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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

Professional Development  

E-print Network

? Hell, Ya! 11:30 Highlights on Management Differences in the Child and Adolescent GynaecologicalContinuing Professional Development Faculty of Health Sciences QUEEN'S UNIVERSITY DEPARTMENT OF OBSTETRICS & GYNAECOLOGY 36TH ANNUAL MEMORIAL PROGRAM #12;CONTINUING PROFESSIONAL DEVELOPMENT 32 FACULTY

Ellis, Randy

3

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

4

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

5

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

6

Authentic Professional Development  

ERIC Educational Resources Information Center

Choosing Higher Options in Community Education (CHOICE) Alternative School is devoted to professional development. This report documents the need for and planning of sustained and supported professional development for 4 staff members at the CHOICE Alternative School in Jamestown, New York. There was no focused plan or vision for staff development…

Kenneson, Paula M.

1999-01-01

7

On-line chemical composition analyzer development  

SciTech Connect

The energy consumed in distillation processes in the United States represents nearly three percent of the total national energy consumption. If effective control of distillation columns can be accomplished, it has been estimated that it would result in a reduction in the national energy consumption of 0.3%. Real-time control based on mixture composition could achieve these savings. However, the major distillation processes represent diverse applications and at present there does not exist a proven on-line chemical composition sensor technology which can be used to control these diverse processes in real-time. This report presents a summary of the findings of the second phase of a three phase effort undertaken to develop an on-line real-time measurement and control system utilizing Raman spectroscopy. A prototype instrument system has been constructed utilizing a Perkin Elmer 1700 Spectrometer, a diode pumped YAG laser, two three axis positioning systems, a process sample cell land a personal computer. This system has been successfully tested using industrially supplied process samples to establish its performance. Also, continued application development was undertaken during this Phase of the program using both the spontaneous Raman and Surface-enhanced Raman modes of operation. The study was performed for the US Department of Energy, Office of Industrial Technologies, whose mission is to conduct cost-shared R D for new high-risk, high-payoff industrial energy conservation technologies. Although this document contains references to individual manufacturers and their products, the opinions expressed on the products reported do not necessarily reflect the position of the Department of Energy.

Roberts, M.J.; Garrison, A.A.; Muly, E.C.; Moore, C.F.

1992-02-01

8

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

9

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

10

Professional Development & Student Achievement.  

ERIC Educational Resources Information Center

Professional development is viewed from several perspectives--time, funding, planning, and student outcomes--and includes both an urban and a rural story. This issue provides a special pullout section designed as a checklist to help guide professional development planning activities. The following articles are included: "Perspectives on Managing…

Kroeger, Marianne, Ed.; Blaser, Stephanie, Ed.; Raack, Lenaya, Ed.; Cooper, Cinder, Ed.; Kinder, Ann, Ed.

2000-01-01

11

Professionalism, Professionality and the Development of Education Professionals  

ERIC Educational Resources Information Center

What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and/or practice that require modification or renovation of professionalism. The…

Evans, Linda

2008-01-01

12

Engagement in Professional On line Learning: A Situative Analysis of Media Professionals Who Did Not Make It  

ERIC Educational Resources Information Center

This article discusses the multi-faceted challenges experienced by professionals embarking on professional development online. It is argued that the barriers to successful completion identified in the literature reflect the complex, overlapping, and not always supportive social systems in which professional learners are embedded. A…

Maor, D.; Volet, S.

2007-01-01

13

Professionalizing the Economic Developer.  

ERIC Educational Resources Information Center

As an emerging profession, economic development has standards of professionalism that are not yet completely defined. Demands for recognition and expectations of greater accountability are leading to necessary improvements in training and performance. Requirements of the profession include unique interdisciplinary skills (leadership, theoretical,…

Waterhouse, Mark D.

1997-01-01

14

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

15

Developing an On-Line Interactive Health Psychology Module  

ERIC Educational Resources Information Center

On-line teaching material in health psychology was developed which ensured a range of students could access appropriate material for their course and level of study. This material has been developed around the concept of smaller "content chunks" which can be combined into whole units of learning (topics), and ultimately, a module. On the basis of…

Upton, Dominic; Cooper, Carol

2006-01-01

16

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

17

Professional Development in Corporate Training.  

ERIC Educational Resources Information Center

Organizational and workplace changes are altering the work of trainers and consequently their professional development needs. Training and development professionals need a foundation in training design and delivery with the ability to incorporate multiple perspectives, delivery systems, and locations and to be responsive to change. (SK)

Meyer, Susan R.; Marsick, Victoria J.

2003-01-01

18

Enhancing Professional Development through Reading Professional Literature.  

ERIC Educational Resources Information Center

Reading professional literature may be undertaken without a large investment of time or money, yet it still provides a way to increase one's professional knowledge and maintain competencies. To be successful in one's reading, the adult education practitioner needs to consider three aspects of a professional reading program: finding the time,…

Slusarski, Susan B.

19

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. PMID:24791104

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

2014-01-01

20

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

21

FGSR Professional Development Communication  

E-print Network

that currently there is no method to fully cure cancer and that you are developing this new technique that has. Are you going to be the next pope or the curer of cancer? Find some common ground between you and your of asking them about the limitations of the current methods of treating cancer, tell them briefly

MacMillan, Andrew

22

[Development of an on-line course on medication administration].  

PubMed

The study describes the development of an on-line course on medication administration. The World Wide Web Course Tools (WebCT) that was used is software that provides various tools for supervisors and access to a number of environments for students who have a password. The course material is presented in a series of websites which are sub-divided into eight illustrated topics concerning medication administration routes, in addition to questions for knowledge assessment. A sample of undergraduate students at the University of São Paulo at Ribeirão Preto College of Nursing has positively evaluated the course. It is now intended to be included as curricular course in the undergraduate program as an additional resource for student learning. PMID:14686047

Cassiani, Silvia Helena; Benfati, Flávia Borges; Dias, Denise Costa; Zem-Mascarenhas, Silvia Helena; Zanetti, Maria Lúcia

2003-09-01

23

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

24

CAAMP Professional Development Reading List  

E-print Network

Habits of Highly Effective People #12;ARTICLES PROFESSIONAL DEVELOPMENT Admin Skills for 2011 and Beyond The Right People and Get A Great Job How to Be the Person Successful Companies Fight to Keep How to Spot to working with any high-powered employer Booher's Rules of Business Grammar: 101 Fast and Easy Ways

Ginzel, Matthew

25

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.

26

Professional Development Schools: Confronting Realities.  

ERIC Educational Resources Information Center

This collection of articles discusses the realities of Professional Development Schools (PDS) from the perspectives of school teachers, college faculty, college administrators, and other educational administrators. The articles focus on the five dimensions of PDS work (institutionalization, equity, standards and quality, inquiry, and financing).…

Lauter, Nancy J., Ed.

27

Professional Development for Dietetic Interns  

Microsoft Academic Search

We have developed “Professional Development for Dietetic Interns” (PDDI) — a multi-session, program with a variety of activities spanning the period of the internship (9.5 months). The program's purposes are to: 1) help interns achieve core competencies as required by the Commission on Accreditation\\/Approval for Dietetic Education (CAADE), 2) help interns (future Registered Dietitians) become familiar with the new recertification

J. Milkereit

1999-01-01

28

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

29

Contracting for Professional Development in Academe  

ERIC Educational Resources Information Center

Outlines strategy by which university department chairpersons, by clearly stating their expectations for faculty performance and by understanding the faculty members' personal professional goals, can organize support for professional development in teaching along with organizational development. (JT)

Buhl, Lance C.; Greenfield, Adele

1975-01-01

30

Measuring Professional Identity Development among Counselor Trainees  

ERIC Educational Resources Information Center

This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No…

Prosek, Elizabeth A.; Hurt, Kara M.

2014-01-01

31

executive summary CONTINUING EDUCATION & PROFESSIONAL DEVELOPMENT  

E-print Network

OF TORONTO better education better outcomesTM 2011 2016 Continuing Education and Professional Development improvement in CE, public and patient education, research and scholarship, and entrepreneurship. The Strategicexecutive summary CONTINUING EDUCATION & PROFESSIONAL DEVELOPMENT FACULTY OF MEDICINE, UNIVERSITY

Sun, Yu

32

Professional Development Needs for New Residential Life Professionals  

ERIC Educational Resources Information Center

Education and training for student affairs professionals does not end with a master's degree. Although graduate preparation programs establish the foundation and knowledge base upon which to build, ongoing professional development is required in order to be effective in addressing the needs of today's college and university students. With a…

Henning, Gavin W.; Cilente, Kristan M.; Kennedy, Dean F.; Sloane, Tomecca M.

2011-01-01

33

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

34

Teacher Professional Leadership in Support of Teacher Professional Development  

ERIC Educational Resources Information Center

Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to…

Taylor, Mike; Yates, Anne; Meyer, Luanna H.; Kinsella, Penny

2011-01-01

35

Making connections to develop a professional network.  

PubMed

Developing a professional network is important for career growth and professional development. Networking can open doors for countless opportunities to gain new knowledge, meet new people, visit new places and advance your career. Successful networking involves identifying opportunities to meet and interact with people and to do so in a genuine way that fosters the development of a professional relationship. PMID:24750656

Chichester, Melanie

2014-01-01

36

A Cost Framework for Professional Development.  

ERIC Educational Resources Information Center

Defines professional development and its key components; reviews previous research on professional development costs; examines problems with current fiscal accounting codes; proposes a framework for capturing professional development costs composed of six elements: teacher time; training and coaching; administration; materials, equipment, and…

Odden, Allan; Archibald, Sarah; Fermanich, Mark; Gallagher, H. Alix

2002-01-01

37

Professional development for science teachers.  

PubMed

The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness. PMID:23599481

Wilson, Suzanne M

2013-04-19

38

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

39

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

40

Reclaiming Professional Identity through Postgraduate Professional Development: Careers Practitioners Reclaiming their Professional Selves  

ERIC Educational Resources Information Center

Careers advisers in the UK have experienced significant change and upheaval within their professional practice. This research explores the role of postgraduate-level professional development in contributing to professional identity. The research utilises a case study approach and adopts multiple tools to provide an in-depth examination of…

Neary, Siobhan

2014-01-01

41

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.

James B. Short

2002-01-01

42

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

43

Assessment of Teachers' Attitudes about Professional Development  

ERIC Educational Resources Information Center

This article reports three studies in which a scale for assessing teachers' beliefs about professional-development initiatives was developed and its scores evaluated for reliability and validity. Results indicated that the Teachers' Attitudes About Professional Development (TAP) scale produced scores with high reliability, a stable one-factor…

Torff, Bruce; Sessions, David; Byrnes, Katherine

2005-01-01

44

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

45

On-line maintenance methodology development and its applications  

SciTech Connect

With the increasing economic pressures being faced and the potential for shortening outage times under the conditions of deregulated electricity markets in the world, licensees are motivated to get an increasing amount of the on-line maintenance (OLM). The benefits of the OLM includes increased system and plant reliability, reduction of plant equipment and system material condition deficiencies that could adversely impact operations, and reduction of work scope during plant refueling outages. In Korea, allowance guidelines of risk assessment is specified in the safety regulation guidelines 16.7 and 16.8 of the Korea Inst. of Nuclear Safety (KINS), which is 'General guidelines of Risk-informed application for requesting permission of changes' and 'Requesting permission of changes of Risk-informed application for Technical Specification'. We select the emergency diesel generator (EDG) of the Ulchin unit 3 and 4 for risk assessment analysis by applying configuration changes. The EDG which has plant safety level IE belongs to on-site standby power (A, B train EDG) in electric distribution system. The EDG is important component because it should maintain standby status during plant is operating, therefore we select the EDG for target component of risk assessment analysis. The risk assessment is limited to CDF. The risk assessment is performed by using AIMS-PSA Release2. We evaluate CDF by applying the configuration changes with some assumptions. Evaluation of the full power operation and Low power/Shut down operation was performed. This study has been performed for introducing a methodology and performing risk assessment. (authors)

Kim, J.; Jae, M. [Dept. of Nuclear Engineering, Hanyang Univ., 17 Haengdang, Sungdong, Seoul (Korea, Republic of)

2012-07-01

46

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

47

On-line collaborative software development via wiki  

Microsoft Academic Search

Wiki is a collaborative authoring system for collective intelligence which is quickly gaining popularity in content publication. In software development communities, especially open source and global software development teams, wiki is already widely used for documentation and coordination purpose but not programming purpose. This paper presents a new programming approach based on wiki technology by which developers are able to

Wenping Xiao; Chang Yan Chi; Min Yang

2007-01-01

48

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

49

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

50

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

51

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

52

Critical Issues in Early Childhood Professional Development  

ERIC Educational Resources Information Center

Effective teaching leads to positive student outcomes, and professional development for early childhood teachers is key to improving both. But what exactly is meant by "professional development"? What effect does it have on school readiness? Which models and approaches really work? This is the book the early childhood field needs to take the…

Zaslow, Martha, Ed.; Martinez-Beck, Ivelisse, Ed.

2005-01-01

53

Teachers' Professional Development: An Israeli Perspective.  

ERIC Educational Resources Information Center

Examines three models of teacher professional development in Israel. One model emphasizes higher academic studies, one is a school-based organizational model that ties faculty development to school reforms, and one emphasizes a teacher-led personal route to professionalism in teachers' own classrooms. The paper examines means of support available…

Zuzovsky, Ruth

2001-01-01

54

Effective Professional Development Planning: The Wisconsin PDP  

ERIC Educational Resources Information Center

Designed to improve PK-12 professional learning and increase student achievement, Wisconsin's policymakers developed and implemented new educator licensing guidelines (PI 34) and a Professional Development Plan (PDP) system based on empirical research and national policy trends in 2004. As PI 34 and the PDP system are relatively new, the…

Fischer, John A.

2010-01-01

55

Measuring the Effectiveness of Professional Development Training  

ERIC Educational Resources Information Center

When it comes to professional development, state and local education institutions frequently support the priorities of determining content area needs and organizing the delivery of the professional development, but less often comprehensively evaluate the training's overall effectiveness. Taking current research and practical application into…

Linder, Patricia; Kline, Marilyn

2007-01-01

56

Empowering Science Teachers: A Model for Professional Development.  

ERIC Educational Resources Information Center

Explains a professional development model that is informed both by constructivist and sociocultural theory. Focuses on professional development, personal development, and social development. Contains 26 references. (DDR)

Howe, Ann C.; Stubbs, Harriett S.

1997-01-01

57

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.

58

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

59

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

60

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

61

Perspectives: Making the Most of Professional Development  

NSDL National Science Digital Library

Teacher preparation programs help teachers build a foundation for entering the teaching profession. However, learning to teach science cannot be achieved in a mere four years--it is a lifelong endeavor. Teachers continue to learn new science content and new teaching strategies throughout their careers. As professionals, they consistently update their knowledge and skills, reflecting upon and improving their practice. Professional development (PD), in all of its forms, is the key to science teacher learning. This month's column discusses how science teachers can benefit from professional development experiences.

Lee, Michele H.; Abell, Sandra K.

2008-04-01

62

Silver Sponsor Professional Development in Local Government  

E-print Network

Silver Sponsor #12;Professional Development in Local Government The Hotel Roanoke and Conference Davis, Sustainability Manager, Town of Blacksburg 4:30 p.m. Reception ­ AKA 6:00 p.m. Dinner on Your Own

Liskiewicz, Maciej

63

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

64

[The via crucis of continuing professional development].  

PubMed

Continuing professional development (CPD) is a new approach to continuing medical education and is based on: the assessment of the practitioner needs, pedagogy centered on practices and the consideration of the practitioner social accountability. In France, CPD became mandatory for all health professionals in 2009. However, we observe a delay in its implementation, due to several regulatory aspects. The main obstacles are the unique model of CPD for all occupations, the constraint of a single operator and the lack of scale quantifying the professional investment. By correcting these drawbacks, the CPD could really contribute to the continuous improvement of the quality and safety of care. PMID:25081395

François, Patrice

2014-11-01

65

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

66

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.

James B. Short

2006-01-01

67

University Partnership to Deliver Statewide Professional Development  

NSDL National Science Digital Library

Fort Hays State University and Emporia State University partnered with high-needs rural school districts to develop and offer a three-year professional development institute. The statewide institute was planned collaboratively to specifically meet the needs of middle school science teachers. The institute was managed concurrently at the two sites and coordinated through distance-education technologies, making it possible for teachers to participate at an institution near their homes. This unique professional development experience can be emulated by other states interested in improving inquiry- and modeling-based instruction.

Walizer, Beth; Legleiter, Earl; Davies, Malonne; Seimars, Matt; Adams, Paul; Hrepic, Zedslav

2008-04-01

68

Professionally Developing as a Teacher Educator  

ERIC Educational Resources Information Center

There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article…

Loughran, John

2014-01-01

69

The professional development school as learning organization  

Microsoft Academic Search

Many US teacher education programmes have developed learning environments in partnership with local school districts. A professional development school (PDS) is a learning organization formed through the collaboration of a university?based teacher education programme with its K?12 school partners. The resulting organization focuses simultaneously on the learning of school students and of preservice and inservice educators. This manuscript presents the

Mary M. Harris; Frances van Tassell

2005-01-01

70

Cooperating Teaching as a Professional Development Activity  

ERIC Educational Resources Information Center

This study examined cooperating teachers' perceptions of how student teacher supervision is aligned with the standards of the National Staff Development Council (NSDC). The conceptual framework of this research advanced that serving as a cooperating teacher is equivalent to a professional development activity. The researcher adapted an instrument…

Spencer, Trina L.

