two awaydays for DBA supervisors (n=25

Sally Sambrook; Jim Stewart

2008-01-01

405

Discussing Pedagogical Dilemmas with Teacher Educators: Facilitating Their Professional Development  

ERIC Educational Resources Information Center

The article describes action research that followed the professional development process of teacher educators engaged in the role of workshop mentors. The inquiry into their own practice and discussions about pedagogical dilemmas proved to be ways of conducting self-study during the interactive team meetings. The goal of these meetings was to…

Yaffe, Elka; Maskit, Ditza

2010-01-01

406

Transformative Professional Development: Relationship to Teachers' Beliefs, Expertise and Teaching  

ERIC Educational Resources Information Center

Although scholarship demonstrates the value and need for teaching grounded in equity, diversity and social justice, little research has explored the relationship between transformative professional development and transformative teaching. This survey research study conducted in 25 US diverse elementary schools investigated statistical…

Kose, Brad W.; Lim, Eun Young

2010-01-01

407

Interactive Reading in Preschool: Improving Practice through Professional Development  

ERIC Educational Resources Information Center

Shared reading is a common practice in preschool classrooms and is purported to develop oral language, print concepts, and listening comprehension. The actual practice of reading aloud differed greatly among observed classrooms resulting in variations in potential positive effects. This study examines the potential effects of professional…

Kindle, Karen J.

2013-01-01

408

EFL Teachers' Professional Development: A Concept, a Model, and Tools.  

ERIC Educational Resources Information Center

The main purpose of this article is to propose the Distance Professional Development and Support System (DPDS), an approach specifically designed to help non-native speakers of English teach English-as-a-Foreign Language (EFL) in a non-English-speaking setting. English has become the primary language of international communication, and there is a…

Serdiukov, Peter; Tarnopolsky, Oleg

409

From Preschool Teachers' Professional Development to Children's Knowledge: Comparing Sets  

ERIC Educational Resources Information Center

Recently, there have been increased calls for enhancing preschool children's mathematics knowledge along with increasing calls for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional development program Starting Right: Mathematics in Preschools. Focusing on four episodes…

Tirosh, Dina; Tsamir, Pessia; Levenson, Esther; Tabach, Michal

2011-01-01

410

Increasing Pupil Physical Activity: A Comprehensive Professional Development Effort  

ERIC Educational Resources Information Center

Study aim: To determine if pupil physical activity and Body Mass Index classifications maintained or improved after a one-year professional development program involving both classroom and physical education teachers. Guskey's model of teacher change guided this study. Material and methods: Indigenous children from ten schools (N = 320) in grades…

Kulinna, Pamela Hodges

2012-01-01

411

The Viability of Online Education for Professional Development  

ERIC Educational Resources Information Center

Information technology is influencing continuing education for K-12 administrators and in-service teachers, especially with regard to asynchronous education for professional development. Implementation of instructional technology applications has required a major restructuring of the learning environment. The restructuring has included the use of…

Carr, Vivienne B.

2010-01-01

412

Professional Preparation: Developing Language in Children with Hearing Loss  

ERIC Educational Resources Information Center

Children with hearing loss are increasingly being identified at an early age and receiving family-centered intervention from infancy. This means that they are more likely to follow typical developmental sequences of learning. Therefore, professionals working with them need to be aware of developments in the scholarly literature that drive…

Muma, John; Perigoe, Christina

2010-01-01

413

Teachers' Professional Development from the Perspective of Teaching Reflection Levels  

ERIC Educational Resources Information Center

This paper is a case study based on Habermas's theory of knowledge and human interest. We analyzed the written reflections of four teachers employed at a school and found that the teachers who had experienced advanced professional development tended to engage in practical and critical reflection, whereas those who had experienced average…

Zhao, Mingren

2012-01-01

414

Continuing professional development in nursing: does age matter?  

Microsoft Academic Search

Purpose – The purpose of this paper is to describe and compare the views of nurses of different ages on continuing professional development (CPD). The authors were interested in possible differences in the use of formal and especially informal CPD practices between nurses of different ages, and likewise in possible differences in attitudes of nurses of different ages to CPD.

Johanna Lammintakanen; Tuula Kivinen

2012-01-01

415

A Professional Development Climate Course for Sustainable Agriculture in Australia  

ERIC Educational Resources Information Center

There are few professional development courses in Australia for the rural sector concerned with climate variability, climate change and sustainable agriculture. The lack of educators with a sound technical background in climate science and its applications in agriculture prevents the delivery of courses either stand-alone or embedded in other…

George, David; Clewett, Jeff; Birch, Colin; Wright, Anthony; Allen, Wendy

2009-01-01

416

Community College Faculty Professional Development: Perspective in Time.  

ERIC Educational Resources Information Center

This case study explored how faculty professional development was handled at a community college over a period of 41 years. The exploration is from the perspective of the college's presidents, administrative staff, faculty representatives, Board of Trustees, and numerous state and regional associations. Perspectives were obtained primarily through…

Teasdale, Verna

417

The importance of human skills in project management professional development  

Microsoft Academic Search

Purpose – The purpose of this paper is to provide insights into the importance of human skills in project management success and the apparent emphasis placed on this within the context of university education. Design\\/methodology\\/approach – An investigation into the effectiveness of a British Project Management Professional Development Programme (PMPDP) case study is reported. Using as a benchmark, the core

M. Alam; A. Gale; M. Brown; A. I. Khan

2010-01-01

418

Lesson Study: A Professional Development Model for Mathematics Reform  

ERIC Educational Resources Information Center

In this action research report 4 teachers and 1 teacher educator use the Japanese lesson study model of professional development for 15 months in rural Carlinville, Illinois. In March 2001, 4 teachers identified a goal to improve their students' understanding of two step word problems in 2nd grade elementary mathematics. Teachers completed three…

Taylor, Ann R.; Anderson, Shari; Meyer, Karen; Wagner, Mary Kay; West, Christine

2005-01-01

419

Black Female Faculty Success and Early Career Professional Development  

ERIC Educational Resources Information Center

In recent years, a number of Black female junior scholars have participated in an early career professional development program designed to address socialization issues through individual and small group mentoring. This descriptive qualitative study investigated scholars' perceptions of the importance and effectiveness of a research…

Jones, Tamara Bertrand; Osborne-Lampkin, La'Tara

2013-01-01

420

A Gendered Dichotomy in Written Reflections in Professional Development Portfolios.  