2007-01-01

71

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

72

Professional Development for Teaching Artists: A Sampling  

ERIC Educational Resources Information Center

It is generally known that professional development for Teaching Artists varies widely. Offerings range from the most basic of orientations to a sponsoring organization's procedures and expectations, to more sustained experiences that may address school culture, principles of youth development, models of arts education, learning standards,…

McCaslin, Greg; Cohen, Madeline

2004-01-01

73

Development of On-line Liquid Chromatography-Biochemical Detection for Soluble Epoxide Hydrolase Inhibitors in Mixtures  

E-print Network

ORIGINAL Development of On-line Liquid Chromatography-Biochemical Detection for Soluble Epoxide system (BCD) was coupled on-line to liquid chromatography (LC) to allow mixture analysis. The on-line BCD providingnew opportunities in the development of drug candidates. Keywords Column liquid chromatography Á On

Hammock, Bruce D.

74

Instructional Technology Professional Development Evaluation: Developing a High Quality Model  

ERIC Educational Resources Information Center

Background: The literature contains very few studies that focused on evaluating the impact of professional development activities on student learning. And, many of these studies failed to determine whether the professional development activities met their primary goal--to improve the learning process. Purpose: The purpose of this study was to use…

Gaytan, Jorge A.; McEwen, Beryl C.

2010-01-01

75

A Comprehensive Review of Professional Development in South Carolina.  

ERIC Educational Resources Information Center

This study examined professional development offered in South Carolina, how it was offered, support given to implement skills acquired from professional development, and how professional development enhanced academic goals outlined in district and school strategic plans. The paper describes characteristics of high quality professional development…

Haslam, M. Bruce; Fabiano, Lara

76

Putting professional development centre stage  

Microsoft Academic Search

All countries in the developed world aspire to ever higher standards of education and training. Clearly this depends, at least in part, on having a sufficient supply of high?quality schoolteachers. In the UK on the two occasions in the last 75 years when there were reviews of this need (the McNair report of 1944 and the James Committee of Enquiry

Tim Brighouse

2008-01-01

77

BC Hydro's on-line transient stability assessment (TSA) model development, analysis and post-processing  

Microsoft Academic Search

This paper presents the theoretical background and analytical methods developed for BC Hydro's on-line transient stability assessment (TSA) module. It concentrates on the preprocessing modeling, stability analysis\\/margin calculation and post processing techniques, the architecture, hardware and implementation are presented in a companion paper. BC Hydro's TSA has been tested with thousands of cases using a large scale detailed basecase derived

Y. Mansour; E. Vaahedi; A. Y. Chang; B. R. Corns; B. W. Garrett; K. Demaree; T. Athay; K. Cheung

1995-01-01

78

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

79

Communities of Practice and Students' Professional Development  

ERIC Educational Resources Information Center

The application of Communities of Practice (CofP) can potentially serve as an effective learning strategy for higher education classrooms by contributing to student professional development while fostering a desire for life-long learning. The purpose of this qualitative study was to assess the effectiveness of this learning strategy and help…

Monaghan, Catherine H.; Columbaro, Norina L.

2009-01-01

80

Electronic Portfolios for Authentic Professional Development.  

ERIC Educational Resources Information Center

Discusses the use of electronic portfolios by school library media specialists for professional development as a resume, an evaluation instrument, or other types of credential documentation. Includes guidelines for building a successful portfolio, including appropriate software selection; audience considerations; and technology skill…

Heath, Marilyn

2003-01-01

81

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

82

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

83

Professional Development in Tough Financial Times  

ERIC Educational Resources Information Center

The authors asked a diverse cross-section of their colleagues how they were addressing professional development in tight economic times, when they are all being asked to work more effectively across organizational boundaries. While the survey was informal and not scientific, the authors found that many organizations have maintained strong…

Gandel, Paul B.; Golden, Cynthia

2004-01-01

84

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

85

Counselling and Psychotherapy Continuing Professional Development  

E-print Network

Counselling and Psychotherapy Continuing Professional Development University of Warwick warwick.ac.uk/cll/counselling Counselling and Psychotherapy with clients who have psychological disorders and mental health issues 18 - 20 October 2013 Creative Approaches to working with clients in Person-centred Counselling and Psychotherapy

Davies, Christopher

86

Critical Literacy: A Professional Development Resource.  

ERIC Educational Resources Information Center

This booklet, which is intended as a support to the delivery of professional development of Australian literacy educators on critical literacy, presents a seven-step systematic model of all contexts through which a text may be constructed and studied. The first two sections discuss the model's use as a comprehensive framework for future teaching,…

Lohrey, Andrew

87

A Professional Development Framework for Online Teaching  

ERIC Educational Resources Information Center

The quality of online programs in higher education is strongly correlated with how the professional development approaches respond to the needs of online teachers. These approaches are critical in helping online teachers adopt online pedagogical practices and reconstruct their teacher persona in an online environment. This study proposes a nested…

Baran, Evrim; Correia, Ana-Paula

2014-01-01

88

Moving toward Teamwork through Professional Development Activities  

ERIC Educational Resources Information Center

This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and…

Fitzgerald, Meghan M.; Theilheimer, Rachel

2013-01-01

89

Transformative Professional Development and Teacher Engagement  

ERIC Educational Resources Information Center

This quasi-experimental study attempts to estimate the effect that participation in Courage to Teach (CTT), a transformative professional development (TPD) program, has on subsequent engagement with teaching. The primary focus of a TPD program is on the "person" who teaches, as opposed to content or technique. The subjects of the study are a…

Geil, Kimberly E.

2011-01-01

90

Supply Chain Management Strategy PROFESSIONAL DEVELOPMENT SEMINAR  

E-print Network

Supply Chain Management Strategy PROFESSIONAL DEVELOPMENT SEMINAR Saturday, June 14th, and Friday with the College of Business and Economics Graduate Programs Office invites you to attend Supply Chain Management Strategy on June 14 and June 20. WHAT YOU WILL LEARN For many companies, Supply Chain Management has become

Gilchrist, James F.

91

Professional Development Training. ACTWU Insurance Department.  

ERIC Educational Resources Information Center

This curriculum guide provides materials for a 10-week professional development training course. A course outline and list of topics is followed by the plans for the 10 lessons. Components of these lesson plans include topics; objectives; materials needed; lesson outline with activities and discussion; and student handouts. Lesson topics are as…

Martin, Sabrina Budasi

92

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

93

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

94

The Professional Development of Graduate Teaching Assistants.  

ERIC Educational Resources Information Center

Sixteen papers address the training and professional development of graduate teaching assistants. The papers are: (1) "Preparing Graduate Students To Teach: Past, Present, and Future" (Nancy Van Note Chism); (2) "The Role of Centralized Programs in Preparing Graduate Students To Teach" (Jacqueline A. Mintz); (3) "The Disciplinary/Departmental…

Marincovich, Michele, Ed.; Prostko, Jack, Ed.; Stout, Frederic, Ed.

95

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

96

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

97

Professional Associations: Their Role in Promoting Sustainable Development in Australia  

ERIC Educational Resources Information Center

Professional associations have a strong influence on what is covered in the curricula of universities, especially that of professional degrees. They also provide members with professional development throughout their careers. Professional associations have the potential to facilitate development of sustainability competency in the workforce in…

Thomas, Ian; Hegarty, Kathryn; Whitman, Stuart; MacGregor, Val

2012-01-01

98

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

99

Professional Development for Cooperative Learning. Issues and Approaches.  

ERIC Educational Resources Information Center

This book describes approaches to professional development for cooperative learning and how the use of cooperative learning for teacher learning is leading to new insights into professional growth in schools. Part 1, "Begin with the Teacher: Focusing Professional Development for Cooperative Learning," offers "Introduction: Professional…

Brody, Celeste M., Ed.; Davidson, Neil, Ed.

100

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

101

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

102

Barriers to Child Care Providers' Professional Development  

Microsoft Academic Search

The current study uses telephone interview data gathered from 647 randomly-selected child care providers (92 center-based directors, 230 center-based providers, and 325 family child care providers) to describe one state's child care workforce and the individual beliefs, pragmatic concerns, and current regulations that may operate as barriers to providers' professional development. Results indicate meaningful differences among the three groups' demographic

Sara Gable; Amy Halliburton

2003-01-01

103

A Consumer Guide to Professional Development  

NSDL National Science Digital Library

How can a science teacher find professional development (PD) opportunities that are meaningful, coherent, and sustained that will foster teacher and student learning? The authors believe that science teachers can and should be savvy consumers of PD--seeking out learning experiences that are designed with a few key features in mind. The purpose of this article is to articulate those key features by presenting a consumer guide that includes two parts--a shoppers's guide and a user's guide to PD.

Arbaugh, Fran; Hutchins, Kristen; Lee, Michele; Marra, Rose; Abell, Sandra

2008-04-01

104

Kepler Mission IYA Teacher Professional Development Workshops  

Microsoft Academic Search

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

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

2009-01-01

105

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.

106

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

107

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

108

Explorations in Professional Development: The First Three Years.  

ERIC Educational Resources Information Center

A California University systemwide approach to professional development encompassing the three facets of personal development, instructional development, and environmental modification is summarized. Objectives of professional development and objectives of successful campus programs are presented and aspects of the Center for Professional…

Ost, David H.

109

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

110

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

111

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. PMID:24233026

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

2013-01-01

112

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

113

Professional Development in Higher Education. New Dimensions & Directions.  

ERIC Educational Resources Information Center

This book considers the present landscape of professional development in higher education in the United Kingdom, exploring the roles and implications of professional development and accreditation and the sometimes conflicting roles of teaching and research. The roles of professional bodies in the formalized staff development and accreditation in…

Nicholls, Gill

114

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

115

Professional Development Planning and Design. Issues in Science Education.  

ERIC Educational Resources Information Center

This book focuses on the professional development of teachers and discusses issues related to the planning and design of professional development programs. The content of the book is divided into three parts. Part 1, Standards-Based Reform and Professional Development includes: (1) "National Science Education Standards as a Catalyst for Change:…

Rhoton, Jack; Bowers, Patricia

116

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

117

The Facilitator's Role in Elementary Mathematics Professional Development  

ERIC Educational Resources Information Center

This study identified qualities of influential facilitators of elementary mathematics professional development. Extensive research relating to elementary mathematics professional development has emerged over the past three decades. Embedded in this body of research are recommendations for effective practices in professional development and…

Linder, Sandra M.

2011-01-01

118

2012 Professional Development Meeting; Ames, IA Research update: Bee health  

E-print Network

;2012 Professional Development Meeting; Ames, IA Are neonicotinoids bad for bees? · YES! Extremely toxic to honey2012 Professional Development Meeting; Ames, IA Research update: Bee health and pesticide exposure Purdue University #12;2012 Professional Development Meeting; Ames, IA Why care about honey bees? · Honey

Jurenka, Russell A.

119

Professional Development for Teachers: What Two Rigorous Studies Tell Us  

ERIC Educational Resources Information Center

Professional development--formal in-service training to upgrade the content knowledge and pedagogical skills of teachers--is widely viewed as an important means of improving teaching and learning. While many interventions "include" professional development, professional development was the central intervention of the two recent research and…

Quint, Janet

2011-01-01

120

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

121

Developing an EEG-based on-line closed-loop lapse detection and mitigation system  

PubMed Central

In America, 60% of adults reported that they have driven a motor vehicle while feeling drowsy, and at least 15–20% of fatal car accidents are fatigue-related. This study translates previous laboratory-oriented neurophysiological research to design, develop, and test an On-line Closed-loop Lapse Detection and Mitigation (OCLDM) System featuring a mobile wireless dry-sensor EEG headgear and a cell-phone based real-time EEG processing platform. Eleven subjects participated in an event-related lane-keeping task, in which they were instructed to manipulate a randomly deviated, fixed-speed cruising car on a 4-lane highway. This was simulated in a 1st person view with an 8-screen and 8-projector immersive virtual-reality environment. When the subjects experienced lapses or failed to respond to events during the experiment, auditory warning was delivered to rectify the performance decrements. However, the arousing auditory signals were not always effective. The EEG spectra exhibited statistically significant differences between effective and ineffective arousing signals, suggesting that EEG spectra could be used as a countermeasure of the efficacy of arousing signals. In this on-line pilot study, the proposed OCLDM System was able to continuously detect EEG signatures of fatigue, deliver arousing warning to subjects suffering momentary cognitive lapses, and assess the efficacy of the warning in near real-time to rectify cognitive lapses. The on-line testing results of the OCLDM System validated the efficacy of the arousing signals in improving subjects' response times to the subsequent lane-departure events. This study may lead to a practical on-line lapse detection and mitigation system in real-world environments. PMID:25352773

Wang, Yu-Te; Huang, Kuan-Chih; Wei, Chun-Shu; Huang, Teng-Yi; Ko, Li-Wei; Lin, Chin-Teng; Cheng, Chung-Kuan; Jung, Tzyy-Ping

2014-01-01

122

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

123

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

124

The development and implementation of a computerized on-line obstetric record.  

PubMed

We developed and implemented a completely paperless and on-line obstetric record in the high-risk obstetric clinics at Columbia Presbyterian Medical Center. Patient care and interactions are input directly into the computer by the health care providers. Laboratory information is transferred automatically from the Laboratory Information Service into the computerized prenatal record. The system has been in continuous operation for 2 years and is highly regarded. Problems such as illegible handwriting, missing records, and missing laboratory data have disappeared. Research and data query capabilities have been facilitated. The feasibility and applicability of a computerized record replacing the paper record has been demonstrated. PMID:2611172

Gonzalez, F A; Fox, H E

1989-11-01

125

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

126

Developing Teacher Evaluation Systems That Promote Professional Growth.  

ERIC Educational Resources Information Center

The development of teacher evaluation systems that promote professional growth is discussed, based on studies in South Kitsap, North Haven, and Levittown of adult development and teacher evaluation and the professional experiences of D. L. Duke. "Decoupling" accountability from professional growth provides the best means of forwarding the latter.…

Duke, Daniel L.

1990-01-01

127

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

128

Participants' engagement with and reactions to the use of on-line action learning sets to support advanced nursing role development.  

PubMed

Professional role development in nursing is occurring at a rapid pace in the UK as elsewhere. Internationally, finding relevant, flexible, sustainable educational solutions to support the preparation of nurses for new roles presents significant challenges for Higher Education Institutions, health service managers and the clinical practitioners who are would-be students. The use of on-line learning is frequently advocated as one means of resolving these difficulties. This paper discusses participants' engagement with, and reactions to, the use of on-line Action Learning Sets (ALS) as part of a national pilot development pathway for Advanced Nursing Practice in Scotland. Data collection included: survey of participants' views of on-line ALS; survey comparing perceptions of ALS with other educational experiences within the pathway; in-depth interviews with case-site participants. A range of benefits and limitations of on-line ALS was identified. The benefit of flexible access and sharing experiences with others was emphasised. Conversely, multiple commitments and lack of group cohesiveness significantly interfered with the effectiveness of this process. Key recommendations for future implementation acknowledge participants' preference for a blended approach, with face-to-face sessions to provide 'getting-to-know-you' opportunities, enhancing commitment to the group process. PMID:21514016

Currie, Kay; Biggam, John; Palmer, Janette; Corcoran, Terry

2012-04-01

129

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. PMID:9800406

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

1998-01-01

130

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

131

Developing a Collaborative Partnership through a Professional Development School.  

ERIC Educational Resources Information Center

This article describes a three-year partnership between the University of Wisconsin-Milwaukee and the Milwaukee Public Schools designed with input from faculty of both institutions, including special educators. The article focuses on specific professional development activities, the role of the special education staff, and plans for future…

Wesson, Caren L.; And Others

1994-01-01

132

Teachers' Professional Development Experiences: Implications for Teaching Practice  

ERIC Educational Resources Information Center

The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in…

Vail, Teresa M.

2011-01-01

133

Continuous Professional Development along the Continuum of Lifelong Learning.  

ERIC Educational Resources Information Center

Of 300 surveyed, responses from 94 nurses, 38 occupational therapists, and 50 physical therapists indicated that professional knowledge was a prime motivation for continuing professional development, followed by updating qualifications, increasing the status of the profession, and demonstrating professional competence. No differences were observed…

Ryan, Jane

2003-01-01

134

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.

135

Development of Professional Identity through Socialization in Graduate School  

ERIC Educational Resources Information Center

Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and…

Liddell, Debora L.; Wilson, Maureen E.; Pasquesi, Kira; Hirschy, Amy S.; Boyle, Kathleen M.

2014-01-01

136

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.