ERIC Educational Resources Information Center

This paper reports on a study that analyzed 91 written reflections in the professional-development portfolios of 13 doctoral students in educational leadership. The purpose of the research was to determine dichotomous expressions of thoughts between eight males (56 reflections) and five females (35 reflections). The study took place in a regional…

Irby, Beverly J.; Brown, Genevieve

421

Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry  

ERIC Educational Resources Information Center

Japanese Lesson Study has come under increasing attention from educators in the West and throughout South-East Asia since it was revealed outside Japan through the release of the TIMSS Video Study. In this paper we argue that Japanese Lesson Study provides a model for large scale, sustainable professional development. In particular, we draw on our…

Doig, Brian; Groves, Susie

2011-01-01

422

"Experiential" Professional Development: Improving World Language Pedagogy inside Spanish Classrooms  

ERIC Educational Resources Information Center

"Experiential" professional development (EPD), influenced by Expeditionary Learning Outward Bound design, was integrated in the classrooms of secondary Spanish teachers to create opportunities for them to learn to use communicative language teaching (CLT) through experience. Teachers collaborated with colleagues, students, and a…

Burke, Brigid Moira

2012-01-01

423

Building a Culture of Inquiry in a Professional Development School.  

ERIC Educational Resources Information Center

Explores the evolution of inquiry into a Professional Development School (PDS) context. Teacher educators hoped to cultivate inquiry as a stance into the PDS culture. This required time for teachers to understand inquiry and embrace it as a powerful tool for reflective teaching and educational change. Mentor teachers gained space to understand…

Dana, Nancy Fichtman; Silva, Diane Yendol; Snow-Gerono, Jennifer

2002-01-01

424

Promoting Early Literacy through the Professional Development of Preschool Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to examine the effect of a professional learning program on the emergent literacy skills of preschool children. Building Blocks for Literacy® is a program consisting of training supported by mentoring designed to teach early childcare providers how to promote the development of early literacy skills. A previous…

Lane, Cristianne; Prokop, Mary Jo Surges; Johnson, Evelyn; Podhajski, Blanche; Nathan, Jane

2014-01-01

425

Professional Development Strategies to Enhance Diversity in the Geosciences  

ERIC Educational Resources Information Center

Because of the historically low numbers of minorities in geoscience careers and college majors, an area of growing attention is how teacher professional development may be utilized to increase diversity in the geosciences (Pecore et al., 2007; Sedlock & Metzger, 2007). This paper examines teacher preferences for the timing, location and content of…

Sherman-Morris, Kathleen; Rodgers, John C., III; McNeal, Karen S.; Brown, Michael E.; Dyer, Jamie L.

2012-01-01

426

Professional Development in Action: Improving Teaching for English Learners  

ERIC Educational Resources Information Center

This monograph showcases professional development projects by school districts and colleges of education that train teachers to work successfully with English learners (ELs) across the nation. The papers presented in this monograph offer real-life examples of successful and innovative practices, including institutionalized mentoring programs, new…

Casteel, Catherine J., Ed.; Ballantyne, Keira Gebbie, Ed.

2010-01-01

427

The Work, Perceptions and Professional Development of Teachers  

ERIC Educational Resources Information Center

This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation--the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations--on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of…

Silva, Ana Maria; Herdeiro, Rosalinda

2014-01-01

428

Pacific CRYSTAL Teacher Professional Development Models: Lessons Learned  

Microsoft Academic Search

From 2005 to 2010 Pacific CRYSTAL (Centre for Research in Youth Science Teaching and Learning) has been engaged in community-based research fostering teacher leadership in innovative science education through a variety of approaches to teacher professional development. Pacific CRYSTAL is a University of Victoria based, NSERC funded project founded on a collaborative research model involving scentists, science educators and community

E. van der Flier-Keller; L. Yore

2010-01-01

429

Organisational Factors and Teachers' Professional Development in Dutch Secondary Schools  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to report on a study that investigates the relationship between organisational factors, Teachers' Professional Development (TPD) and occupational expertise. Design/methodology/approach: A survey was administered among 152 Dutch teachers in secondary education. Findings: Analysis of the data revealed that of…

Evers, Arnoud T.; van der Heijden, Beatrice I. J. M.; Kreijns, Karel; Gerrichhauzen, John T. G.

2011-01-01

430

Prioritizing Urban Children, Teachers, and Schools through Professional Development Schools  

ERIC Educational Resources Information Center

How can we better educate disadvantaged urban students? Drawing on over five years' experience in a broad partnership involving twelve urban professional development schools in five districts, a teachers' union, a comprehensive public university, and several community-based organizations, the contributors to this volume describe how they worked…

Wong, Pia Lindquist, Ed.; Glass, Ronald David, Ed.

2009-01-01

431

Professional Development Schools: Researching Lessons from the Field  

ERIC Educational Resources Information Center

"Professional Development Schools: Researching Lessons from the Field" provides a comprehensive analysis of PDS research that can aid PDS stakeholders in designing and sustaining meaningful research in their partnerships. Breault and Breault used an extensive qualitative meta-synthesis to examine the research over the past 20 years. Their…

Breault, Rick; Breault, Donna Adair

2011-01-01

432

The Professional Development Needs of Hong Kong ESL Teachers  

ERIC Educational Resources Information Center

In the light of changing needs for the professional development (PD) of ESL teachers in Hong Kong, this study investigates current practice and future needs within the context of the implementation of educational reforms by the Hong Kong Government. A cohort of ESL teachers, members of a knowledge sharing community project, participated in a…

Mak, Barley

2010-01-01

433

Professional Development for Urban Principals in Underperforming Schools  

Microsoft Academic Search

Principals in America’s lowest performing urban schools face many challenges, including public scrutiny as a consequence of being identified as such by state and federal legislation. These special circumstances have implications for the professional development of the leaders of these schools. This article chronicles the work of the Connecticut State Department of Education, local districts, faculty from a private university,

Judith C. Houle

2006-01-01

434

Bilingual Education: The Problem of Ambiguity and Poor Professional Development.  

ERIC Educational Resources Information Center

This paper examines the ambiguity in defining terms within the field of bilingual education, noting problems with poor professional development available to teachers selected to participate in bilingual education programs. The first section discusses terminology within bilingual education programs, focusing on the following: transitional bilingual…

Pena, Griselda

435

Guidelines for the Preparation and Professional Development of Environmental Educators  

ERIC Educational Resources Information Center

Guidelines for the Preparation and Professional Development of Environmental Educators is a set of recommendations about the basic knowledge and abilities educators need to provide high-quality environmental education. The guidelines are designed to apply: (1) Within the context of pre-service teacher education programs and environmental education…

Archie, Michele; Mann, Lori, Ed.; Vymetal-Taylor, Mary; Alston, Caroline; Braus, Judy; Hayden, Matt; Hollums, Don; McKeown-Ice, Rosalyn; Paden, Mary; Paterson, Margaret; Raze, Robert; Weiser, Brenda; Lee, Peggy Soong Yap

2005-01-01

436

Professional Development in an International Baccalaureate Primary Years Programme  

ERIC Educational Resources Information Center

This qualitative case study addressed the problem of teachers at an International Baccalaureate Primary Years Programme (IBPYP) site attempting a change to instructional practice without participation in a site-embedded professional development plan specifically designed to support a change in practice. The purpose of this study was to explore the…

Burton, Lisa Lynn

2012-01-01

437

Professional Development Plans to Remedy Problematic Counseling Student Behaviors  

ERIC Educational Resources Information Center

Professional development plans (PDPs) are contracts used to address problematic student behaviors in counselor education. The PDP can be used to systematically document and address (a) faculty expectations of the student, (b) specific behaviors required of the student, (c) tasks in which the student and faculty will engage to facilitate student…

Kress, Victoria E.; Protivnak, Jake J.

2009-01-01

438

Professional Development: Sorting through the Jumble to Achieve Success  

ERIC Educational Resources Information Center

Few in the education field discount the eminently logical idea that teachers should be supported in the continuous improvement of their craft. But as a term for describing ongoing training investments in the teaching force, "professional development" has become both ubiquitous and all but meaningless. Though frequently invoked by lawmakers and…

Education Week, 2010

2010-01-01

439

Professional Development Settings: More than Time, Place, Activity  

ERIC Educational Resources Information Center

Like authors who create settings as integral components of engaging narratives, thoughtful literacy coaches and other educators who plan and implement professional development consider elements of settings to engage teachers in continuous learning. Many teacher educators, researchers, administrators, literacy coaches, and K-12 teachers understand…

Rosemary, Catherine A.; Feldman, Naomi

2009-01-01

440

Redesigning Professional Development: Reconceptualising Teaching Using Social Learning Technologies  

ERIC Educational Resources Information Center

This article evaluates the use of a community of practice model for redesigning a lecturer professional development course investigating the impact of mobile web 2.0 technologies in higher education. The results show a significant change in lecturer conceptions of pedagogy were achieved by this approach. Drawing on our experience of two iterations…

Cochrane, Thomas; Narayan, Vickel

2013-01-01

441

Online Professional Development: Choices for Early Childhood Educators  

ERIC Educational Resources Information Center

Early childhood educators are responsible for providing young children with the best possible early care and education. Research on child care workers' education has shown that professional preparation makes a significant impact on children's cognitive and emotional development (National Association for the Education of Young Children [NAEYC],…

Olsen, Heather; Donaldson, Ana J.; Hudson, Susan D.

2010-01-01

442

More Alike than Different: Early Childhood Professional Development in Guatemala  

ERIC Educational Resources Information Center

This article describes an early childhood professional development project that took place in the summer of 2005 in Guatemala City. Located in Central America, Guatemala has a population of approximately 12.3 million people, including more than two million children under the age of 5 (UNESCO Institute for Statistics, 2007; UNICEF, 2004). Events…

Hardin, Belinda J.; Vardell, Rosemarie; de Castaneda, Albertina

2008-01-01

443

Steps to Successful Professional Development in Head Start  

ERIC Educational Resources Information Center

This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding…

Trivette, Carol M.; Raab, Melinda; Dunst, Carl J.

2012-01-01

444

Group Seminars: Dialogues To Enhance Professional Development and Reflection.  

ERIC Educational Resources Information Center

Group seminars, or small discussion groups, support cooperative reflection between teachers, expose interns to new perspectives, help them develop professional relationships, and allow time for them to expand and deepen their reflective analysis of everyday occurrences. A group of 15 student teachers in an early childhood program at one university…

Wiltz, Nancy W.

445

Feedback within Peer Observation: Continuing Professional Development and Unexpected Consequences  

ERIC Educational Resources Information Center

This article explores, via a case study of sustained developmental peer observation practice within the UK higher education sector, the hypothesis that feedback can play a role in facilitating continuing professional development (CPD). Despite the potentially evaluative and threatening nature of feedback, an unanticipated issue…

Shortland, Sue

2010-01-01

446

Synchronous Online Collaborative Professional Development for Elementary Mathematics Teachers  

ERIC Educational Resources Information Center

Math is often taught poorly emphasizing rote, procedural methods rather than creativity and problem solving. Alberta Education developed a new mathematics curriculum to transform mathematics teaching to inquiry driven methods. This revised curriculum provides a new vision for mathematics and creates opportunities and requirements for professional…

Francis, Krista; Jacobsen, Michele

2013-01-01

447

The Paradox of Administrative Control in Fostering Teacher Professional Development  

ERIC Educational Resources Information Center

In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United States. We describe the district's actions, analyze the extent of adherence to the model, and identify reasons for what occurred. Although administrators…

Sandholtz, Judith Haymore; Scribner, Samantha Paredes

2006-01-01

448

Laptop Schools Lead the Way in Professional Development.  

ERIC Educational Resources Information Center

Dozens of Australian "laptop" schools are following the lead of Methodist Ladies' College (an independent pre-K-12 school) in personal computing and are using some of their pioneering professional development models, including in-classroom collaboration, "slumber parties," and build-a-book workshops. Guidelines for implementing such programs are…

Stager, Gary S.

1995-01-01

449

Secondary Level Engineering Professional Development: Content, Pedagogy, and Challenges  

ERIC Educational Resources Information Center

The design of this study was a multiple case study conducted to examine the knowledge, pedagogical principles, and challenges involved in providing engineering-oriented professional development for teachers at the secondary school level. A set of criteria was used to identify five representative projects for analysis in the US. A variety of tools…

Daugherty, Jenny L.; Custer, Rodney L.

2012-01-01

450

Online Professional Development: Why SREB States Should Use It  

ERIC Educational Resources Information Center

Whether new to teaching or an experienced veteran, every teacher needs up-to-date training. How can states provide effective, replicable and scalable professional development to over a million teachers in more than 3,400 school districts in Southern Regional Education Board (SREB) states? For many years, states attempted to meet this need with…

Thomas, William R.