137

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

138

Professional Development for Teachers of English Language Learners: Discursive Norms, Learning Processes, and Professional Communities  

ERIC Educational Resources Information Center

The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…

Molle, Daniella

2010-01-01

139

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. PMID:24009404

Mulvey, Rachel

2013-01-01

140

On-line chemical composition analyzer development. Phase 2, Final report  

SciTech Connect

The energy consumed in distillation processes in the United States represents nearly three percent of the total national energy consumption. If effective control of distillation columns can be accomplished, it has been estimated that it would result in a reduction in the national energy consumption of 0.3%. Real-time control based on mixture composition could achieve these savings. However, the major distillation processes represent diverse applications and at present there does not exist a proven on-line chemical composition sensor technology which can be used to control these diverse processes in real-time. This report presents a summary of the findings of the second phase of a three phase effort undertaken to develop an on-line real-time measurement and control system utilizing Raman spectroscopy. A prototype instrument system has been constructed utilizing a Perkin Elmer 1700 Spectrometer, a diode pumped YAG laser, two three axis positioning systems, a process sample cell land a personal computer. This system has been successfully tested using industrially supplied process samples to establish its performance. Also, continued application development was undertaken during this Phase of the program using both the spontaneous Raman and Surface-enhanced Raman modes of operation. The study was performed for the US Department of Energy, Office of Industrial Technologies, whose mission is to conduct cost-shared R&D for new high-risk, high-payoff industrial energy conservation technologies. Although this document contains references to individual manufacturers and their products, the opinions expressed on the products reported do not necessarily reflect the position of the Department of Energy.

Roberts, M.J.; Garrison, A.A.; Muly, E.C.; Moore, C.F.

1992-02-01

141

Ways of promoting the sustainability of mathematics teachers’ professional development  

Microsoft Academic Search

This paper deals with the sustainable effectiveness of professional development programmes. Based on a review of literature\\u000a and research findings, the following questions are raised: What is regarded as an effective way of promoting mathematics teachers’\\u000a sustainable professional development? Which levels of impacts are aimed at? What are the factors promoting the effectiveness\\u000a of professional development programmes? Regarding these questions,

Stefan Zehetmeier; Konrad Krainer

142

Continuing professional development and ICT: target practice.  

PubMed

Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly. PMID:18660775

Eaton, K A; Reynolds, P A

2008-07-26

143

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

144

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

145

Involving stakeholders in determining professional development center attendance policies  

Microsoft Academic Search

Professional development opportunities are an important aspect of teacher development and should be embraced by both teachers and school leaders in a collaborative effort. Unfortunately, certain professional development events are plagued with high absenteeism rates. At a regional inservice center in the South (USA), high absenteeism was targeted as requiring immediate administrative attention. Thus, the members of the governing board

Jennifer Good

2003-01-01

146

Professional Development Design: Embedding Educational Reform in New Zealand  

ERIC Educational Resources Information Center

Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform.…

Starkey, Louise; Yates, Anne; Meyer, Luanna H.; Hall, Cedric; Taylor, Mike; Stevens, Susan; Toia, Rawiri

2009-01-01

147

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

148

From Youth Worker Professional Development to Organizational Change  

ERIC Educational Resources Information Center

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…

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

149

A Practice-Based Theory of Professional Education: Teach For America's Professional Development Model  

ERIC Educational Resources Information Center

In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I…

Gabriel, Rachael

2011-01-01

150

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

151

Professional Development: Vini, Vidi, Vici ? Short-Term Jewish Educators Trips to Israel as Professional-Development Programs  

Microsoft Academic Search

\\u000a This chapter explores the purposes and practices of Jewish educators’ trips to Israel as professional-development Israel experience\\u000a programs, building on a modest volume of research. The chapter begins with suggesting a core purpose for Jewish educators’\\u000a professional-development Israel experience program; continues with describing how an educator’s Israel trip could serve as\\u000a a professional-development program within three interacting fields: tourism, religion,

Shelley Kedar

152

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

153

Role of professional societies in career development.  

PubMed

Professional medical societies serve several functions that may benefit society, the sponsoring medical profession, and individual members. Several professional societies are available for colorectal surgeons to join and participate in. Reasons to join include service, educational offerings, networking, and companionship. Participation can vary from membership to leadership. The advantages and costs of participation and how this may enhance a surgeon's career are described in this article. PMID:22654570

Beck, David E

2011-06-01

154

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

155

The Development of Professionalism in the Victorian Army  

Microsoft Academic Search

The professionalization of the armed forces was often met by resistance among elite military groups, which rejected the demands of technological development. Resistance to attempts by civil authority to increase military effectiveness reinforced traditionalist, heroic self-images. This approach was exemplified by the 19th century British army. Resistance to professionalism, however, led to inward reflection and the development of an expertise

Gwyn Harries-Jenkins

1975-01-01

156

Living Educational Theory Research as Transformational Continuing Professional Development  

ERIC Educational Resources Information Center

Continuing professional development (CPD) living educational theory offers an approach to CPD that enables educators to enhance their own professional practice and enable them to offer as gifts the knowledge, expertise and talents they develop to extend the knowledge base of the profession. In this paper we briefly introduce living theory research…

Whitehead, Jack; Huxtable, Marie

2013-01-01

157

Academic Professional Development Strategies to Facilitate Educational Changes in Universities  

ERIC Educational Resources Information Center

This qualitative within-case study explored how planned educational change in universities can be facilitated through academic professional development strategies. Thus this study attempted to shed some light on the dynamics of educational planned change in universities and their implications for academic professional development of faculty. The…

Gonzalez Alonso, Gloria Amparo

2009-01-01

158

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

159

Professional development: a key to Kentucky's educational reform effort  

Microsoft Academic Search

Despite its essential role in educational reform, professional development typically does not receive adequate support in systemic reform efforts. This article presents an exception—a state that incorporated professional development as a central priority in its reform effort and four schools that used state resources to build their capacity for enacting the reform agenda. We describe central features of Kentucky's approach

Hilda Borko; Rebekah Elliott; Kay Uchiyama

2002-01-01

160

Teachers' Perceptions of Online Professional Development in Literacy  

ERIC Educational Resources Information Center

This study sought to describe perceptions of teachers regarding the influence of online professional development (oPD) in literacy on their instruction and students' learning. The following features of effective professional development were analyzed: content-focus; collectivity; coherence; duration; and active learning. As well, the study…

Garbe, Amber Yudchitz

2012-01-01

161

The Virtual Extension Annual Conference: Addressing Contemporary Professional Development Needs  

ERIC Educational Resources Information Center

Extension systems are experimenting with new models for conducting professional development to enhance staff competence and other returns on professional development investments. The ISUEO virtual annual conference provides a successful flipped classroom model of asynchronous and synchronous learning events for conducting an Extension annual…

Franz, Nancy K.; Brekke, Robin; Coates, Deb; Kress, Cathann; Hlas, Julie

2014-01-01

162

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

163

Relational Restorative Justice Pedagogy in Educator Professional Development  

ERIC Educational Resources Information Center

What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by…

Vaandering, Dorothy

2014-01-01

164

School Nurse Summer Institute: A Model for Professional Development  

ERIC Educational Resources Information Center

The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and…

Neighbors, Marianne; Barta, Kathleen

2004-01-01

165

Aligning Performance Evaluation with Professional Development and Vise Versa.  

ERIC Educational Resources Information Center

There are a number of problems posed by employee evaluation, and professional development often suffers from similar issues. Suppose employee evaluation and professional development were intertwined in a collaborative and evolving relationship, and both components were brought to bear on linking individual and company goals. The answer is the…

Buchen, Irving H.

2003-01-01

166

Teaching Teachers: Professional Development To Improve Student Achievement  

NSDL National Science Digital Library

This monograph in AERA's Research Points series summarizes recent research on the effectiveness of teacher professional development activities with regard to student achievement. The main conclusions are that effective professional development focuses on any or all of these goals: boosting teacher content knowledge and their knowledge of how students learn, and linking activities to specific curriculum and classroom conditions.

Heather Hill, David C.

2005-01-01

167

Professional Development School and Teacher Preparedness: Perceptions of Student Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to compare and contrast Professional Development School (PDS) and non-Professional Development School intern/student teachers' views at the end of their student teaching experiences in terms of their (a) perceptions of the knowledge and skills they perceived the Teacher Education Program (TEP) at the University of…

Watson, Sandy White

2004-01-01

168

Supporting and Sustaining Teachers' Professional Development: A Principal's Guide  

ERIC Educational Resources Information Center

Although school administrators consider supporting and sustaining teachers' professional development a priority, more pressing day-to-day imperatives often eclipse this goal. "Supporting and Sustaining Teachers' Professional Development" specifically targets busy school principals who want practical suggestions for how to balance these everyday…

Tallerico, Marilyn

2005-01-01

169

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

170

The Arctic Climate Modeling Program: Professional Development for Rural Teachers  

ERIC Educational Resources Information Center

The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

Bertram, Kathryn Berry

2010-01-01

171

Networked Teacher Professional Development: The Case of Globaloria  

ERIC Educational Resources Information Center

The purpose of this paper is to explore a teacher professional development program embedded in a networked learning environment, and to offer an emerging model and analytic matrix of 21st century teacher professional development. The Globaloria program is based on theories of learning by design and facilitates teachers and students as they create…

Whitehouse, Pamela

2011-01-01

172

Professional Development Needs of English Language Teachers in Malaysia  

ERIC Educational Resources Information Center

This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

2011-01-01

173

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

174

Professional Development: A Skills Approach to a Writing Workshop  

ERIC Educational Resources Information Center

In this era of globalization, students need to know how to write well. Faculty development needs to focus on assisting primary teachers as they prepare students for a twenty-first-century world. Strategic curriculum reform and professional development can be achieved by partnerships between district administrators and professional consultants. Two…

Levitt, Roberta; Kramer-Vida, Louisa; Palumbo, Anthony; Kelly, Susan P.

2014-01-01

175

Professional Development Workshops for Student Teachers: An Issue of Concern  

ERIC Educational Resources Information Center

Professional development programs are critical in addressing the needs of teacher education students and graduates. In an effort to best meet the desired needs and wants of these new educators, professional development opportunities must target essential issues. This study examines topics including classroom management, exceptional children,…

Hsu, Amy; Malkin, Fran

2013-01-01

176

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

177

Vocational Teacher Professional Development. Practice Application Brief No. 11.  

ERIC Educational Resources Information Center

Teacher shortages, new technologies, and vocational certification demands are directing attention to the need for professional development of vocational education (VE) teachers. VE teachers can use various strategies to enhance their performance and effectiveness through professional development. Worksite experiences give VE teachers opportunities…

Brown, Bettina Lankard

178

Factors Driving Learner Success in Online Professional Development  

ERIC Educational Resources Information Center

This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners' activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online…

Vu, Phu; Cao, Vien; Vu, Lan; Cepero, Jude

2014-01-01

179

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

180

Teacher Tensions: Expectations in a Professional Development Institute  

ERIC Educational Resources Information Center

The purpose of this study was to better understand teacher tensions in professional development. The population under study was practicing mathematics teachers engaged in a week-long professional development institute. Data sources included observations, interviews, and teacher products (such as registration forms, surveys, journals, and…

Nipper, Kelli; Ricks, Thomas; Kilpatrick, Jeremy; Mayhew, Lauren; Thomas, Sharren; Kwon, Na Young; Klerlein, Jacob T.; Hembree, Dennis

2011-01-01

181

Growing Teachers: Some Important Principles for Professional Development  

ERIC Educational Resources Information Center

It is 40-plus years since the upstart Professional Development Program was initiated at Simon Fraser University. Among its many audacious innovations, the program offered opportunities for practicing teachers to play leading roles in the professional development of student teachers. Seconded (temporarily released) to the university for two-year…

Wassermann, Selma

2009-01-01

182

Professional Development and the Classroom Teacher: Turning Theory into Practice.  

ERIC Educational Resources Information Center

This paper describes a professional development model, which emerged from two projects, that had professional development of teachers as an important component. The first project, Project Lighthouse, was designed to facilitate the inclusion of students with disabilities into general education classrooms. In this project, faculty and staff…

Whitworth, Jerry E.

183

Developing, implementing, and evaluating a professional practice model.  

PubMed

This article describes how The Compass, a professional practice model (PPM), was developed through clinical nurse involvement, review of literature, expert opinion, and an innovative schematic. Implementation was supported through a dynamic video account of a patient story, interwoven with The Compass. Postproject evaluation of PPM integration demonstrates opportunities for professional nursing development and future planning. PMID:25479174

Basol, Roberta; Hilleren-Listerud, Amy; Chmielewski, Linda

2015-01-01

184

Forming and developing your professional identity: easy as PI.  

PubMed

Health education and promotion specialists and professional organizations have worked hard to successfully establish and maintain the status of health education/promotion (HE/P) as a unique and essential profession and to solidify practitioners' sense of professional identity. A professional identity is critical to a person's sense of self: It is about connecting with roles, responsibilities, values, and ethical standards unique to a specific profession. Professional identity is a complex issue in the HE/P profession; the distinction between personal and professional identities has been debated repeatedly over the years (e.g., should HE/P professionals be role models for clients?). The purpose of this Tool is to explain the concept of professional identity; provide new, emerging, and experienced HE/P with a greater understanding of what it means to have a professional identity; present processes and benchmarks of professional identity development; and offer specific tips and strategies for developing and enhancing an HE/P professional identity. PMID:25015568

Goltz, Heather Honoré; Smith, Matthew Lee

2014-11-01

185

Professional Development and Teacher Change: The Missing Leadership Link  

NASA Astrophysics Data System (ADS)

Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a critical factor missing from current professional development models. School and district leaders play a significant role in the planning and implementation of professional development, as well as providing ongoing leadership to support teacher change. Considering this role, school district leaders are not just a contextual factor, but rather an integral part of the process and should be integrated into and considered part of any professional development model in science education.

Whitworth, Brooke A.; Chiu, Jennifer L.

2015-01-01

186

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

187

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

188

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.

189

Science learning centres and governmental policy for continuing professional development (CPD) in England  

Microsoft Academic Search

This article examines the impact of the ‘new professionalism’ on the culture of professional development of science teachers. In the era of ‘new professionalism’ there is an expectation that teachers will engage in professional development, but rather than encouraging an intrinsic desire to learn as professionals, it promotes forms of professional development that are often centrally imposed and determined by

Keith Bishop; Paul Denleg

2006-01-01

190

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.

191

Israeli Counsellors Facing Terrorism: Coping and Professional Development  

ERIC Educational Resources Information Center

The current study examined the characteristics and functioning of 12 Israeli school counsellors located at different stages of professional development who worked in schools affected by terrorist attacks. Semi-structured interviews explored the counsellors professional behaviour, activities, and coping with terror and its effects. Consensual…

Cinamon, Rachel Gali; Hellman, Shoshana

2006-01-01

192

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

193

A Professional Development Unit for Reflecting on Program Evaluator Competencies  

Microsoft Academic Search

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 briefly summarizes current issues about program evaluator competencies and the components of

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

2006-01-01

194

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

195

Project PREPARE: Collaborating for Professional Development and School Improvement.  

ERIC Educational Resources Information Center

Project PREPARE (Professional Renewal and Educational Preparation through Action Research Experiences) is a multi-year, collaborative effort between public schools, a regional intermediate school district, and a university. Its purpose is to develop a collaborative site of inquiry and practice where there is an emphasis on professional…

Garmon, M. Arthur; Mariage, Troy V.

196

The Tale of Two Virtual Teacher Professional Development Modules  

ERIC Educational Resources Information Center

Virtual communities of practice (VCoP) have been advocated for some time as a promising means of taking professional development to teachers in widely distributed locations. However, geography, and indeed education literature as a whole, contains very few examples where this has been achieved. This paper reports on two VCoP professional…

Keown, Paul

2009-01-01

197

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

198

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

199

Exploring Professional Development Practices for Vocational Education and Training Practitioners  

ERIC Educational Resources Information Center

This paper addresses the practice of professional development within the Vocational Education and Training (VET) arena. The study object was to gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice. The study was…

Williams, Kim

2009-01-01

200

Retrospective Pretest: A Practical Technique for Professional Development Evaluation  

ERIC Educational Resources Information Center

The purpose of this study was to field test an instrument incorporating a retrospective pretest to determine whether it could reliably be used as an evaluation tool for a professional development conference. Based on a prominent evaluation taxonomy, the instrument provides a practical, low-cost approach to evaluating the quality of professional…

Allen, Jeff M.; Nimon, Kim

2007-01-01

201

Lesson Planning: A Practice of Professional Responsibility and Development  

ERIC Educational Resources Information Center

Lesson planning is integral to teachers' professional development in China. It includes their individual reflection and study as well as the collegial activities undertaken to prepare the lesson. In China, organizational structures for both individual teachers and a school's professional community embed lesson preparation in two activities:…

Shen, Jianping; Poppink, Sue; Cui, Yunhuo; Fan, Guorui

2007-01-01

202

The Impact of Professional Development Schools on Teacher Leadership  

ERIC Educational Resources Information Center

Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Studies have shown that teachers who feel empowered as leaders are more effective in the classroom. Professional development schools (PDSs) provide multiple…

Cosenza, Michael N.