2004-01-01

451

Characteristics of Teachers Participating in Voluntary Music Integration Professional Development  

ERIC Educational Resources Information Center

This study examines characteristics of teachers participating in the national Guitars in the Classroom program in the 2007-2008 school year. 96 teacher participants from programs across the United States completed an online survey at the start of their professional development programs, usually 6-10 hours. 75 percent of teachers electing to…

Wagner, Diana; Baron, Jessica

2008-01-01

452

Hybrid Teacher Leaders and the New Professional Development Ecology  

ERIC Educational Resources Information Center

This two-year study examines an emergent model for promoting classroom change amidst systemic professional development efforts--the hybrid teacher leader (HTL). Utilizing ecological and teacher social network frameworks, the relative strengths and weaknesses of educators who both teach and lead teachers are explored. In-depth qualitative data from…

Margolis, Jason

2012-01-01

453

Authentic and Simulated Professional Development: Teachers Reflect What Is Modeled  

ERIC Educational Resources Information Center

Science is a dynamic discipline, representative of the nature of science. Yet, young science students continue to think everything is already discovered. In this study, we examine why students are not actively doing science. From professional development to student engagement, how are classrooms and students changing as we increase teachers'…

Hanegan, Nikki; Friden, Kelley; Nelson, C. Riley

2009-01-01

454

Improving numeracy education in rural schools: a professional development approach  

NASA Astrophysics Data System (ADS)

In Australia, concerns about the quality of mathematics education that students experience are particularly salient in rural schools. These schools typically report great difficulty in attracting and retaining qualified teachers of mathematics. Teachers in non-metropolitan locations may also experience professional isolation if they have limited access to professional development opportunities. This article reports on a year-long research and development project that provided such opportunities to teachers in ten rural and metropolitan schools in South Australia. Its purpose was to help the teachers plan and implement numeracy strategies across the school curriculum. The project was informed by a new model of numeracy whose elements comprise mathematical knowledge, dispositions, tools, contexts, and a critical orientation to the use of mathematics. To investigate the effectiveness of the numeracy model and the professional development approach, data were collected via lesson observations, teacher and student interviews, and written tasks that tracked changes over time in teachers' understanding of numeracy. Most teachers began the project with a concern for improving students' mathematical knowledge or dispositions, but then gradually incorporated other elements of the model into their planning and practice. A case study of an early career teacher in a rural school illustrates one developmental trajectory through the elements of the model. Teachers identified time, openness, collegiality, and accountability as features of the professional development approach that contributed to its effectiveness. Implications for sustainability and scaling up are discussed, especially with reference to supporting teachers in rural schools.

Goos, Merrilyn; Dole, Shelley; Geiger, Vince

2011-06-01

455

Teacher Research as Professional Development for P-12 Educators.  

ERIC Educational Resources Information Center

This paper examines systematic studies of teacher research as professional development activity, identifying specific aspects of this experience that relate to positive teacher and student learning. Section 1 discusses variations in teacher research related to motivation, structural conditions and context, study format and content, incorporation…

Zeichner, Ken; Klehr, Mary

456

Safety, celebration, and risk: educator responses to LGBTQ professional development  

Microsoft Academic Search

Research has explored multicultural teacher education from multiple, sometimes divergent perspectives; yet, these studies agree that what passes for multicultural education fails to address issues of educational inequity. This paper is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS) – a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay,

Elizabethe C. Payne; Melissa J. Smith

2012-01-01

457

Continued Effort and Success: An Urban Professional School Development Program  

ERIC Educational Resources Information Center

The PDS partnership between the Cleveland State University Master of Urban Secondary Teaching (MUST) program and the Cleveland School of Science and Medicine (CSSM) has an established history of preparing educators to teach in urban schools. Recently awarded the NAPDS Award for Exemplary Professional Development School Achievement, this…

Corrigan, Diane G.; Weber, Edward J.; Francis, Kiffany

2013-01-01

458

Internationalizing Professional Development in Geography through Distance Education  

ERIC Educational Resources Information Center

This paper assesses the value and relevance of geography education in the realm of professional development. It explores the potential of distance education to support lifelong learners through courses or modules that operate across international boundaries and incorporate materials from local and global contexts. The authors argue that…

Solem, Michael; Chalmers, Lex; Dibiase, David; Donert, Karl; Hardwick, Susan

2006-01-01

459

The Irving Harris Foundation's Investment in the Professional Development Network  

ERIC Educational Resources Information Center

Phyllis Glink, the executive director of the Irving Harris Foundation, describes the Foundation's strategic approach to grantmaking in the infant and early childhood field. The Harris Professional Development Network evolved out of Irving Harris's growing appreciation for the importance of supporting very young children's mental health and…

Glink, Phyllis

2012-01-01

460

Pacific CRYSTAL Teacher Professional Development Models: Lessons Learned  

NASA Astrophysics Data System (ADS)

From 2005 to 2010 Pacific CRYSTAL (Centre for Research in Youth Science Teaching and Learning) has been engaged in community-based research fostering teacher leadership in innovative science education through a variety of approaches to teacher professional development. Pacific CRYSTAL is a University of Victoria based, NSERC funded project founded on a collaborative research model involving scentists, science educators and community members including schools, teachers, community groups and government. Pacific CRYSTAL professional development approaches embrace both in-service teachers and pre-service teachers, and include Lighthouse schools, workshops (ongoing as well as one-time), community-based partnerships in Pacific CRYSTAL research projects, teachers as researchers, and university science courses and workshops for pre-education and education students. A number of common themes, identified through these approaches, should be considered in the development and implementation of future science professional development initiatives. They include; teacher turnover, expanding and adding schools and participating teachers, teacher apprehension, building leadership capacity, further engagement of 'tourist' teachers, continuing professional support for teachers, as well as on-going mentoring.

van der Flier-Keller, E.; Yore, L.

2010-12-01

461

Supporting Teachers, Strengthening Families: A New NAEYC Initiative. Professional Development.  

ERIC Educational Resources Information Center

Describes an initiative of the National Association for the Education of Young Children with the goals of helping early childhood professionals prevent child abuse and neglect and promote healthy social and emotional development. Highlights findings from the Phase 1 research project confirming that most educators are willing to participate more…

Olson, Maril; Hyson, Marilou

2003-01-01

462

The Development of Professional Expertise through Reflection in the Principalship  

Microsoft Academic Search

The study of principals as learners is important because the landscape of public education is changing. Schools are becoming more diverse and the demands on schools more varied and complex. The role of the principal is increasingly ambiguous, complex, and varied. Principals must adapt and develop'their professional practice. Effective principals learn from experience to meet the shifting expectations of the

Eric McLaren

2005-01-01

463

Professional Development and School Restructuring: Mutual Processes of Reform  

ERIC Educational Resources Information Center

For five years the authors have facilitated professional development leading to restructuring and reform at Ravine Junior High (RJH). As they present their work with colleagues from RJH, people ask them how did they get teacher buy-in. They answered that they don't get teachers to buy-in, they get teachers to drive the process. At RJH, they…

Fischer, John; Hamer, Lynne

2010-01-01

464

Access to Continuous Professional Development by Teachers in England  

ERIC Educational Resources Information Center

This paper sets out to investigate issues of access to continuous professional development faced by teachers in England. Specifically, the paper attempts to understand the types of CPD activities that are offered to teachers, the types of activities in which teachers participated and whether a disconnect occurs between activities offered and those…

Opfer, V. Darleen; Pedder, David

2010-01-01

465

Professional Associations for Two-Year College Student Development Staff.  

ERIC Educational Resources Information Center

This directory lists 428 professional associations which serve two-year college student development workers. It includes 46 national, 86 regional, and 296 state and substate associations. Most entries contain the organization name, address, phone number, annual fee cost, contact person, purpose, and the persons or areas served. The result of a…

Young, Robert B., Comp.; And Others

466

A Strategy for Extranet Development for Professional Programs.  

ERIC Educational Resources Information Center

Offers guidance on the development and introduction of an academic extranet (an information network that links computers through the World Wide Web rather than through a local area network) for a professional school, outlining the potential options and applications, and a plan for implementation. For descriptive purposes, the model school is a…

Preston, Paul; McCrohan, Kevin

1998-01-01

467

A paradox in healthcare service development: professionalization of service users.  

PubMed

Policy makers increasingly regard user involvement as an important dimension of service development. However, research suggests user involvement is often unrepresentative and tokenistic. Drawing on an in-depth case study in mental health carried out in 2008-2012, we examine the processes that give rise to unrepresentative service user involvement. We show that through a combination of self-selection by those wanting to be involved, and professionals actively selecting, educating and socializing certain users, unrepresentative involvement occurs. The selected users tend to be more articulate and able to work with professionals, and are complicit in the processes which give rise to unrepresentative involvement. They pursue their own professional status by delineating a distinctive body of 'expert' management knowledge that bounds their jurisdiction, and from which they can exclude those they perceive as 'less expert' users. PMID:23415588

El Enany, Nellie; Currie, Graeme; Lockett, Andy

2013-03-01

468

Reaching Consensus on a Definition of Professional Development for the Early Childhood Field  

ERIC Educational Resources Information Center

Reaching consensus on the meaning of professional development is needed to integrate professional development across various sectors of the early childhood field, distinguish various professional development approaches, match learning opportunities to learner characteristics, and evaluate its effects on professional practices and child and family…

Buysse, Virginia; Winton, Pamela J.; Rous, Beth

2009-01-01

469

The development of a virtual database to provide on-line access to a large archive of clinical data.  

PubMed Central

The archival database of the HELP Hospital Information System at LDS Hospital is too large to be stored on line. The archival data are important for clinical and research applications. Demountable disk packs have been used to store the archival database. This method of storage has four significant disadvantages. A virtual database was developed to overcome the limitations of this data-management scheme. This virtual database enables the transparent use of appropriate low-cost network-based storage technology to provide on-line availability of the entire archive of clinical data. The virtual database successfully resolves the problems associated with disk packs, and opens the door to enhanced use of the data for clinical and research applications.

Stevens, L. E.; Huff, S. M.; Haug, P. J.

1992-01-01

470

Development of on-line energy dispersive x-ray fluorescence to monitor actinide-contaminated waste streams  

SciTech Connect

A commercially available on-line energy dispersive x-ray fluorescence (EDXRF) system has been modified for glove-box operations and installed on the Advanced Testing Line for Actinide Separations (ATLAS) at Los Alamos. The goal is to quantitatively monitor actinides and metal impurities in an anion-exchange effluent to obtain near-real-time chemical information. Because of recent compliance issues, metals listed in the Resource Conservation and Recovery Act and other low-level radioactive components are also being analyzed. Initial experiments on how preconcentration techniques can be applied to on-line EDXRF measurements for improved detection limits have also been conducted. An overview of these developments is presented in this paper.

Day, R.S.; Vigil, A.R.

1994-05-01

471

Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope  

NASA Astrophysics Data System (ADS)

K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

Borders, Kareen; Mendez, B. M.

2010-01-01

472

Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan  

ERIC Educational Resources Information Center

This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were…

Dayoub, Ruba; Bashiruddin, Ayesha

2012-01-01

473

The Interaction Between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators  

ERIC Educational Resources Information Center

This study explores the interaction between transformative processes in which a group of teacher educators became a professional development community (PDC) and the individual progress of these instructors through the professional development course on the topic of thinking education. Twelve teacher educators who participated in one of three…

Hadar, Linor L.; Brody, David L.

2013-01-01

474

The Interaction between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators  

ERIC Educational Resources Information Center

This study explores the interaction between transformative processes in which a group of teacher educators became a professional development community (PDC) and the individual progress of these instructors through the professional development course on the topic of thinking education. Twelve teacher educators who participated in one of three…

Hadar, Linor L.; Brody, David L.

2013-01-01

475

The Professional Development of High School Chemistry Coordinators  

NASA Astrophysics Data System (ADS)

The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The year-long program was designed so that the chemistry teachers who enrolled in the program were able to develop in three interrelated aspects: content knowledge, pedagogical content knowledge, and leadership ability. Several strategies for the development of these aspects were adopted from Loucks-Horsley, Hewson, Love, & Stiles (1998). The evaluation of the program focused on the changes that participating teachers underwent regarding their personal beliefs and their functioning as school chemistry coordinators in their schools.