2010-01-01

203

Development of an on-line fuel failure monitoring system for CANDU reactors  

NASA Astrophysics Data System (ADS)

Although relatively rare in CANDU plants, fuel defects have always been an important operating concern for CANDU fuel operation and behaviour, and play a critical role in health, safety, and the economics of an operating reactor. A fuel defect occurs when a fuel element has a breach in its sheath resulting in fission product (FP) release and/or uranium fuel loss into the reactor primary heat transport system (PHTS). The unintended release of FP and fuel material into the PHTS creates elevated radiation fields and hazards for the reactor operator. The intent of this thesis is to develop an online real-time system that can analyse PHTS activity and infer information relating to otherwise unknown defect(s) in the reactor core. A MATLABRTM based Graphical User Interface (GUI) programme called COLDD (CANDU On-Line Defected fuel Diagnostic) has been developed to provide detailed diagnostics of PHTS activities. COLDD is based on new techniques, a new empirical diffusion coefficient, new algorithms, and refinement of existing techniques. Several techniques are based on detailed mechanistic models that are presented in detail, while other techniques are based on empirical rules from experimental and commercial experience; the diversity of techniques are shown to be self-consistent. The techniques employed by COLDD are compared to techniques used internationally by other defected fuel diagnostic tools for non-CANDU type reactors. The ability for COLDD to perform successful defected fuel diagnostics is dependent on the quality of the data provided. A detailed sensitivity analysis is performed to determine key measurement parameters. Techniques are also developed to allow operators to perform robust error checking of data to ensure consistency. COLDD is validated against theoretical, experimental, and commercial reactor data, and shown to be stable and consistent in all cases. The plethora of analysis modes are shown to be self-consistent. The version of COLDD described in this thesis is considered a Beta version ready for testing at a commercial station, and for development to add and improve algorithms and the user interface. There are several possible improvements discussed, including gaps in defected fuel understanding that require further research. COLDD is highly stable and has been demonstrated to be effective; it is a new powerful tool in the arsenal ofa reactor operator faced with defected fuel in core. Key words: Defected fuel, CANDU, Nuclear, Fission Product Release, Diagnostic.

Livingstone, Stephen Jason

204

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

205

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

206

DEVELOPMENT OF AN ON-LINE, REAL-TIME ALPHA RADIATION MEASURING INSTRUMENT FOR LIQUID STREAMS  

SciTech Connect

The Department of Energy (DOE) has expressed a need for an on-line, real-time instrument for assaying alpha-emitting radionuclides (uranium and the transuranics) in effluent waters leaving DOE sites to ensure compliance with regulatory limits. Due to the short range of alpha particles in water ({approximately}40 Tm), it is necessary now to intermittently collect samples of water and send them to a central laboratory for analysis. A lengthy and costly procedure is used to separate and measure the radionuclides from each sample. Large variations in radionuclide concentrations in the water may go undetected due to the sporadic sampling. Even when detected, the reading may not be representative of the actual stream concentration. To address these issues, Tecogen, a division of Thermo Power Corporation, a Thermo Electron company, is developing a real-time, field-deployable, alpha monitor based on a solid-state silicon wafer semiconductor (patent pending, to be assigned to the Department of Energy). The Thermo Alpha Monitor (TAM) will serve to monitor effluent water streams (Subsurface Contaminants Focus Area) and will be suitable for process control of remediation as well as decontamination and decommissioning operations, such as monitoring scrubber or rinse water radioactivity levels (Mixed Waste Focus Area and D&D Focus Area). It would be applicable for assaying other liquids, such as oil, or solids after proper preconditioning. Rapid isotopic alpha air monitoring is also possible using this technology. This instrument for direct counting of alpha-emitters in aqueous streams is presently being developed by Thermo Power under a development program funded by the DOE Environmental Management program (DOE-EM), administered by the Morgantown Energy Technology Center (METC). Under this contract, Thermo Power has demonstrated a solid-state, silicon-based semiconductor instrument, which uses a proprietary film-based collection system to quantitatively extract the radionuclides of interest from the water sample. The new instrument permits extremely sensitive counting of alpha-emitters in water, and it also provides high-resolution alpha spectrometry so that individual radionuclides can be identified and assayed simultaneously, based on their different alpha energies. The specialized film captures a broad (or narrow by choice of film) range of alpha-emitting radionuclide ions dissolved in the liquid. The radionuclides are captured on or near the film's surface, forming a very thin source for high resolution spectrometry.

NONE

1996-11-22

207

Development and evaluation of on-line detection techniques for polar organics in ultrapure water  

Microsoft Academic Search

An on-line monitor that can perform rapid, trace detection of polar organics such as acetone and isopropanol in ultrapure water (UPW) is necessary to efficiently recycle water in semiconductor manufacturing facilities. The detection of these analytes is problematic due to their high solubility in water, resulting in low partitioning into sensor coatings for direct water analysis or into the vapor

G. C. Frye; D. S. Blair; T. W. Schneider; C. D. Mowry; C. W. Colburn; R. P. Donovan

1996-01-01

208

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

209

Implementation of a professional portfolio: a tool to demonstrate professional development for advanced practice.  

PubMed

The literature has a gap related to professional development for APRNs. In the United States, many health care organizations use clinical advancement programs for registered nurses, but APRNs are not often included in these programs. If APRNs are included, advancement opportunities are very limited. At CMC, implementation of a professional portfolio resulted in increased satisfaction among APPs regarding their ability to showcase professional growth and expertise, as well as the uniqueness of their advanced practice. Use of the professional portfolio led to improved recognition by APS and organizational leaders of APP performance excellence during the annual performance evaluation, as well as improved recognition among APP colleagues in terms of nominations for honors and awards. PMID:25088277

Chamblee, Tracy B; Dale, Juanita Conkin; Drews, Barbie; Spahis, Joanna; Hardin, Teri

2015-01-01

210

Evaluating Public Access On-Line Catalogs. Phase I: Development and Testing of Data Collection and Analysis Tools. Final Report.  

ERIC Educational Resources Information Center

This report outlines specifications for the online transaction monitoring and questionnaire administration features of the University of California's (UC) Prototype On-Line Catalog, known as MELVYL. The development and testing of these features by the UC Division of Library Automation (DLA) is also described. This document is the final report…

Larson, Ray R.

211

DEVELOPMENT OF AN ON-LINE, REAL-TIME ALPHA RADIATION MEASURING INSTRUMENT FOR LIQUID STREAMS  

SciTech Connect

The US Department of Energy (DOE) has expressed a need for an on-line, real-time instrument for assaying alpha-emitting radionuclides (uranium and the transuranics) in effluent waters leaving DOE sites to ensure compliance with regulatory limits. Due to the short range of alpha particles in water ({approximately}40 Im), it is necessary now to intermittently collect samples of water and send them to a central laboratory for analysis. A lengthy and costly procedure is used to separate and measure the radionuclides from each sample. Large variations in radionuclide concentrations in the water may go undetected due to the sporadic sampling. Even when detected, the reading may not be representative of the actual stream concentration. To address these issues, the Advanced Technologies Group of Thermo Power Corporation (a Thermo Electron company) is developing a real-time, field-deployable alpha monitor based on a solid-state silicon wafer semiconductor (US Patent 5,652,013 and pending, assigned to the US Department of Energy). The Thermo Water Alpha Monitor will serve to monitor effluent water streams (Subsurface Contaminants Focus Area) and will be suitable for process control of remediation as well as decontamination and decommissioning (D and D) operations, such as monitoring scrubber or rinse water radioactivity levels (Mixed Waste, Plutonium, and D and D Focus Area). It would be applicable for assaying other liquids, such as oil, or solids after proper preconditioning. Rapid isotopic alpha air monitoring is also possible using this technology. This report details the program's accomplishments to date. Most significantly, the Alpha Monitoring Instrument was successfully field demonstrated on water 100X below the Environmental Protection Agency's proposed safe drinking water limit--down to under 1 pCi/1. During the Field Test, the Alpha Monitoring Instrument successfully analyzed isotopic uranium levels on a total of five different surface water, process water, and ground water streams (the primary water types of interest to the DOE). As an example of the user demand for such an analytical instrument, a portion of the Field Test for the Alpha Monitoring Instrument was on the DOE's Oak Ridge Reservation, at two test locations in the Y-12 Site's Bear Creek Valley.

Unknown

1999-03-14

212

Best Practices for Professional Development for the 21st Century  

NSDL National Science Digital Library

In order to support teacher quality in mathematics and science--powerful, content-specific staff development should be designed that is data-driven and evaluated, and is based on using ideas that work and knowing how educators learn. These themes provide the framework for this chapter and serve as a launch pad for a discussion of what is important in professional development today, what the key issues and trends are, and how we can continually improve the planning and implementing of effective professional learning experiences for educators that have positive results for student learning. Examples of the best ideas in the field of professional development today are drawn from the book, Powerful Designs for Professional Development (Easton 2004).

Karen J. Charles

2006-01-01

213

The Child Development Associate: Competence, Training and Professionalism.  

ERIC Educational Resources Information Center

Examines the history, training, philosophy, and professionalism of the Child Development Associate (CDA) credential. Although CDA recipients are adequately prepared as early childhood educators, they have difficulty gaining access to the profession of early childhood education. (DE)

Benson, Margaret S.; Peters, Donald L.

1988-01-01

214

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

NSF Publications Database

... Professional Development That Supports School Mathematics Reform Table of Contents Preface ... are the needs of teachers who are engaged in school mathematics reform? HTML / PDF (407K) Chapter 2 ...

215

The development of an on-line ERM system for the research reactors in Korea  

NASA Astrophysics Data System (ADS)

A real-time on-line environmental radiation monitoring (ERM) system for the research reactor sites of Daejeon and Seoul is established. In the Daejeon site, a radio communication method with a radiofrequency of 468.8 MHz is used between the main computer and the six posts inside the Daejeon research reactor site. A general telephone communication method by a dial modem is applied between the main computer and a comparison point with one post outside the Daejeon research reactor site. In the Seoul site, a null modem communication method is employed between a sub-computer and the three posts inside the Seoul research reactor site, and a high-speed communication network such as ADSL is used between the sub-computer in the Seoul site and the main computer in the Daejeon site. Consequently, the real-time data from a total of 10 places is displayed on-line on a screen and it is statistically treated.

Kim, Hee Reyoung; Lee, Wanno; Kim, Eun Han; Choi, Geun Sik; Lee, Chang Woo

2007-08-01

216

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

217

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

PubMed

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 degrees 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 microL(-1) horse cytochrome C was observed when the average residence time of the protein sample in a 140 cm x 50 microm 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. PMID:17899035

Stigter, E C A; de Jong, G J; van Bennekom, W P

2007-11-01

218

Development and applications of an on-line thermal neutron prompt-gamma element analysis system  

Microsoft Academic Search

This paper introduces the principles, instrumentation, implementation, and industrial applications of an on-line thermal neutron prompt-gamma element analysis system (using a252Cf neutron source, Am–Be neutron source, or neutron generator). The energy resolution of the system at the H prompt-gamma full-energy photopeak (2.22325 MeV) is 3.6 keV. The concentration measurement error of Al2O3, FeO3, CaO, and SiO2 is ±0.3%, ±0.1%, ±0.4%,

Liu Yuren; Lu Yanxin; Xie Yali; Wang Yonghai; Du Youling; Tan Jin; Meng Bonian; R. S. Seymour

1991-01-01

219

Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional Development.  

ERIC Educational Resources Information Center

This book presents strategies for providing learning and professional development opportunities for teachers that lead to the building of community in schools. The purpose of the book is to provide educational leaders with the knowledge and skills they need to work effectively with teachers, parents, administrators, students, and the community at…

Roberts, Sylvia M.; Pruitt, Eunice Z.

220

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

221

Development and evaluation of on-line detection techniques for polar organics in ultrapure water  

SciTech Connect

An on-line monitor that can perform rapid, trace detection of polar organics such as acetone and isopropanol in ultrapure water (UPW) is necessary to efficiently recycle water in semiconductor manufacturing facilities. The detection of these analytes is problematic due to their high solubility in water, resulting in low partitioning into sensor coatings for direct water analysis or into the vapor phase for detection by vapor phase analyzers. After considering various options, we have evaluated two conventional laboratory techniques: gas chromatography and ion mobility spectroscopy. In addition, optimizations of sensor coating materials and sample preconditioning systems were performed with the goal of a low cost, chemical sensor system for this application. Results from these evaluations, including recommendations for meeting the needs of this application, are reported.

Frye, G.C.; Blair, D.S.; Schneider, T.W.; Mowry, C.D.; Colburn, C.W.; Donovan, R.P.

1996-03-01

222

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

223

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

224

The Role of Collegial Interaction in Continuing Professional Development  

ERIC Educational Resources Information Center

Introduction: Many physicians seek information from colleagues over other sources, highlighting the important role of interaction in continuing professional development (CPD). To guide the development of CPD opportunities, this study explored the nature of cancer-related questions faced by general surgeons, and how interaction with colleagues…

Gagliardi, Anna R.; Wright, Frances C.; Anderson, Michael A. B.; Davis, Dave

2007-01-01

225

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

226

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

227

34 CFR 200.60 - Expenditures for professional development.  

Code of Federal Regulations, 2011 CFR

...development activities to ensure that teachers and paraprofessionals meet the...to ensure that the LEA's teachers and paraprofessionals meet the...this part to support ongoing training and professional development...34) of the ESEA, to assist teachers and paraprofessionals in...

2011-07-01

228

34 CFR 200.60 - Expenditures for professional development.  

...development activities to ensure that teachers and paraprofessionals meet the...to ensure that the LEA's teachers and paraprofessionals meet the...this part to support ongoing training and professional development...34) of the ESEA, to assist teachers and paraprofessionals in...

2014-07-01

229

Professional Development Needs and Interests of Early Childhood Education Trainers  

ERIC Educational Resources Information Center

An online survey of early childhood education (ECE) trainers was conducted to assess their professional development needs and determine any differences between new and experienced trainers. Trainers identified teaching techniques and resources commonly used. The survey information is guiding the development of ECE trainer criteria in a…

Byington, Teresa A.; Tannock, Michelle T.

2011-01-01

230

Professional Development in National Organizations: Insights from Girls Incorporated  

ERIC Educational Resources Information Center

Whether staff members are working in urban, rural, or suburban branches, for many years national organizations have been committed to preparing them to work effectively with young people. Over the past couple of decades, national organizations have sought and received strong funding to develop targeted, comprehensive professional development…

Nicholson, Heather Johnston; Houchin, Susan; Stegall, Brenda

2004-01-01

231

Evaluation of Professional Development: Deploying a process-focused model  

Microsoft Academic Search

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 with teachers at the end of phases

Pam Hanley; Felix Maringe; Mary Ratcliffe

2008-01-01

232

The Tren Urbano Upr\\/Mit professional development program  

Microsoft Academic Search

A joint multidisciplinary professional development program has been developed which uses the Tren Urbano project as a laboratory for students from the University of Puerto Rico (UPR) and the Massachusetts Institute of Technology (MIT). The Tren Urbano project consists of the planning, design, construction and future operation of the first phase of an urban heavy-rail transit system in the metropolitan

Antonio A. Gomdlez-Quevedo; Benjamin Colucci; Lydia E. Mercado-Sherman; Frederic R. Harris; K. E. Kruckemeyer; N. H. M. Wilson

1999-01-01

233

Partnership and Collaboration: The Foundation for Professional Development School Partnerships.  

ERIC Educational Resources Information Center

This paper describes the development of an early childhood education Professional Development School (PDS) partnership between an all kindergarten elementary school and a comprehensive state university. The partnership emphasized collaboration. The PDS coordinator began the process of collaboration by meeting with the school principal. The…

Aldrich, Jennifer E.

234

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

235

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

236

--Professional and Cognitive Development through Problem Solving with Evan Glazer  

E-print Network

72 InterMath 1 --Professional and Cognitive Development through Problem Solving with Technology). The development of mathematical understanding occurs when technology is used as a cognitive tool that supports to deliver the curriculum through web-based materials and to explore the mathematics using cognitive tools

Spagnolo, Filippo

237

Intellectual Energy Flow: An Interdisciplinary Approach to Teacher Professional Development  

ERIC Educational Resources Information Center

This article features the workshop titled Exploring New Environments, developed by the University of North Carolina at Chapel Hill's DESTINY Traveling Science Learning Program. Exploring New Environments is a teacher professional development model based on the idea that teachers are also learners who thrive when given the means and encouragement…

Vogel, Amber; Muth, Christine

2005-01-01

238

Developing Professionals: Student Experiences of a Real-Client Project  

ERIC Educational Resources Information Center

This study investigated the learning potential of the student experience of working with real clients in a final-year undergraduate unit that aims to develop professional skills. Students, working in consultancy teams, developed communication strategies for a not-for-profit organisation. A teaching intervention was trialled late in semester to…

Fitch, Kate

2011-01-01

239

The Role of Video in Teacher Professional Development  

ERIC Educational Resources Information Center

This literature review focuses on the e-use of video in teacher initial and continuing professional development. There is evidence that video technology used synchronously, and particularly asynchronously, can extend the quantity and quality of classroom observation experience, which in turn supports the development of observation, analysis and…

Marsh, Brian; Mitchell, Nick

2014-01-01

240

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

241

Te Kotahitanga: Culturally Responsive Professional Development for Teachers  

ERIC Educational Resources Information Center

Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand's indigenous Maori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Maori students, their families, principals and some of their teachers, provides direction…

Bishop, Russell; Berryman, Mere

2010-01-01

242

Professional Development Schools Revisited: Reform, Authentic Partnerships, and New Visions  

ERIC Educational Resources Information Center

The Professional Development School (PDS) concept was developed by the Holmes Group (now known as the Holmes Partnership) in response to a national call for educational reform. More recent reform agendas question the effectiveness of the PDS model. This article examines the changes that are occurring in the Temple University PDS in Philadelphia,…

Leonard, Jacqueline; Lovelace-Taylor, Kay; Sanford-DeShields, Jayminn; Spearman, Patrick

2004-01-01

243

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

244

Center for Professional Development and Business Research  

E-print Network

a combination of lecture, discussion, simulation, case analysis, and company application exercises. Requirements analysis, sourcing strategy development, supplier selection and evaluation, supplier integration, supplier sessions will be integrated and supply chain performance metrics will be introduced. Participants also

Rutledge, Steven

245

Teaching Assistant Professional Development by and for TAs  

NASA Astrophysics Data System (ADS)

In most large universities, much of the undergraduate teaching responsibility falls on graduate student teaching assistants (TAs), who are by then experienced students, but relatively inexperienced instructors. Institutions have a responsibility to offer quality instruction to undergraduate students and thus are responsible for preparing the TAs to teach. Unfortunately, many TA training programs fall short of effectively improving TAs' teaching skills because they lack sufficient practical skills training, opportunities for practice and feedback, and follow-up. This paper describes a year-round TA professional development program that addresses these shortcomings by offering three complementary professional development programs: a core workshop, a mentor program, and a course-specific training program.