Hofstein, Avi; Carmeli, Miriam; Shore, Relly

2004-02-01

476

Using daily newspapers to develop professional literacy - a descriptive study  

PubMed Central

Background An orientation to the professional landscape is necessary for novices of any health discipline. We describe an assignment aimed to develop the professional literacy of pharmacy students within their local Middle Eastern context. Methods “Pharmacy and Health Care” is a course designed to introduce first-year students to both historic and contemporary pharmacist roles and responsibilities and to the position of pharmacy within a health care system. An assignment asked students to identify a health-related article recently reported by one of the domestic newspapers in order to exhibit the students’ ability to conceptualize how pharmacists fit into the described health context. Results The exercise was assigned over three consecutive academic years. A majority of the students (36/60; 60%) chose articles reported in one of the three English-language dailies; stories were primarily characterized as Qatar health-related current events or news items (44/60; 73%). The pharmacy students felt the assignment encouraged reading and an appreciation of current pharmacist roles and future opportunities in Qatar health care. Conclusion A newspaper assignment designed to develop professional literacy would be of benefit in early training years in health care professional degree programs elsewhere in the world; the result would orient students to expected positions in local health care settings and would help envision role expansion.

Wilbur, Kerry

2013-01-01

477

A University Design Team Approach: Developing Courses for On-Line Distance Education.  

ERIC Educational Resources Information Center

The University of Houston-Clear Lake has developed a systematic design process to use in facilitating the development of online distance education courses. The process incorporates three semesters, during which faculty members have the opportunity to consult with a design team that consists of instructional designers, World Wide Web developers

Youngman, Timothy; Gotcher, Lee; Vafa, Shahrzad; Dinsmore, Sharon; Goucher, Orval B.

478

Exemplary Science: Best Practices in Professional Development (e-book)  

NSDL National Science Digital Library

This collection of 16 essays is ideal for staff development providers (university faculty, district supervisors, lead teachers, and principals) as well as preservice science methods instructors. Each essay describes a specific program designed to train current or future teachers to carry out the constructivist, inquiry-based approach of the Standards. These professional development programs are in universities and school districts around the country--from Florida to Alaska, in rural and urban areas, and in contexts ranging from summer institutes to on-site support programs. The essays in this volume range from "Filling the Void in the Professional Development Continuum: Assisting Beginning Secondary Science Teachers" to "Emphasizing Inquiry, Collaboration, and Leadership in K-12 Professional Development" to "Hey! What're Ya Thinkin'? Developing Teachers as Reflective Practitioners." In addition to describing how the program works, each essay also provides evidence of effectiveness--how teachers grow more confident using inquiry approaches, in integrating technology into the classrooms, collaborating with their colleagues and local resource persons, and developing as science education leaders in their schools and districts.

2009-05-18

479

On-line gaibu keito suitei ni yoru daccho boshi seigyo. Jiritsu bunsangata seigyo no kihon ronri no kaihatsu. (Step-out prevention control through on-line estimation of external system. Development of fundamental logic).  

National Technical Information Service (NTIS)

In order to prevent the electric power system from the large scale interruption, autonomous urgency control methods are effective, as one of which methods development was made by the application of step-out prediction theory, through the on-line estimatio...

1989-01-01

480

Influence of Recent Developments in Computer Technology on Professional Development in Vocational Education. Final Report.  

ERIC Educational Resources Information Center

Intended for developers of vocational education professionals and for educators making decisions about the usefulness of personal computers in education, this report deals with the effects of the personal computing revolution on professional development of vocational educators. The two major papers and published opinion pieces that make up this…

Passmore, David Lynn

481

Continuing Professional Development - reflections from nursing and education.  

PubMed

The tradition of engaging in reflective practice for learning is firmly entrenched in the discourse of nursing. This is also the situation for the field of education. This commonality provided the stimulus for this paper. The purpose is to provide an account of the value of reflection as a tool for critical thought in relation to learning through a case study of two Continuing Professional Development (CPD) programmes in different professional contexts (nursing and teaching) and geographical locations (the United Kingdom and Singapore). The authors, who are educators of teaching and nursing practitioners respectively, exchanged narratives of professional experience in order to frame reflections on practice of CPD programmes. They problematised what it means for nurses and teachers to learn, and how this learning might be judged by both the participants and the facilitators of CPD programmes. Adopting a critical and reflexive approach to practice supported the authors' professional learning. One common issue evident from the reflections of practice raised questions in relation to how participants might provide evaluative feedback of CPD programmes in socially desirable ways. This was foregrounded as an important issue to be considered by the authors when designing and facilitating CPD programmes and suggests implications for other educators of nursing and teaching practitioners. PMID:23707072

Kemp, Sandra Joy; Baker, Mark

2013-11-01

482

Successes and Lessons Learned in an On-Line Course on Socioemotional Development.  

ERIC Educational Resources Information Center

A child development course was offered as a web-based, asynchronous distance learning course by the Department of Family and Child Development in the College of Human Resources and Education at Virginia Polytechnic Institute and State University during summer 1996. The course was initiated to respond to the demand for flexible distance learning…

Rogers, Cosby Steele; Laws, Peter

483

How Professional Organizations Can Help Meet the Professional Development Needs of Middle School Business and Technology Educators  

ERIC Educational Resources Information Center

Middle school business and technology educators were surveyed to examine how professional organizations could meet their professional development needs. A 26 percent response rate (n = 148) was received from middle school educators in 37 states. This research was designed to identify the business and technology courses being taught at the middle…

Crews, Tena B.

2007-01-01

484

Effects of Professional Development on Teachers' Reading of Professional Journals, Knowledge, and Implementation of Best Practices in Literacy Instruction  

ERIC Educational Resources Information Center

In this quasi-experimental study, the researcher examined teachers' awareness of the five essential components of reading instruction, teachers' knowledge of the five essential components, teachers' use of professional journals, and teachers' implementation of best practices in the context of a professional development intervention model called…

Lloyd, Malinda Ann Hoskins

2010-01-01

485

76 FR 32968 - Proposed Extensions and Waivers: National Center To Enhance the Professional Development of...  

Federal Register 2010, 2011, 2012, 2013

...training and professional development to individuals who...Department to guide the development of enhancements...grantee serving as the Professional Development Enhancement Center...notification of our specific plans and actions for...

2011-06-07

486

Online Learning, Innovation and Knowledge Management. Tools for Organizational and Professional Development.  

ERIC Educational Resources Information Center

Educational institutions have inherent advantages and disadvantages for professional development of employees. Well-tested techniques include self-profiling, personal development planning, individual curriculum vitae, and systematic staff appraisal. Professional staff development should be aligned with institutional objectives. (SK)

Roffe, Ian

2000-01-01

487

Development and Dissemination of a Microelectronics Laboratory Curriculum Using On-Line Technology  

NSDL National Science Digital Library

The Arizona State University (ASU) campus at Mesa, Arizona received an Advanced Technology Education (ATE) grant from the National Science Foundation to develop a series of six laboratory curriculum modules in the area of microelectronics. The partner institutions of the ATE grant are Central Arizona College, Chandler Gilbert Community College, Mesa Community College and the Maricopa Advanced Technology Education Center (MATEC). MATEC is a NSF funded center for Advanced Technology Education. The laboratory curriculum development efforts include both lower and upper division courses, which have laboratory activities integrated into the course. The instructional materials developed utilize the Microelectronics Teaching Factory (MTF) as the laboratory of choice. The MTF is located on the ASU campus at Mesa, Arizona. The curriculum uses a modular design, and is competency based, and industry validated with the goal of producing work ready graduates. The intent of this paper is to cover the underpinning philosophy of the module development effort designed to maximize the effectiveness of the development and delivery of a laboratory curriculum for Microelectronics. The paper describes the in depth process involved in this effort by taking one module as an example to illustrate the salient features of this approach. In addition, a distinctive delivery tool that is developed under this project will be discussed to explain how remotely situated students in two-year institutions will get access to the material prior to their arrival to the MTF at ASU campus in Mesa, Arizona. Based on the learning that has taken place so far, the paper will cover in detail the effectiveness of development process and dissemination of the microelectronics laboratory curriculum material.

Munukutla, Lakshmi; Newman, Richard

2009-07-16

488

A Professional Development Teaching Course for Science Graduate Students  

NSDL National Science Digital Library

Although the majority of the teaching faculty at U.S. universities is composed of people who are scientific experts, research has found that most scientists do not have information about effective teaching methods (DeHaan 2005). Traditional lecture-style college science teaching does not reflect knowledge about best teaching practices based upon research about teaching and learning (AAAS 1990). An innovative course at the University Hawaii provides future science professors with professional development effective science teaching.

Baumgartner, Erin

2007-05-01

489

Continuous professional development along the continuum of lifelong learning  

Microsoft Academic Search

Aim. To identify what factors influenced motivation to participate in continuous professional development (CPD), among a group of qualified nurses, occupational therapists and physiotherapists.Method. Ninety-four nurses, 38 occupational therapists and 50 physiotherapists participated. They completed a questionnaire derived from research literature. Views on the concepts of lifelong learning (LLL) and CPD were sought.Results. One hundred and eighty-two questionnaires were returned

Jane Ryan

2003-01-01

490

Secondary level engineering professional development: content, pedagogy, and challenges  

Microsoft Academic Search

The design of this study was a multiple case study conducted to examine the knowledge, pedagogical principles, and challenges\\u000a involved in providing engineering-oriented professional development for teachers at the secondary school level. A set of criteria\\u000a was used to identify five representative projects for analysis in the US. A variety of tools and processes were used to gather\\u000a data including

Jenny L. DaughertyRodney; Rodney L. Custer

491

Pathways to URM Retention: IBP's Professional Development and Mentoring Activities  

NASA Astrophysics Data System (ADS)

As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S students report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. 42 MS PHD'S alumni have completed their PhD and are actively engaged in the ESS workforce.

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2013-05-01

492

Development of compact extreme ultraviolet interferometry for on-line test of lithography cameras  

SciTech Connect

Extreme ultraviolet lithography (EUVL) is a candidate technology for the microelectronics industry with design rules for 0.1 {micro}m features and beyond. When characterizing an extreme ultraviolet (EUV) lithographic optical system, visible light interferometry is limited to measuring wavefront aberration caused by surface figure error while failing to measure wavefront errors induced by the multilayer coatings. This fact has generated interest in developing interferometry at an EUV camera`s operational wavelength (at-wavelength testing), which is typically around 13 nm. While a laser plasma source (LPS) is being developed as a lithography production source, it has generally been considered that only an undulator located at a synchrotron facility can provide the necessary laser-like point source for EUV interferometry. Although an undulator-based approach has been successfully demonstrated, it would be advantageous to test a camera in its operational configuration. The authors are developing the latter approach by utilizing extended source size schemes to provide usable flux throughput. A slit or a grating mounted in front of the source can provide the necessary spatial coherence for Ronchi interferometry. The usable source size is limited only by the well-corrected field of view of the camera under test. The development of this interferometer will be presented.

Ray-Chaudhuri, A.K.; Nissen, R.P.; Krenz, K.D.; Stulen, R.H. [Sandia National Labs., Livermore, CA (United States); Sweatt, W.C.; Warren, M.E.; Wendt, J.R.; Kravitz, S.H. [Sandia National Labs., Albuquerque, NM (United States); Bjorkholm, J.E. [AT and T Bell Labs., Holmdel, NJ (United States)

1998-12-31

493

Electrochemical oxygen sensors for on-line monitoring in lead–bismuth alloys: status of development  

Microsoft Academic Search

This paper presents the state of development of oxygen sensors based on the electromotive force (emf) measurement at null current, using yttria stabilized zirconia as solid electrolyte for application in liquid lead–bismuth eutectic (LBE), which is envisaged as a nuclear coolant or as a spallation target in accelerator driven system (ADS) for nuclear waste transmutation. The assembly procedure, the calibration

J.-L. Courouau

2004-01-01

494

Issues in Science Education: Professional Development Leadership and the Diverse Learner  

NSDL National Science Digital Library

Make science teaching better for every student. Help learners from different backgrounds--and with different learning styles--by developing new skills, resources, and knowledge. This book discusses the ways in which professional development can help you handle equity and diversity issues in the classroom. Among the topics: � How professional development can help teachers motivate and increase participation by women and minorities in science � Using professional development to promote change � Professional development's role in leadership development and reform

2001-01-01

495

Issues in Science Education: Professional Development Leadership and the Diverse Learner (e-book)  

NSDL National Science Digital Library

Make science teaching better for every student. Help learners from different backgrounds--and with different learning styles--by developing new skills, resources, and knowledge. This book discusses the ways in which professional development can help you handle equity and diversity issues in the classroom. Among the topics: � How professional development can help teachers motivate and increase participation by women and minorities in science � Using professional development to promote change � Professional development's role in leadership development and reform

2009-04-23

496

Development of an Acoustic Sensor for On-Line Gas Temperature Measurement in Gasifiers  