Holmes, Natasha G.; Martinuk, Matthew ``Sandy''; Ives, Joss; Warren, Mya

2013-04-01

246

Business Educators' Perceptions of the Impact of Their Professional Development on Classroom Instruction  

ERIC Educational Resources Information Center

Objective: This research investigated teachers' perceptions of the impact of professional development on the classroom instruction of secondary business teachers and the relationship between the impact of professional development and the number of hours spent in professional development. Background: Quality professional development for teachers…

Shumack, Kellie A.; Forde, Connie M.

2011-01-01

247

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

248

Development of an automated high temperature valveless injection system for on-line gas chromatography  

NASA Astrophysics Data System (ADS)

A reliable method of sample introduction is presented for on-line gas chromatography with a special application to in-situ field portable atmospheric sampling instruments. A traditional multi-port valve is replaced with a controlled pressure switching device that offers the advantage of long term reliability and stable sample transfer efficiency. An engineering design model is presented and tested that allows customizing the interface for other applications. Flow model accuracy is within measurement accuracy (1%) when parameters are tuned for an ambient detector and 15% accurate when applied to a vacuum based detector. Laboratory comparisons made between the two methods of sample introduction using a thermal desorption aerosol gas chromatograph (TAG) show approximately three times greater reproducibility maintained over the equivalent of a week of continuous sampling. Field performance results for two versions of the valveless interface used in the in-situ instrument demonstrate minimal trending and a zero failure rate during field deployments ranging up to four weeks of continuous sampling. Extension of the VLI to dual collection cells is presented with less than 3% cell-to-cell carry-over.

Kreisberg, N. M.; Worton, D. R.; Zhao, Y.; Isaacman, G.; Goldstein, A. H.; Hering, S. V.

2014-07-01

249

On Efforts to Collegially Develop Teacher Professionalism  

ERIC Educational Resources Information Center

The paper describes efforts to support the development of reflective practice at a basic school in Brno, the Czech Republic. The aims, structure, content and methods are mentioned, as well as some preliminary results. Also, the authors suggest a few preconditions of the success of possible future actions. The specific case is seen from the…

Lazarova, Bohumira; Pol, Milan

2002-01-01

250

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.

251

Staff Appraisal: Personal, Professional and Organisational Development?  

ERIC Educational Resources Information Center

Summarizes a small-scale project that surveyed 17 faculty members' attitudes toward an appraisal scheme adopted at the University of Ulster, in Northern Ireland. Examines tensions between management's desire to ensure achievement of organizational policies and plans and individual staff members' career development wishes. Rationally structured…

Hutchinson, Barry

1995-01-01

252

"Dress for Success" Professional Development Workshop  

E-print Network

are cordially invited to attend this workshop, designed for both men and women, to learn how to develop Owning Your Body TypeOwning Your Body TypeOwning Your Body TypeOwning Your Body Type Knowing What is NecessaryKnowing What is NecessaryKnowing What is NecessaryKnowing What is Necessary Putting It All Together

Heller, Barbara

253

Professional Noticing: Developing Responsive Mathematics Teaching  

ERIC Educational Resources Information Center

Thoughtful implementation of the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) presents an opportunity for increased emphasis on the development of mathematical understanding among students. Granted, ascertaining the mathematical understanding of an individual student is highly complex work and often exceedingly difficult.…

Thomas, Jonathan N.; Eisenhardt, Sara; Fisher, Molly H.; Schack, Edna O.; Tassell, Janet; Yoder, Margaret

2014-01-01

254

Annual Survey Provides Professional Development Profiles.  

ERIC Educational Resources Information Center

In September 1992, a mail survey was conducted of staff development coordinators (SDC's) at California community colleges. A total of 56 colleges returned usable surveys. Where appropriate, survey results were compared with findings from 1990 and 1991 surveys of SDC's. Results from the 1992 survey included the following: (1) between 1990 and 1992,…

Ratliffe, Sharon A.

255

Professional Development for Career Educators. ERIC Digest.  

ERIC Educational Resources Information Center

New approaches to career and technical education (CTE) create new roles for career educators, including providing career awareness, counseling, guidance, and self-education. Career educators must understand and reflect upon career development theories; teaching and learning strategies; school-to-work practices; school/business linkages; and…

Brown, Bettina Lankard

256

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

257

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.

258

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

259

Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity  

ERIC Educational Resources Information Center

This article focuses on three features of professional development (PD) programs that play an important role in developing leadership skills and building teachers' capacity: (1) fostering a professional learning community, (2) developing teachers' mathematical knowledge for teaching, and (3) adapting PD to support local needs and interests. We…

Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

2011-01-01

260

Region V Invitational Workshop on Professional Development. Final Evaluation Report.  

ERIC Educational Resources Information Center

The report documents a professional development workshop held in February 1974 for vocational teacher educators and state staff consultants and directors for the states comprising U.S. Office of Education Region V: Illinois, Indiana, Michigan, Ohio, and Wisconsin. Workshop objectives were to explore the needs of vocational education teachers, to…

Indiana State Dept. of Public Instruction, Indianapolis. Div. of Vocational Education.

261

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

262

CLASS Reliability Training as Professional Development for Preschool Teachers  

ERIC Educational Resources Information Center

Use of the Classroom Assessment Scoring System (CLASS) is increasing across the United States as an important indicator of the quality of programs for young children. Professional development is required to facilitate teachers' understanding of the instructional behaviors upon which they will be judged. This study investigated the use of the…

Casbergue, Renée M.; Bedford, April Whatley; Burstein, Karen

2014-01-01

263

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

264

REQUEST FOR PROPOSALS Professional Development Initiative for Public Engagement Leaders  

E-print Network

within the University's public engagement units and centers. Grants of up to $750 each will be awarded of the Twin Cities Public Engagement Network (TCPEN). The purpose of these professional development grants-Point Plan. Eligibility Because this grant program builds off of the strategic issues discussed at the Twin

Amin, S. Massoud

265

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

266

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

267

Putting Writing Research into Practice: Applications for Teacher Professional Development  

ERIC Educational Resources Information Center

What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent…

Troia, Gary A., Ed.; Shankland, Rebecca K., Ed.; Heintz, Anne, Ed.

2010-01-01

268

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

269

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

270

Modeling Instruction: The Impact of Professional Development on Instructional Practices  

ERIC Educational Resources Information Center

Modeling Instruction holds the potential for transforming science instruction and improving student achievement. Key to the success of Modeling Instruction, however, is the fidelity of implementation of its curriculum. This qualitative study examined the impact of Modeling Instruction professional development on participating teachers'…

Barlow, Angela T.; Frick, Tasha M.; Barker, Heather L.; Phelps, Amy J.

2014-01-01

271

Professional Development through Lesson Study: Teaching the Derivative Using Geogebra  

ERIC Educational Resources Information Center

This study focuses on mathematics teachers' professional development through elements of Japanese lesson study. The teachers designed a research lesson with regard to sense-making of the derivative using the integration of GeoGebra. In the second year of the four-year lesson study project, seven secondary school teachers--from different Dutch…

Verhoef, Nellie C.; Coenders, Fer; Pieters, Jules M.; van Smaalen, Daan; Tall, David O.

2015-01-01

272

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

273

"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

274

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

275

Standards for Professional Development for Teachers of Science  

NSDL National Science Digital Library

The National Science Education Standards present a vision of learning and teaching science in which all students have the opportunity to become scientifically literate. The standards provide criteria for making judgments about the quality of the professional development opportunities that teachers of science will need to implement the National Science Education Standards.

National Research Council (National Research Council Committee on Scientific and Humane Issues in the Use of Random Source Dogs and Cats for Research; Na)

2011-05-31

276

Connecting Instructional Technology Professional Development to Teacher and Student Outcomes  

ERIC Educational Resources Information Center

This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at…

Martin, Wendy; Strother, Scott; Beglau, Monica; Bates, Lauren; Reitzes, Timothy; Culp, Katherine McMillan

2010-01-01

277

Middle School Educators' Perceptions of Online Professional Development  

ERIC Educational Resources Information Center

Numerous researchers have investigated distance education in postsecondary settings, but there is a paucity of research regarding the design and delivery of online professional development for K-12 educators. The goal of this mixed methods sequential exploratory study was to examine attitudes of middle grades educators toward an online…

Theodocion, Kelley E.

2012-01-01

278

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

279

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

280

Elite Professional Education and Problems of Regional Development  

ERIC Educational Resources Information Center

This article emphasizes the regional development in today's Russia and focuses on the current state of the system of higher education. The concept of elite professional education is used as a means of social mobility and an instrument for the formation of the social structure of a particular region. What prompted this approach was an analysis of…

Gavrikov, A. L.

2012-01-01

281

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

282

Professional Development of Secondary EFL Teachers: Lessons From China  

ERIC Educational Resources Information Center

Since China initiated its modernization program in the late 1970s, professional development of secondary teachers of English as a foreign language (EFL) has been given much prominence because of the perceived important role that English can play in the modernization drive. This article provides a critical overview of secondary EFL teacher…

Hu, Guangwei

2005-01-01

283

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

284

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

285

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

286

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

287

Dulye Leadership Experience The Ultimate Professional Development Experience  

E-print Network

Dulye Leadership Experience The Ultimate Professional Development Experience: Dulye Leadership Experience Do YOU have what it takes to join the team? Find out more at dle.dulye.com Facebook: https://www.facebook.com/DulyeLeadershipExperience Twitter: DLE4SU #12;Dulye Leadership Experience Program Overview Dulye Leadership Experience The Dulye

Crowston, Kevin

288

Professional Development through "Kizuki"--Cognitive, Emotional, and Collegial Awareness  

ERIC Educational Resources Information Center

The author traced an English as a foreign language (EFL) teacher's professional development by examining her narrative and identifying the transformation of her awareness or "kizuki". "Kizuki," which is unique to Japanese culture, implies a sudden feeling of inner understanding of a phenomenon and can be roughly translated as "becoming aware of",…

Sakamoto, Nami

2011-01-01

289

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

290

Practernship: A Theoretical Construct for Developing Professionalism in Preservice Teachers.  

ERIC Educational Resources Information Center

Professors from Australia's Queensland University introduce the concept of a "practernship" that is a variation of typical internship/apprenticeship programs for preservice teachers. The "practernship" combines practice teaching and internship, encourages collaboration and professional development, and promotes a holistic, equitable approach to…

Millwater, Jan; Yarrow, Allan

1997-01-01

291

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

292

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

293

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

294

Locating Resources on Professional Development Schools. ERIC Digest.  

ERIC Educational Resources Information Center

Since professional development schools (PDSs) emerged in the mid-1980s as a promising approach to improving teacher education and P-12 schooling, information about these institutions has become more abundant and more accessible. Four primary sources of PDS information are discussed in this digest: the ERIC database, electronic resources, fugitive…

Abdal-Haqq, Ismat

295

Teaching L2 Pragmatics: Opportunities for Continuing Professional Development  

ERIC Educational Resources Information Center

Teaching L2 pragmatics is often not covered in teacher education programs, and is an excellent area for continuing professional development. As part of a larger project on instructed interlanguage pragmatics, volunteer instructor participants were asked to teach a series of lessons on pragmatics to university-aged (19-23) ESL learners in ESL and…

Vellenga, Heidi

2011-01-01

296

Learning from NAEP: Professional Development Materials for Teachers of Mathematics  

ERIC Educational Resources Information Center

Designing high-quality professional development for mathematics educators requires close attention to many facets of teacher learning. "Learning from NAEP" is a valuable manual-plus-CD resource containing activities and workshops that facilitators can use as is or tailor to the unique needs of participants in their school's or district's…

Brown, Catherine A., Ed.; Clark, Lynn V., Ed.

2006-01-01

297

Professional Development Enhancement Application Form Academic Year 2014-2015  

E-print Network

of the Travel Authorization that was completed online. � Submit a copy of the Professional Development (Travel, materials and supplies, memberships, hardware, software, etc.) (qualify up to $1750) _____ $750 (Travel or conference fees only ­ Must present paper at conference & attach a copy of the paper

Su, Xiao

298

Effects of Learning Styles on Online Professional Development with Educators  

ERIC Educational Resources Information Center

Although the field of distance education is growing, according to research, most online courses only use text-based instructional strategies instead of incorporating various instructional strategies to match differing learning styles. Furthermore, studies of learning styles in online professional development courses are limited. Using a…

Aden, Lori Ann Parsley

2010-01-01

299

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

300

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.

301

Professional Development Schools: Riding the Roller Coaster of Change.  

ERIC Educational Resources Information Center

Presents the Professional Development School (PDS) experiences of a participant who was both a school principal and the director/superintendent of a university laboratory school at the beginning, and who is now an Associate Professor and the director of an institute where she facilitates the creation of PDS relationships. (SM)

Kochan, Frances K.

1999-01-01

302

Building Bridges in Social Studies Education: Professional Development School Partnerships  

ERIC Educational Resources Information Center

The authors explore the extent to which a mature professional development school (PDS) partnership at Kansas State University (KSU) helps link the disparate parts of the social studies education community. The authors initially identify and describe the divisions or "gulfs" that commonly plague social studies education, such as the gulfs between…

Vontz, Thomas S.; Franke, Jim; Burenheide, Brad; Bietau, Lisa

2007-01-01

303

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

304

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

305

A Collaborative Professional Development Initiative Supporting Early Literacy Coaches  

ERIC Educational Resources Information Center

Many believe that the key to translating research into successful practice lies in providing teachers with continuous professional development and ongoing coaching support. In this article, we provide an overview of the relevant coaching literature and describe 4 critical features of an evidence-based preschool literacy coaching model: the coach…

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

2011-01-01

306

Records of Practice and the Development of Collective Professional Knowledge  

ERIC Educational Resources Information Center

Although recent years have seen an increase in professional learning communities, use of video and lesson study groups, most teachers still work and learn in isolation. What they know is personal and remains private; little opportunity exists for most teachers to develop shared knowledge or language. The scale of the teaching force, and the rapid…

Ball, Deborah Loewenberg; Ben-Peretz, Miriam; Cohen, Rhonda B.

2014-01-01

307

Classroom Teachers in Online Gifted Professional Development: Their Words  

ERIC Educational Resources Information Center

Project LOGgED ON was a project supported by the U.S. Department of Education that maintained two initiatives, a.) to provide online case based professional development for teachers in gifted education, b.) to provide online advanced science curriculum for underserved gifted students. For the purposes of this study, the author will examine the…

Urquhart, Jill C.

2010-01-01

308

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

309

Kansas Academic Librarian Perceptions of Information Literacy Professional Development Needs  

ERIC Educational Resources Information Center

The purpose of this study was to assess the professional development needs of academic instruction librarians required to improve information literacy instructional effectiveness in higher education institutions within the state of Kansas. The population in this correlational study was the 84 academic librarians with instruction duties at Kansas's…

Starkey, Alysia

2010-01-01

310

Burnout among Career Development Professionals: Preliminary Findings and Implications.  

ERIC Educational Resources Information Center

Presents the results of the initial stage of research conducted to explore the relationship between burnout and career development professionals through interviews (N=24). Formulates definition of burnout and identifies burnout symptoms and causes. Results pointed out the individualized nature of burnout, both in terms of symptoms/causes and…

Forney, Deanna S.; And Others

1982-01-01

311

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

312

Multiplying the Effect of Professional Development: Teachers Training Teachers  

ERIC Educational Resources Information Center

This article describes the effects of participation and collaboration in an in-service professional development project for secondary content area teachers referred to as "turnaround training." The participating teachers were experienced, skilled practitioners in their content areas (math, science, social studies, or English language arts) who…

Hansen-Thomas, Holly; Casey, Patricia J.; Grosso, Liliana

2013-01-01

313

Motivation, Professional Development, and the Experienced Music Teacher  

ERIC Educational Resources Information Center

Drawing from inquiry on human motivation can serve to inform seasoned educators in questing for a more individualized form of professional development. Experienced music teachers who have moved beyond the formative stages benefit from crafting self-defined experiences that satisfy needs-based states. Research in self-determination theory reveals…

Angeline, Vincent R.

2014-01-01

314

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

315

Changing and Sustaining Teachers' Expectations through Professional Development in Literacy.  