SciTech Connect

This project was awarded under U.S. Department of Energy (DOE) National Energy Technology Laboratory (NETL) Program Solicitation DE-PS26-02NT41422 and specifically addresses Technical Topical Area 2-Gasification Technologies. The project team includes Enertechnix, Inc. as the main contractor and ConocoPhillips Company as a technical partner, who also provides access to the SG Solutions Gasification Facility (formerly Wabash River Energy Limited), host for the field-testing portion of the research. Since 1989 the U.S. Department of Energy has supported development of advanced coal gasification technology. The Wabash River and TECO IGCC demonstration projects supported by the DOE have demonstrated the ability of these plants to achieve high levels of energy efficiency and extremely low emissions of hazardous pollutants. However, a continuing challenge for this technology is the tradeoff between high carbon conversion which requires operation with high internal gas temperatures, and limited refractory life which is exacerbated by those high operating temperatures. Attempts to control internal gas temperature so as to operate these gasifiers at the optimum temperature have been hampered by the lack of a reliable technology for measuring internal gas temperatures. Thermocouples have serious survival problems and provide useful temperature information for only a few days or weeks after startup before burning out. For this reason, the Department of Energy has funded several research projects to develop more robust and reliable temperature measurement approaches for use in coal gasifiers. Enertechnix has developed a line of acoustic gas temperature sensors for use in coal-fired electric utility boilers, kraft recovery boilers, cement kilns and petrochemical process heaters. Acoustic pyrometry provides several significant advantages for gas temperature measurement in hostile process environments. First, it is non-intrusive so survival of the measurement components is not a serious problem. Second, it provides a line-of-sight average temperature rather than a point measurement, so the measured temperature is more representative of the process conditions than those provided by thermocouples. Unlike radiation pyrometers, the measured temperature is a linear average over the full path rather than a complicated function of gas temperature and the exponential Beer's law. For this reason, acoustic pyrometry is well suited to tomography allowing detailed temperature maps to be created through the use of multiple path measurements in a plane. Therefore, acoustic pyrometry is an attractive choice for measuring gas temperature inside a coal gasifier. The objective of this project is to adapt acoustic pyrometer technology to make it suitable for measuring gas temperature inside a coal gasifier, to develop a prototype sensor based on this technology, and to demonstrate its performance through testing on a commercial gasifier. The project is organized in three phases, each of approximately one year duration. The first phase consists of researching a variety of sound generation and coupling approaches suitable for use with a high pressure process, evaluation of the impact of gas composition variability on the acoustic temperature measurement approach, evaluation of the impact of suspended particles on sound attenuation, evaluation of slagging issues and development of concepts to deal with this issue, development and testing of key prototype components to allow selection of the best approaches, and development of a conceptual design for a field prototype sensor that can be tested on an operating gasifier. The second phase consists of designing and fabricating a series of prototype sensors, testing them in the lab and at a gasifier facility, and developing a conceptual design for an engineering prototype sensor. The third phase consists of designing and fabricating the engineering prototype, testing it in the lab and in a commercial gasifier, and conducting extended field trials to demonstrate sensor performance and investigate the ability to im

Peter Ariessohn; Hans Hornung

2006-01-15

497

Development of on-line monitoring device to detect the presence\\/absence of sodium vapor  

Microsoft Academic Search

A process is being developed by the Sodium Waste Technology Program at ANL-W to remove metallic sodium from scrap and waste. The final step in the process is the removal of residual metallic sodium by evaporation at temperatures up to 482°C (900°F) and at pressures of about 10⁻² torr (1.3 Pa). Efficient operation of this process requires that the operators

R. D. Wolson; C. C. McPheeters; V. J. Kremesec; V. M. Kolba

1983-01-01

498

Personal and professional development of teachers in family medicine.  

PubMed Central

While medical educators have devoted considerable effort to examining the optimal learning environment for teaching family medicine, less attention has been paid to "blocks" that prevent teachers of family medicine from being effective. This paper considers three major aspects of this problem: the personal and professional development of the teacher; blocks that impede this development; and the value of intervening in the teaching-learning process. These concerns are discussed in relation to an intervention program developed at the Byron Family Medical Centre, a family practice teaching unit affiliated with Victoria Hospital Corporation and the Department of Family Medicine, University of Western Ontario, London.

Brown, J B

1984-01-01

499

High Leverage NASA Education & Public Outreach Teacher Professional Development Programs  

NASA Astrophysics Data System (ADS)

A critical component of NASA Education and Public Outreach (E/PO) programs is to educate K-12 classrooms teachers in science content, inquiry-based methods of science teaching, and exemplary curriculum materials. Typical NASA E/PO programs accomplish this through workshops at teacher conventions, short courses at colleges and universities, teacher camps during the summer, etc.. These programs are extremely valuable, but unfortunately they have a low ratio of number of teachers reached to time spent by E/PO professionals in developing and organizing the programs. We have addressed this problem in two ways. First, in partnering with organizations that already conduct extensive teacher professional development (PD) programs, such as the Lawrence Hall of Science, we can reduce the amount of time spent in preparing for our own programs. Second, we target our PD programs for teachers and administrators who are committed to conducting their own PD programs for their colleagues. In this way we can highly leverage the limited resources of a given E/PO program to impact far more teachers, and hence students, than could ever be reached personally by individual E/PO professionals.

Mendez, B. J.; Peticolas, L. M.; Schultz, G.; Craig, N.

2003-12-01

500

Trials and tribulations: the professional development of surgical trialists  

PubMed Central

BACKGROUND Regulatory and professional bodies issue an ever-increasing number of guidance documents on the ethics and methods of clinical trials, but the quality of clinical trials of invasive therapeutic procedures continues to be a concern. We interviewed aspiring and accomplished surgical trialists to understand how they use guidance documents and other resources in their work. METHODS We performed a qualitative research study involving semistructured interviews of a diverse sample of 15 surgical trialists. RESULTS Professional development as a surgical trialist was haphazard, inefficient, and marked by avoidable mistakes. Four types of resources played constructive roles: formal education; written materials on clinical trials; experience with actual trials; and interpersonal interactions with peers, experts, collaborators, and mentors. Recommendations for improvement centered on education, mentoring, networking, participating in trials, and facilitation by department chairs. CONCLUSIONS The haphazard and unstructured nature of the current system is adding unnecessarily to the numerous challenges faced by surgical trialists.

Jarman, Anna F.; Wray, Nelda P.; Wenner, Danielle M.; Ashton, Carol M.

2013-01-01