ERIC Educational Resources Information Center

Examined how New Zealand teachers' expectations of low- income students' achievement changed during a 6-month professional development in literacy effort, noting how those changes were sustained over a year. Pre- and post survey and interview data highlighted changes in teachers' expectations and self-efficacy. Conditions required to achieve…

Timperley, Helen S.; Phillips, Gwenneth

2003-01-01

316

NASA's Kepler Mission: Lessons Learned from Teacher Professional Development Workshops  

Microsoft Academic Search

NASA's Kepler Mission conducts teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. Each is supported by a Kepler team scientist, two Education and Public Outreach staff and local hosts. Activities combine a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis is on inquiry-based instruction

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

2010-01-01

317

Teacher Professional Development: Lessons Learned from Six Kepler Mission Workshops  

Microsoft Academic Search

NASA's Kepler Mission conducted teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. During late 2008 and into 2009, six workshops were conducted surrounding the launch of the Kepler Mission. These were a part of the Kepler Mission's outreach honoring the International Year of Astronomy. Each workshop was supported by a Kepler team

Edna DeVore; P. Harman; A. Gould; D. Koch

2010-01-01

318

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

319

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

320

Which Professionalizing Education Programmes for Which Sustainable Development?  

ERIC Educational Resources Information Center

This article is concerned with professional needs emerging from the French labour market and their implications in terms of university training. The authors carry out their analysis by looking at the implications for sustainable development. In particular, the paper emphasizes how educational programmes can be built to provide sustainable…

Nicolas, Alain; Radja, Katia; Schembri, Patrick

2008-01-01

321

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

322

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

323

Professional Development for Mathematics Teachers: A Team Approach  

ERIC Educational Resources Information Center

Professional Development teams including in-service and preservice teachers offer a bridge across the continuum of mathematics teacher education. This manuscript documents the experience of one such team and reflections on the learning experience through the eyes of a member of the team at the preservice stage of her career as a teacher of…

Taylor, P. Mark; Ferrell, Brandy; Hopkins, Terri

2007-01-01

324

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

325

Teachers' Professional Development in Schools: Rhetoric versus Reality  

ERIC Educational Resources Information Center

Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…

Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco

2014-01-01

326

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

327

An interventional model to develop health professionals in West Africa  

PubMed Central

The health sector is characterized by a human resource base lacking in numbers, specialized skills, and management skills. West African Health Organization (WAHO) recognizes the need within the West Africa sub-region for bilingual professionals who are skilled in public health, management, leadership, and information technology to build human capacity in public health and developed the Young Professionals Internship Program (YPIP). Our study explores the evolution of the programme. YPIP program has successfully carried out its original aims and objectives to equip young professionals with basic principles of public health, management, and leadership, acquire competence in a second official language (French, English, and Portuguese), information and communication technology. Contributing factors towards this successful evaluation included positive ratings and commentary from previous interns about the relevance, usefulness, and quality of the programme, encouraging feedback from WAHO management, trainers, administrators, and intern employers on the impact of the YPIP program on young professionals, supporting evidence that demonstrates increased knowledge in professional skills and language competency. PMID:25419290

Sanou, Anselme Simeon; Awoyale, Florence Adeola; Diallo, Abdoulaye

2014-01-01

328

Tech OnLine  

NSDL National Science Digital Library

Tech OnLine is a veritable haven for electronics engineers and information technology professionals. After completing the free registration process, users have access to live and archived Web casts, online courses, and technical papers. An example of the roughly hour-long Web casts is a touchscreen liquid crystal display design, but this is just one area of many. The site is continually updated with feature articles that cover many different hot topics, including a recent look at fourth generation wireless communications. A discussion forum is also available, but it does not seem to be very active.

1996-01-01

329

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

330

Basics for Successful ABE Instruction: Working with Adult Learners. Quality Professional Development Project. Professional Development Manual IV.  

ERIC Educational Resources Information Center

This workbook, one of six professional development manuals prepared by experienced adult basic education (ABE) instructors, is designed to assist the instructor setting up and operating an ABE classroom. A pretest and posttest appear first. Each of the units begins with a list of objectives and then provides instructional material. Unit 1…

Florida Community Coll., Jacksonville.

331

The Emergence of Teacher Leaders through Professional Development.  

ERIC Educational Resources Information Center

The PUMP Algebra Project was a systemic effort in a mid-size urban city focusing on professional development of middle school mathematics teachers, which had a long-term goal of enabling more minority students to be algebra-ready by the end of 8th grade. The development of teacher leaders was not a targeted focus of the Project; it was a major…

Thornton, Carol A.; Langrall, Cynthia W.; Jones, Graham A.; Swafford, Jane O.

332

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

333

Expanding the Professional Development School Model: Developing Collaborative Partnerships with School Counselors  

ERIC Educational Resources Information Center

The Professional Development School (PDS) model, a successful collaborative partnership model between university teacher education programs and P-12 schools, focuses on ''preparing future educators, providing current educators with ongoing professional development, encouraging joint school-university faculty investigation of…

Foust, Gretchen E.; Goslee, Patricia A.

2014-01-01

334

Professional development of medical students: problems and promises.  

PubMed

Observers and critics of the medical profession, both within and without, urge that more attention be paid to the moral sensibilities, the characters, of medical students. Passing on particular moral values and actions to physicians has always been an essential core of medical training, and this call for renewal is not new in modern medicine. Some of the structures and characteristics of modern medical education, however, often work directly against the professionalism that the education espouses. For example, medical students are socialized into a hierarchy that has broad implications for relations among health care professionals, other health care workers, and patients, and academic medicine has not promoted and taught critical reflection about the values and consequences of this hierarchy. Further, behind the formal curriculum lies the "hidden curriculum" of values that are unconsciously or half-consciously passed on from the faculty and older trainees. Two resources for thinking anew about professional development for medical students are feminist standpoint theory and critical multicultural theory, each of which raises important and fundamental questions about defining the role of medicine in society and the role of the physician in medicine. The author discusses these two theories and their implications for medical education, showing how they can be used to move discussions of professional development into analysis of the widespread social consequences of how a society organizes its health care and into critical reflection on the nature of medical knowledge. PMID:9435711

Wear, D

1997-12-01

335

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. PMID:23901307

Wilbur, Kerry

2013-01-01

336

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

337

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

338

Development of an Acoustic Sensor 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. The objective of this project was 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 was organized in three phases, each of approximately one year duration. The first phase consisted 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 and gas properties 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 could be tested on an operating gasifier. The second phase consisted of designing and fabricating a series of prototype sensors, testing them in the laboratory, and developing a conceptual design for a field prototype sensor. The third phase consisted of designing and fabricating the field prototype, and testing it in the lab and in a commercial gasifier to demonstrate the ability to obtain accurate measurements of gas temperature in an operating gasifier. Following the completion of the initial 3 year project, several continuations were awarded by the Department of Energy to allow Enertechnix to conduct extended testing of the sensor at the Wabash River facility. In February, 2008 the sensor was installed on the gasifier in preparation for a long-term test. During the initial testing of the sensor a stainless steel tube on the sensor failed and allowed syngas to escape. The syngas self-ignited and the ensuing small fire damaged some of the components on the sensor. There was no damage to the gasifier or other equipment and no injuries resulted from this incident. Two meetings were held to identify the root causes of the incident-one at Wabash River and one at Enertechnix. A list of recommended improvements that would have addressed the causes of the incident was created and presented to the Department of Energy on May 2, 2008. However, the DOE decided not to pursue these improvements and terminated the project. This report describes all of the activities conducted during the project and reports the findings of each activity in detail. The investigation of potential sound generation and coupling methods led to the selection of a reflected shock method which has been developed into a functioning prototype device. The principles of operation of this device and its performance characteristics are described in the report. Modeling of the attenuation of sound by suspended particles and by interaction of the sound pulses with the high temperature syngas inside the gasifier was conducted and the predictions of those models were used to determine the required sound pulse intensity to allow the sound pulses to be detected after passage through the gasifier environment. These modeling results are presented in this report. A study of the likely spatial and temporal variability of gas composition inside the gasifier was performed and the results of that study was used to predict the impact of that variability on the accuracy of the acoustic temperature method. These results are reported here. A design for a port rodding mechanism was developed to deal with potential slagging issues and was incorporated i

Peter Ariessohn

2008-06-30

339

Development Of An Acoustice 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. The objective of this project was 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 was organized in three phases, each of approximately one year duration. The first phase consisted 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 and gas properties 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 could be tested on an operating gasifier. The second phase consisted of designing and fabricating a series of prototype sensors, testing them in the laboratory, and developing a conceptual design for a field prototype sensor. The third phase consisted of designing and fabricating the field prototype, and testing it in the lab and in a commercial gasifier to demonstrate the ability to obtain accurate measurements of gas temperature in an operating gasifier. This report describes all of the activities conducted during the project and reports the findings of each activity in detail. The investigation of potential sound generation and coupling methods led to the selection of a reflected shock method which has been developed into a functioning prototype device. The principles of operation of this device and its performance characteristics are described in the report. Modeling of the attenuation of sound by suspended particles and by interaction of the sound pulses with the high temperature syngas inside the gasifier was conducted and the predictions of those models were used to determine the required sound pulse intensity to allow the sound pulses to be detected after passage through the gasifier environment. These modeling results are presented in this report. A study of the likely spatial and temporal variability of gas composition inside the gasifier was performed and the results of that study was used to predict the impact of that variability on the accuracy of the acoustic temperature method. These results are reported here. A design for a port rodding mechanism was developed to deal with potential slagging issues and was incorporated into the prototype sensor. This port rodding mechanism operated flawlessly during the field testing, but because these tests were performed in a region of the gasifier that experiences little slagging, the effectiveness of the rodding mechanism in dealing with highly slagging conditions was not fully demonstrated. This report describes the design and operation of the automated Gasifier Acoustic Pyrometer (autoGAP) which was tested at the Wabash River facility. The results of the tests are reported and analyzed in detail. All of the objectives of the project have been achieved. A field prototype acoustic pyrometer sensor has been successfully tested at the Wabash River gasifier plant. Acoustic signals were propagated through the gases inside the gasifier and were detected by the receiver unit, the times of flight of these sound pulses were measured and these propagation times were converted into temperatures which agreed very well with thermocouple measurements m

Peter Ariessohn; Hans Hornung

2006-10-01

340

The impact of telecommunications on science teacher professional development  

NASA Astrophysics Data System (ADS)

National education reform places emphasis on teachers moving towards empowering themselves and accepting responsibility for their own professional growth. Successful teacher in-service programs foster professional development by providing support in the school context (Baird, Ellis and Kuerbis, 1989; Lieberman, 1990). Research on national reform indicates that many teachers rely on communities of networks to sustain the assistance they need (McLaughlin & Talbert, 1993). Communities of teachers develop relationships with one another to enhance their personal and professional development while collaborating with colleagues (Lieberman, 1990). However, teachers within a school or the same district rarely have opportunities for collegial interactions because of schedules, lack of support for such interactions, or lack of interest among colleagues. This research study evaluates teachers interacting as a community via the Internet. Internet technology overcomes geographic barriers and time constraints, which limit the effectiveness of professional development programs (Gal, 1993). The communication opportunities in a network, together with the coordination of program staff, create an environment that provides teachers with support following a summer program (Gal, 1993). This case study examines the structure and change in three groups of science teachers who attended summer institutes and maintained interactions through a commercial network. The activities and interactions among members in the group, and the ways in which the members interacted with one another to create a community were studied. The network provided opportunities to interact with colleagues, both privately and publicly. Dialogue from these interactions were analyzed to determine patterns of teacher discourse that evolved following an in-service program. Teachers requested support for using program materials, shared experiences, shared resources, interacted socially, and reflected on their practice. This study demonstrates that professional growth can occur when teachers interact collaboratively using telecommunications. Teachers from different summer institutes, who had never met, interacted as a community, sharing experiences, requesting assistance, and reflecting on their practice for two or more years following a summer in-service program. The findings suggest that telecommunications is an effective option for sustaining collegial interactions and providing support, as advocated by current models of professional development.

Hatton, Mary E.

341

Career Development and Professionalism within a Biomedical Engineering Capstone Course  

NSDL National Science Digital Library

Many facets of professionalism in addition to technical skills are critical for engineers as they seek to put their knowledge and problem-solving experience into action in the workforce. The so-called professional skills necessary for productive career development (e.g. effective written and oral communication, networking, etc.) are especially important in biomedical engineering (BME) due to the rapidly evolving nature of the field and the diversity of students attracted to BME and the correspondingly broad range of careers that they choose to pursue, including biomedical and biotech industries, academic research, intellectual property, FDA regulation, consulting, finance, and other professional tracks. To address the need for undergraduates to possess adequate non-technical skills prior to graduation, BME curricula typically use capstone courses as vehicles for teaching professionalism. In the BME Capstone course at the University of Virginia, we have instituted several mechanisms for instilling a wide array of non-technical professional skills in BME majors. An emphasis on career development begins at the outset of the course with a formal project selection process that features a BME Capstone Project Fair, which is similar to a job fair where the students submit resumes and interview with potential advisors and then submit formal cover letters to apply for their topranked projects. Interactive workshops and lectures throughout the year cover topics such as interviewing, negotiations, giving constructive feedback, and effective leadership. The Capstone course also employs periodic corporate-style progress reports, Solutions Workshop smallgroup discussion sections that require students to succinctly summarize their project and respond to in-depth questioning, and individual accountability meetings. Preliminary assessment of these enhancements to our BME Capstone course has revealed that students, on average, have greatly improved in their ability to: verbally communicate the details of their projects concisely; convey the overarching problem that motivates their work; speak confidently about what they have accomplished and where their projects are headed; recognize when they require additional expertise and guidance; understand better how to use their existing networks and build on these networks to find such additional expertise when necessary; and consistently communicate with their advisors and collaborators in a timely and professional manner. The initial successes observed after applying these methods in our BME Capstone program indicate that a strong emphasis on a broad array of non-technical skills enhances student professionalism, thus more effectively empowering graduates to embark upon successful careers.

Allen, Timothy

342

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

343

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

344

Development of professional competence via self-instructional units.  

PubMed

In recent years, self-instructional teaching methods have come under criticism from educators, much of it warranted. But when self-instructional materials are written by experienced educators who teach the topic and are developed within a versatile process using a proven format, they are extremely valuable teaching aids. We discuss here the results of a grant project funded by W. K. Kellogg Foundation and describe the process used at Kettering Medical Center's School of Medical Technology to develop and produce over 100 self-instructional units. We also discuss potential uses of self-instructional units in professional continuing education programs and suggest ways self-instructional units might be used to promote interdisciplinary health care and expansion of professional knowledge banks. This project confirmed that professions can create their own educational materials through the independent efforts of their members. PMID:6735896

Fiene, M A; Fannon, M; Drewry, S; Spahn, M A

1984-05-01

345

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

346

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

347

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

348

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

349

Analysing Teacher Professional Development through Professional Dialogue: An Investigation into a University-School Partnership Project on Enquiry Learning  

ERIC Educational Resources Information Center

Although extensive research has been carried out on university-school partnerships, there is a lack of evidence and discussion about how universities or external parties may promote professional development through professional dialogue in schools. Based on a two-year university-school partnership project on enquiry learning, this study aims at…

Cheng, May M. H.; So, Winnie W. M.

2012-01-01

350

Facilities as teaching tools: A transformative participatory professional development experience  

NASA Astrophysics Data System (ADS)

Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living. Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability. Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-a-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.

Wilson, Eric A.

351

Perceptions of Human Resource Development Professionals Toward their Professional Association's Standards on Ethics and Integrity  

E-print Network

Researchers have identified the complexity of ethical decision making choices and the influences that assorted professional context variables have on one’s ethical frame of reference. To encourage adherence to ethical codes of conduct, professional...

Claus, Vanessa A

2013-04-15

352

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. PMID:22920404

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

2013-01-01

353

Evaluation across Contexts: Evaluating the Impact of Technology Integration Professional Development Partnerships  

ERIC Educational Resources Information Center

Professional development is a necessary component for effectively integrating technology into classrooms. Unfortunately, the evaluation of technology integration professional development (TIPD) rarely moves beyond participation satisfaction surveys, nor does it reflect the concerns of the multiple stakeholders participating in technology…

Smolin, Louanne; Lawless, Kimberly A.

2011-01-01

354

Professional Development Activities of Medical Technologists: Management Implications for Allied Health.  

ERIC Educational Resources Information Center

Early career medical technologists (n=392) were surveyed in 1994 and 1997. They participated in both scholarly and administrative types of professional development; both types increased over time. Distinct types of professional development opportunities were recommended. (Contains 32 references.) (SK)

Summers, Stephanie H.; Blau, Gary; Ward-Cook, Kory

2000-01-01

355

MS PHD'S Professional Development Program: A Scientific Renaissance in Cyberspace  

NASA Astrophysics Data System (ADS)

This study is a component of a four-year investigation of MS PHD'S Professional Development Program's virtual community through the lenses of underrepresented minority students in Earth system science and engineering fields. In this presentation, the development, assessment and projected utilization of the ongoing study will be discussed. The overall goal of this study is to examine the effectiveness of virtual team building methods and understand how the development of a communal cyberinfrastructure acts as an integral part of the emergence of a Scientific Renaissance. The exemplar, Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S), provides professional development experiences to facilitate the advancement of students of color achieving outstanding Earth system careers. Undergraduate and graduate students are supported through access to scientific conferences, mentorship and virtual community building. Framed by critical theory, this ethnographic exploration uses a mixed methods research design to record, observe, and analyze both the processes and products of the website, listserv and synchronous web-based dialogue. First, key findings of the formative evaluation and annual reports of the successfully implemented 2003 MS PHD'S Pilot Project are presented. These findings inform future evaluations of the use of technological resources and illustrate how this public space provides peer support and enriched research opportunities. Quantitative methods such as statistical analysis, academic and professional tracking and evaluative tools for scientific content and competency are complimented by qualitative methods that include observations, heuristic case studies and focus group interviews. The findings of this ongoing investigation will provide insight on how national organizations, higher education practitioners, community-based support systems and underrepresented minorities in the sciences promote diversity by developing successful cyberspace programs and networks. Through the examination of the transformation, expansion and democratization of the Earth system science community, new knowledge will be obtained on how a cyber-community fuses science, diversity and technology to form dialectics between creating and analyzing a Scientific Renaissance.

Powell, J. M.; Williamson, V. A.; Griess, C. A.; Pyrtle, A. J.

2004-12-01

356

Early Childhood Professionalism in Serbia: Current Issues and Developments  

ERIC Educational Resources Information Center

This article explores early childhood professionalism in the Republic of Serbia. The concept of professionalism in this context is examined in light of current international debates about professionalism. More specifically, how the use of specific nomenclature, the existence of multi-professional teams of practitioners and state-regulated but…

Bankovic, Ivana

2014-01-01

357

An Investigation of the Impacts of Teacher-Driven Professional Development on Pedagogy and Student Learning  

ERIC Educational Resources Information Center

Professional development is a common and necessary approach to improving teacher quality. However, while teachers are required to participate in professional development activities, it is often the case that they are not involved in selecting and planning those activities, and that professional development may not be closely tied to classroom…

Colbert, Joel A.; Brown, Richard S.; Choi, SunHee; Thomas, Steven

2008-01-01

358

Improving Teachers' In-Service Professional Development in Mathematics and Science: The Role of Postsecondary Institutions.  

ERIC Educational Resources Information Center

As part of national evaluation of Eisenhower Professional Development Program, examines management and implementation strategies contributing to high-quality inservice teacher professional development in mathematics and science. Finds higher quality professional development is related to management and implementation strategies such as continuous…

Desimone Laura; Garet, Michael S.; Birman, Beatrice F.; Porter, Andrew; Yoon, Kwang Suk

2003-01-01

359

Does Professional Development Change Teaching Practice? Results from a Three-Year Study.  

ERIC Educational Resources Information Center

This report, the third in a series of reports from the longitudinal evaluation of the Eisenhower Professional Development Program, examines the effects of professional development on improving classroom teaching practice. The Eisenhower Professional Development Program, Title II of the Elementary and Secondary Education Act, is the federal…

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

360

A Vygotskian Theory-Based Professional Development: Implications for Culturally Diverse Classrooms  

ERIC Educational Resources Information Center

Professional development is defined as the main route to quality teaching, which in turn leads to improved learning for all students. Because the real challenges of professional development become apparent only after the implementation process has begun, the present paper focuses on integrating professional development experiences with classroom…

Eun, Barohny

2011-01-01

361

The Impact of Action Research for Professional Development: case studies in two Manchester schools  

Microsoft Academic Search

Teacher professional development has come to be recognised as a major policy tool as part of the UK Government's agenda for raising standards and school improvement. These demands call for new approaches to professional development. We need to reconceptualise what teachers learn while at work as professional development which can complement direct work with children. The study reported on in

Marie Brown; Ana Macatangay

2002-01-01

362

Perceived Professional Development Needs of English-Speaking Evangelical Academic Deans in Africa and Asia  

ERIC Educational Resources Information Center

This study identified the perceived professional development needs of English-speaking evangelical theological school deans in Africa and Asia, as a basis for evaluating or creating professional development programs for these regions. It answered the question: What are the perceptions of the need for professional development prior to and after…

Crawford, Leslie J.

2013-01-01

363

Fostering Teacher Learning in Systemic Reform: Linking Professional Development to Teacher and Student Learning  

Microsoft Academic Search

Professional development for science teachers is widely recognized as a key element for successful standards-based systemic reform, yet there is little empirical evidence to justify design decisions for professional development. This paper presents both a theoretical model of teacher learning and an analytical framework that employs the model to link professional development to both student and teacher learning. Our approach

Barry Fishman; Stephen Best; Ron Marx; Revital T. Tal

364

Large-Scale Teacher Professional Development Endeavor: The Lincoln Tri-State Institute  

ERIC Educational Resources Information Center

This article explores a two-year professional development initiative with four state geographic alliances. Professional development planners, whether planning for a large- or small-scale initiative or one with unlimited or limited funding, will benefit from learning about this successful professional development activity and how the impact in the…

Murley, Lisa D.; Gandy, S. Kay; Sublett, Michael D.; Kruger, Darrell P.

2014-01-01

365

Science Faculty Improving Teaching Practice: Identifying Needs and Finding Meaningful Professional Development  

ERIC Educational Resources Information Center

While research into the effectiveness of teaching professional development for postsecondary educators has increased over the last 40 years, little is known about science faculty members' teaching professional development needs and their perceptions regarding what constitutes meaningful teaching professional development. Informed by an extensive…

Bouwma-Gearhart, Jana

2012-01-01

366

Benchmarking Professional Development Practices across Youth-Serving Organizations: Implications for Extension  

ERIC Educational Resources Information Center

Examining traditional and contemporary professional development practices of youth-serving organizations can inform practices across Extension, particularly in light of the barriers that have been noted for effectively developing the professional competencies of Extension educators. With professional development systems changing quickly,…

Garst, Barry A.; Baughman, Sarah; Franz, Nancy

2014-01-01

367

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

Federal Register 2010, 2011, 2012, 2013

...Enhance the Professional Development of School Personnel...Enhance the Professional Development of School Personnel...Improving Results for Children with Disabilities...print, audiotape, or computer diskette) on request...National Professional Development Enhancement Center...Services and Results for Children with...

2011-06-07

368

The Principal's Role in Professional Development for Social Justice: An Empirically-Based Transformative Framework  

ERIC Educational Resources Information Center

Literature on principal leadership in professional development offers important but underdeveloped conceptions of how school principals promote professional development for social justice. This article offers an empirically-based framework of the principal's role in professional development for social justice. An in-depth qualitative multicase…

Kose, Brad W.

2009-01-01

369

Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students  

E-print Network

Professional development (PD) is used as the primary means for ensuring the continued learning of teachers. PD opportunities and support vary in type and quality. Little is known about the participation in and support of PD for high school science...

Ruebush, Laura Elizabeth

2012-10-19

370

Recertification and continuing professional development: The way ahead.  

PubMed

The arguments in favour of recertification have been made cogently. Doctors in the UK on the whole continue to enjoy the trust and respect of their patients and the general public, but the Shipman enquiry led by Dame Janet Smith questioned the validity of the existing system. Following a lengthy discussion, the Chief Medical Officer of England published his proposal for professional regulation: Trust, assurance and safety - the regulation of health professionals in the 21st century¹ was published in February 2007. This document laid out the principles of revalidation for all doctors practising in the United Kingdom. The purpose of revalidation is principally to ensure that doctors update their knowledge and skills, and that they are fit to practise. This mechanism of revalidation will ensure that health professionals will be able to demonstrate their continued fitness to practise by collecting supporting data. The medical revalidation has two components: relicensure and specialist recertification. From 16 November 2009 all doctors are expected to have a licence to practise to enable them to remain on the Medical Register, and this licence must be renewed every year. This process will be managed by the General Medical Council (GMC). Recertification will apply to all specialist doctors, including general practitioners, requiring them to demonstrate that they meet the standards that apply to their particular medical specialty. The Royal Colleges have been delegated to set these standards, and approved by the GMC. Recertification will take place every five years. Recertification will be underpinned by enhanced appraisal, multi source feedback, and a robust continuing professional development programme. PMID:20688575

Mahmood, Tahir

2010-12-01

371

The DataTools Professional Development Program: Sustainability via a University Partnership  

NASA Astrophysics Data System (ADS)

The DataTools professional development program (http://serc.carleton.edu/eet/msdatatools), offered by TERC, helps teachers integrate technology, scientific data, and inquiry into their middle and high school curricula. It leverages the resources and techniques of the Earth Exploration Toolbook (http://serc.carleton.edu/eet), an online collection of investigations that promotes the use of technology and scientific data in the context of studying the earth system. Over the course of the year-long program, teachers develop skills and a pedagogy of inquiry through a combination of on-line and face-to-face professional development and a significant amount of peer support. They learn to use information technologies that support the visualization and analysis of numerical, geospatial, and image data. DataTools was funded by NSF’s ITEST program to operate for three years. During year two we started to investigate the possibility of transforming the program into a graduate-level course at the University of Massachusetts, Dartmouth (UMD). The first step in that process was partnering with UMD to offer the third year of the NSF-funded program as a 3-credit graduate course on a 1-year trial basis. Our UMD partner participated in advertising the program to teachers in its network, provided classroom space at UMD for the face-to-face meetings and summer workshop, and offered three graduate credits to teachers who successfully completed the program. TERC staff continued to provide the professional development. The formation of the School for Education, Public Policy, and Civic Engagement at UMD, and the new STEM Department within that school appear to be favoring the transformation of this NSF-funded program into a sustainable graduate level course for in-service teachers. A key element to developing a sustainable course at a large university is to position it in a way that can service the largest number of students. In addition to the tremendous need of science professional development for teachers in the geographic region of UMD, the course can also serve as a science course for undergraduate students to fulfill general education requirements. This tremendously enlarges the number of students potentially served by the course. Nevertheless, after almost two years and a trial program that was hailed as a success by the participants, the work of transforming the DataTools program into a standard course is ongoing. In this session we will share details of our efforts, past and present, to sustain the operation of the DataTools program.

Haddad, N.; Ledley, T. S.; McAuliffe, C. A.; Reider, D.

2009-12-01

372

Using Facet Clusters to Guide Teacher Professional Development  

NASA Astrophysics Data System (ADS)

The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC project, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to help teachers make their classrooms into better diagnostic learning environments. In this talk, we describe initial efforts to construct content-rich professional development courses for teachers, which are infused with diagnostic assessment that target the fine structure of student ideas in specific topical areas. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

Seeley, Lane; DeWater, L. S.; Vokos, S.; Kraus, P.

2006-12-01

373

The PKRC's Value as a Professional Development Model Validated  

ERIC Educational Resources Information Center

After a brief review of the 4-H professional development standards, a new model for determining the value of continuing professional development is introduced and applied to the 4-H standards. The validity of the 4-H standards is affirmed. 4-H Extension professionals are encouraged to celebrate the strength of their standards and to engage the…

Larson, Dale

2013-01-01

374

Informal Spaces in Collaborations: Exploring the Edges/Boundaries of Professional Development  

ERIC Educational Resources Information Center

Self-directed, informal learning is a less recognized and understood form of professional development. Researching informal learning is almost an oxymoron. The process of studying learning contexts, such as informal, self-directed professional development, raises new challenges for researchers. Gaining insights into self-directed professional…

Lom, Essie; Sullenger, Karen

2011-01-01

375

The ePortfolio: A Tool for Professional Development, Engagement, and Lifelong Learning  

ERIC Educational Resources Information Center

Professional development is, in essence, a form of lifelong learning, and as such, can be viewed within the context of pedagogical concepts. More specifically, professional development is a process that builds on the experiences of the professional through assessment and reflection. The library as an organization acts like a teacher or instructor…

Guder, Christopher

2013-01-01

376

Utilizing Peer Observation as a Professional Development Tool to Learn in Context  

ERIC Educational Resources Information Center

De-contextualized professional development is the common route taken by school districts to addresses pedagogical skills and address change within an educational organization. Research suggests that the current process of professional development activities is limited if not ineffective. Research shows that another model of professional…

Hirsch, Linda J.

2011-01-01

377

Training and Professional Development in Adult and Continuing Education. Occasional Paper Number 1.  

ERIC Educational Resources Information Center

This publication contains an introduction and the 19 papers presented in workshops at a conference that addressed some issues relating to professionalization and the training and professional development needs in the area of adult education. Papers are as follows: "Training and Professional Development in Adult and Continuing Education" (Benn,…

Benn, Roseanne, Ed.; Fieldhouse, Roger, Ed.

378

Professional Co-Development Groups: Addressing the Teacher Training Needs of Social Work Teachers  

ERIC Educational Resources Information Center

This article reports on a professional development initiative organized by two junior university social work teachers. Along with three experienced colleagues, the two teachers experimented with a professional co-development group. The purpose of this group modality, which has much in common with peer supervision, is to reflect on professional…

Roy, Valérie; Genest Dufault, Sacha; Châteauvert, Joanie

2014-01-01

379

Professional Development in Implementing and Sustaining Multitier Prevention Models: Implications for Response to Intervention  

ERIC Educational Resources Information Center

We provide an overview of the role professional development plays in multitiered prevention and intervention models. Specifically, professional development is discussed within the context of establishing sustainable improvement in schools as professionals implement multitiered models of prevention and intervention services, programs, and practices…

Kratochwill, Thomas R.; Volpiansky, Paula; Clements, Melissa; Ball, Carrie

2007-01-01

380

THE CENTER FOR CORPORATE AND PROFESSIONAL DEVELOPMENT Center for Corporate & Professional Development  

E-print Network

with the 1964 Civil Rights Act, Title IX of the Educational Amendments of 1972, and the I.R.S. Anti the Unique Talents of Your Workforce Generational Diversity: What You Need to Know About Motivating Today's Workforce Networking Power Servant Leadership Non-Profit Development Non-profits 101 How Did They Get That

381

Evaluation of Continuing Professional Development Program for Family Physicians  

PubMed Central

Objectives: To evaluate the King Saud University Continuing Professional Development (CPD) Program for Family Physicians in relation to the Convenience, Relevance, Individualization, Self-Assessment, Interest, Speculation and Systematic (CRISIS) criteria. Methodology: A descriptive study was conducted at King Saud University (KSU) in Riyadh, Saudi Arabia. The authors used the six strategies of Convenience, Relevance, Individualization, Self-Assessment, Interest, Speculation and Systematic (CRISIS) for evaluation. The program was independently analyzed by the three authors using CRISIS framework. The results were synthesized. The suggestions were discussed and agreed upon and documented. Results: The results indicate that KSU-CPD program meets the CRISIS criteria for effective continuing professional development and offers a useful approach to learning. The course content covers specific areas of practice, but some shortcomings were found that need to be improved like self assessment area and individual learning needs analysis. Conclusion: This program is suitable for Family Physicians, as it is well planned and utilizes most of the principles of CRISIS, but there is still room for improvement. Designing a program for general practitioners using hybrid model that offers a blend of e-learning as well as face-to-face learning opportunities would be an ideal solution. PMID:24353556

Karim, Syed Irfan; Irfan, Farhana; Qureshi, Riaz; Naeem, Naghma; Alfaris, Eiad Abdel Mohsen

2013-01-01

382

Teacher Professional Development: Lessons Learned from Six Kepler Mission Workshops  

NASA Astrophysics Data System (ADS)

NASA's Kepler Mission conducted teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. During late 2008 and into 2009, six workshops were conducted surrounding the launch of the Kepler Mission. These were a part of the Kepler Mission's outreach honoring the International Year of Astronomy. Each workshop was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. Activities 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. The Kepler Mission teacher 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 evaluation results can be of use to other Education and Public Outreach practitioners who plan similar events. In sharing our experiences, we hope to assist others, and to learn from them as well. Future events are planned. Supported by NASA Grants to the SETI Institute: NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops.

DeVore, Edna; Harman, P.; Gould, A.; Koch, D.

2010-01-01

383

NASA's Kepler Mission: Lessons Learned from Teacher Professional Development Workshops  

NASA Astrophysics Data System (ADS)

NASA's Kepler Mission conducts teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. Each is supported by a Kepler team scientist, two Education and Public Outreach staff and local hosts. Activities combine a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis is on inquiry-based instruction and supports science education standards in grades 7-12. Participants' kit includes 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. The Kepler Mission teacher professional development workshops are 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 events. In sharing our experiences, we hope to assist others, and to learn from them as well. 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.

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

2010-08-01

384

Professional Development for School Improvement: Are Changing Balances of Control Leading to the Growth of a New Professionalism?  

Microsoft Academic Search

The main purpose in this chapter is to reflect on the strategies that have been adopted by successive governments in England\\u000a to encourage, support and provide continuing professional development (CPD) for teachers and headteachers and to consider\\u000a whether these strategies have led to the emergence of a new teacher professionalism. Policy makers have been increasingly\\u000a concerned to identify and use

Agnes McMahon

385

Professional Development: Learning from the Best. A Toolkit for Schools and Districts Based on the National Awards Program for Model Professional Development.  

ERIC Educational Resources Information Center

This publication provides a step-by-step guide to help schools and districts implement strong, sustainable professional development that drives achievement of student learning goals. The toolkit is based on the experiences of national professional development award winning schools and districts. The most common thread among the winners is that…

Hassel, Emily

386

Development and Characterization of Immobilized Cannabinoid Receptor (CB1/CB2) Open Tubular Column for On-line Screening  

PubMed Central

Cannabinoid Receptors, CB1 and CB2, are therapeutic targets in the treatment of anxiety, obesity, movement disorders, glaucoma and pain. We have developed an on-line screening method for CB1 and CB2 ligands, where cellular membrane fragments of a chronic myelogenous leukemia cell line, (KU-812), were immobilized onto the surface of an open tubular capillary to create a CB1/CB2-OT column. The binding activities of the immobilized CB1/CB2 receptors were established using frontal affinity chromatographic techniques. This is the first report that confirms the presence of functional CB1 and CB2 receptors on KU-812 cells. The data from this study confirm that the CB1/CB2-OT column can be used to determine the binding affinities (Ki values) for a single compound and to screen individual or a mixture of multiple compounds. The CB1/CB2-OT column was also used to screen a botanical matrix, Zanthoxylum clava-herculis, where preliminary results suggest the presence of a high affinity phytocannabinoid. PMID:21215722

Moaddel, R.; Rosenberg, A.; Spelman, K.; Frazier, J.; Frazier, C.; Nocerino, S.; Brizzi, A.; Mugnaini, C.; Wainer, I.W.

2011-01-01

387

Aircraft Engine On-Line Diagnostics Through Dual-Channel Sensor Measurements: Development of an Enhanced System  

NASA Technical Reports Server (NTRS)

In this paper, an enhanced on-line diagnostic system which utilizes dual-channel sensor measurements is developed for the aircraft engine application. The enhanced system is composed of a nonlinear on-board engine model (NOBEM), the hybrid Kalman filter (HKF) algorithm, and fault detection and isolation (FDI) logic. The NOBEM provides the analytical third channel against which the dual-channel measurements are compared. The NOBEM is further utilized as part of the HKF algorithm which estimates measured engine parameters. Engine parameters obtained from the dual-channel measurements, the NOBEM, and the HKF are compared against each other. When the discrepancy among the signals exceeds a tolerance level, the FDI logic determines the cause of discrepancy. Through this approach, the enhanced system achieves the following objectives: 1) anomaly detection, 2) component fault detection, and 3) sensor fault detection and isolation. The performance of the enhanced system is evaluated in a simulation environment using faults in sensors and components, and it is compared to an existing baseline system.

Kobayashi, Takahisa; Simon, Donald L.

2008-01-01

388

Professional development for nuclear power programs in developing countries  

Microsoft Academic Search

Countries entering nuclear power programs for the first time find that inadequate planning for the development of trained manpower is a critical factor in the success of their programs. This requires the early training of a team for the planning and acquisition effort to be followed by training for the supervision of construction. In addition, there is the more readily

Kanter

1983-01-01

389

Building statewide capacity: Developing an interactive online professional development program  

E-print Network

and families in learning about evidence-based practices for educating students with ASD and related the individual needs presented by students with Autism Spectrum Disorders (ASD) in classroom, school (ASD) and related disabilities and to develop statewide capacity to provide high quality educational

390

Emerging Considerations for Professional Development Institutes for Science Teachers  

NASA Astrophysics Data System (ADS)

This paper describes two professional development institutes in project-based science. We collected data from these institutes in the form of structured questionnaires, individual written reflections by the teachers, and focus-group interviews. An analysis of the data revealed three factors that had been underrepresented in previous research: comfort, technology, and balance. In terms of comfort, the teachers expressed a need for both physical and psychological comfort for them to learn. The technological emphasis in our institutes caused teachers to stress in their comments our developing software. We found that, depending on teachers'' previous knowledge, technology could be a barrier or a support to the success of institutes. Finally, we found a necessity to balance elements within the institute and a need to balance cognitively demanding time on task with less demanding opportunities for informal interaction.

Freeman, John G.; Marx, Ronald W.; Cimellaro, Luigia

2004-04-01

391

Professional identity and pedagogical discontentment in high school science teachers participating in a professional development institute  

NASA Astrophysics Data System (ADS)

Although science teachers regularly participate in PD experiences involving reform-based practices, even our best teachers struggle to change their teaching practices to coincide with these pedagogics, and when they do change, it occurs at differential rates. The aim of this study was to better understand teachers' self-systems by analyzing their experiences in a PD institute program through the lens of professional identity. This multiple case study involved five high school science teachers participating in a summer PD initiative. Data were collected through interviews, written reflections and exploration and commitment cards, and a scale designed to capture participants' perceived level of pedagogical discontentment, or unease with teaching practices (Southerland, et al., 2012). Data were analyzed using the Theoretical Model of Professional Identity (Kaplan, et al., 2012), which highlights the dynamic interplay of teachers' self-perceptions, beliefs, purposes, and practices. Data were also analyzed for pedagogical discontentment, and the two were compared. Analysis led to patterns of change in professional identities, triggers for changes to professional identities, insights into perceptions of pedagogical discontentment, and ultimately, the potential relationship between professional identity and pedagogical discontentment. The model of professional identity served to capture teachers' experience of the PD, including tensions that arose as they began to explore portions of their professional identity. Pedagogical discontentment served to assist in better problematizing portions of the participants' professional identities, and assisted in identifying tensions and potential changes in less elaborative interviewees. However, the professional identity model was better able to capture the underlying causes of discontentment and planning associated with alleviating discontent. These emergent models can provide conceptual tools for future use, as well as guide evaluating and designing PD experiences for teachers.

Hathcock, Stephanie J.

392

A countrywide programme of continuing professional development in Argentina  

PubMed Central

The Argentinean Society of Paediatrics introduced in 1993 a continuing professional development (CPD) programme to raise standards of clinical practice. The aims of the project were to introduce a structured, distance learning programme accessible to all paediatricians in the country, but especially for those working far from centres of paediatric excellence. The programme is planned on an annual basis. It includes four activities: a written manual designed by a team of medical experts and educationalists comprising 12topics; field work for participants; annual meetings in several locations in the country for discussion of the subjects; and an evaluation based on centrally designed multiple choice questions distributed by mail. In spite of a registration fee of £90 a year, participation in the programme increased from 3357 in 1993 to 4126 in 1996, from a membership of 10 216 paediatricians in Argentina. The popularity of the programme may result from an appropriate interpretation of professional needs of paediatricians in Argentina, adequate organisational arrangements that reach all colleagues, including those working in remote areas, and a genuine motivation of paediatricians for participating in a learning process. ?? PMID:9713017

Lejarraga, H; Ageitos, M; Galli, A; Castro, C; Paediatrics, A. S.; Education, S. o.; SHRIBMAN, S

1998-01-01

393

Developing Data Systems To Support the Analysis and Development of Large-Scale, On-Line Assessment.  

ERIC Educational Resources Information Center

Today many data warehousing systems are data rich, but information poor. Extracting useful information from an ocean of data to support administrative, policy, and instructional decisions becomes a major challenge to both database designers and measurement specialists. This paper focuses on the development of a data processing system that…

Yu, Chong Ho

394

Science identity construction through extraordinary professional development experiences  

NASA Astrophysics Data System (ADS)

Despite great efforts and expenditures to promote science literacy and STEM career choices, the U.S. continues to lag behind other countries in science education, diminishing our capacity for STEM leadership and our ability to make informed decisions in the face of multiple looming global issues. I suggest that positive science identity construction (the integration of science into one's sense of self so that it becomes a source of inspiration and contributes to lifelong learning) is critical for promoting durable science literacy and pro-science choices. Therefore, the focus of this study was extraordinary professional development experiences for science educators that may significantly impact their sense of self. My hypothesis was that such experiences could positively impact educators' science and science educator identities, and potentially enhance their capacities to impact student science identities. The first part of this hypothesis is examined in this study. Further, I suggest that first-person narratives play an important role in science identity construction. Presenting a new conceptual model that connects experiential learning theory to identity theory through the narrative study of lives, I explored the impacts of subjectively regarded extraordinary professional development experiences on the science identity and science educator identity construction processes for a cohort of fifteen K-12 science teachers during a science-learning-journey to explore the volcanoes of Hawaii. I used a case study research approach under the broader umbrella of a hermeneutic phenomenology to consider four individual cases as lived experiences and to consider the journey as a phenomenon unto itself. Findings suggest science and science educator identities are impacted by such an experience but with marked variability in magnitude and nature. Evidence also suggests important impacts on their other identities. In most instances, science-related impacts were secondary to and/or embedded within the more holistic physical, intellectual, and emotional impacts. Rather than only targeting specific learning goals, as traditional professional development programs often do, this immersive experiential learning program integrated a wide range of human experience that were important factors, most notably, risk, social connections, permission and agency, and emotions in connection with more targeted science learning. Implications for future research and practice are discussed.

McLain, Bradley David

395

Developing and Piloting a Form for Student Assessment of Faculty Professionalism  

ERIC Educational Resources Information Center

One of the impediments to teaching professionalism is unprofessional behavior amongst clinical teachers. No method of reliably assessing the professional behavior of clinical teachers has yet been reported. The aim of this project was to develop and pilot such a tool. Thirty-four desirable professional behaviors in clinical teachers were…

Todhunter, Sarah; Cruess, Sylvia R.; Cruess, Richard L.; Young, Meredith; Steinert, Yvonne

2011-01-01

396

Action Research as a School-Based Strategy in Intercultural Professional Development for Teachers  

ERIC Educational Resources Information Center

Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007-2008 academic year. Our aim is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and…

Sales, Auxiliadora; Traver, Joan A.; Garcia, Rafaela

2011-01-01

397

Professionalism Professionalism  

E-print Network

for others (patients and their families, other physicians and professional colleagues such as nurses, medical-honored ethical precepts. #12;Elements of Professionalism Excellence entails a conscientious effort to exceed

Ray, David

398

Professional Learning Opportunities in the Classroom: Implications for Scaling up System-Level Professional Development in Mathematics  

ERIC Educational Resources Information Center

The New Zealand Numeracy Development Project is an example of a professional learning and development initiative that has been progressively scaled up across a system to improve teacher knowledge and practice and student outcomes in mathematics. This paper examines two elements of the project's design that have been pivotal in enabling teachers to…

Higgins, Joanna; Parsons, Ro

2011-01-01

399

Professional development of undergraduates in wildlife ecology and management  

USGS Publications Warehouse

This paper describes a cooperative learning environment and a course continuum in wildlife ecology and management which promote the professional development of undergraduates. Students learn about functional relationships in ecology and management in lecture periods that focus on concepts, with participation by students in active learning exercises. Laboratory periods are designed around learning groups, which consist of freshmen through graduate students who focus on a common theme as they work together, while each student is responsible for his or her own research. Undergraduate teaching assistants and senior wildlife management students coordinate the activities of the learning groups and supervise the student research, learning about personnel management by active participation in leadership roles. Publication of research results on a wildlife ecology and management information system in the department's Cooperative Learning Center enables students to share what they learn with their peers and with students who follow in later years.

Moen, A.N.; Boomer, G.S.; Runge, M.C.

2000-01-01

400

Faculty Development in Tobacco Cessation: Training Health Professionals and Promoting Tobacco Control in Developing Countries  

PubMed Central

Issues Cessation programs are essential components of comprehensive tobacco control. Health care providers, especially physicians, have major responsibility for role modeling and promoting cessation. For successful, sustainable cessation training programs, countries need health care professionals with knowledge and skills to deliver and teach tobacco cessation. Approach Review literature relevant to faculty development in tobacco cessation and discuss its strategic potential in tobacco control. Key findings Faculty development is essential for sustainable tobacco cessation training programs, and a potentially powerful strategy to shift professional and societal norms toward cessation and support of comprehensive tobacco control in countries with normative tobacco use and underdeveloped tobacco control programs. Implications Medical faculty are in a key position to influence tobacco cessation and control programs because of their roles as educators and researchers, receptivity to innovation and, influence on competencies and standards for medical education and practice. Faculty development programs must consider the number and type of faculty, and tobacco cessation curricula needed. Faculty development fosters the ability to institutionalize cessation education for students and community practitioners. Academic faculty are often leaders in their professional disciplines, influential in establishing clinical practice standards, and technical experts for government and other key health organizations. Conclusion Training health care professional faculty to become knowledgeable and committed to tobacco cessation opens opportunities to promote cessation and shift professional and societal norms away from tobacco use. PMID:19737208

Muramoto, Myra L.; Lando, Harry

2014-01-01

401

Workshops without Walls: Sharing Scientific Research through Educator Professional Development  

NASA Astrophysics Data System (ADS)

Scientific discoveries, large and small, are constantly being made. Whether it is the discovery of a new species or a new comet, it is a challenge to keep up. The media provide some assistance in getting the word out about the discoveries, but not the details or the challenges of the discovery. Professional development is essential for science educators to keep them abreast of the fascinating discoveries that are occurring. The problem is that not every educator has the opportunity to attend a workshop on the most recent findings. NASA's Discovery and New Frontiers Education and Public Outreach program has offered a series of multi-site professional development workshops that have taken place at four physical locations sites: The Johns Hopkins University Applied Physics Laboratory, the Jet Propulsion Laboratory, NASA Johnson Space Center, and the University of Arizona, as well as over the internet. All sites were linked via the Digital Learning Network, on which scientists and educator specialists shared information about their missions and activities. Participants interacted with speakers across the country to learn about Discovery and New Frontiers class missions. The third such annual workshop without walls, 'Challenge of Discovery,' was held on 9 April 2013. Educators from across the country delved into the stories behind some amazing NASA missions, from conception to science results. They learned how scientists, engineers, and mission operators collaborate to meet the challenges of complex missions to assure that science goals are met. As an example of science and engineering coming together, an Instrument Scientist and a Payload Operations Manager from the MESSENGER mission discussed the steps needed to observe Mercury's north polar region, gather data, and finally come to the conclusion that water ice is present in permanently shadowed areas inside polar impact craters. The participating educators were able to work with actual data and experience how the conclusion was reached. This example and others highlight the potential of such workshops to inform and engage educators.

Weir, H. M.; Edmonds, J. P.; Hallau, K.; Asplund, S. E.; Cobb, W. H.; Nittler, L. R.; Solomon, S. C.

2013-12-01

402

Essential elements in a professional learning and development programme: a New Zealand case study of autism professional development to promote collaborative practices  

Microsoft Academic Search

Professional learning and development (PD) programmes play an important role in improving professionals’ ability to teach and provide for the children and young people they work with. This article reviews literature relating to components considered important to successful general and autism spectrum disorder (ASD)-focused PD. It then describes the methodology and findings from an evaluation of ‘tips for autism’ –

Jill Bevan-Brown; Roseanna Bourke; Philippa Butler; Janis Carroll-Lind; Alison Kearney; Mandia Mentis

2011-01-01

403

Essential elements in a professional learning and development programme: a New Zealand case study of autism professional development to promote collaborative practices  

Microsoft Academic Search

Professional learning and development (PD) programmes play an important role in improving professionals’ ability to teach and provide for the children and young people they work with. This article reviews literature relating to components considered important to successful general and autism spectrum disorder (ASD)-focused PD. It then describes the methodology and findings from an evaluation of ‘tips for autism’ –

Jill Bevan-Brown; Roseanna Bourke; Philippa Butler; Janis Carroll-Lind; Alison Kearney; Mandia Mentis

2012-01-01

404

Essential Elements in a Professional Learning and Development Programme: A New Zealand Case Study of Autism Professional Development to Promote Collaborative Practices  

ERIC Educational Resources Information Center

Professional learning and development (PD) programmes play an important role in improving professionals' ability to teach and provide for the children and young people they work with. This article reviews literature relating to components considered important to successful general and autism spectrum disorder (ASD)-focused PD. It then describes…

Bevan-Brown, Jill; Bourke, Roseanna; Butler, Philippa; Carroll-Lind, Janis; Kearney, Alison; Mentis, Mandia

2012-01-01

405

Measuring the Effects of Professional Development on Teacher Knowledge: The Case of Developing Mathematical Ideas  

ERIC Educational Resources Information Center

This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted. Participants completing 2 DMI modules were compared with similar colleagues who had not taken DMI.…

Bell, Courtney A.; Wilson, Suzanne M.; Higgins, Traci; McCoach, D. Betsy

2010-01-01

406

Evaluation of the Professional Development Program on Web Based Content Development  

ERIC Educational Resources Information Center

The aim of this study is to evaluate the professional development program on web based content development (WBCD) designed by the Ministry of National Education (MoNE). Based on the theoretical CIPP model by Stufflebeam and Guskey's levels of evaluation, the study was carried out as a case study. The study group consisted of the courses that…

Yurdakul, Bünyamin; Uslu, Öner; Çakar, Esra; Yildiz, Derya G.

2014-01-01

407

DEVELOPMENT AND ON-LINE TESTS OF DIFFERENT TARGET-ION SOURCE UNITS FOR PRODUCTION OF NUCLIDES FAR FROM STABILITY  

E-print Network

was the creation of the target material with a high dispersivity and porosity in order to decrease the release time of an effective, high-temperature target unit for the on-line production of short-lived rare nuclides generation ISOL facilities, where two-step reactions will be used to produce intense neutron-rich nuclear

Titov, Anatoly

408

Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review  

Microsoft Academic Search

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical\\u000a research synthesizes the effective elements of professional development programs that support science teachers in learning\\u000a about technology integration. Studies are examined that explore how professional development supports technology use within\\u000a inquiry-based and traditional science instruction. Implications for future research are discussed in four

Tara E. Higgins; Michele W. Spitulnik

2008-01-01

409

National Humanities Center: Online Professional Development Seminar Toolboxes  

NSDL National Science Digital Library

While there are many online pedagogical tools for high school teachers to use in the classroom, there are relatively few that allow these educators the ability to create cost-effective professional development seminars for themselves and their colleagues. The National Humanities Center has developed these helpful toolboxes, which can effectively "fit into tight school calendars and equally tight budgets." The toolboxes currently available online deal with the experience of the American Revolution and sectionalism in the United States from 1815 to 1850. Each toolbox contains a structural outline of the materials, a general timeline of events, topic framing questions, and important suggestions for how best to run each development seminar. Most importantly, the toolboxes have been created and tested by professors, teachers, and the educational program staff of the National Humanities Center. Additionally, the site notes that seminar toolboxes on The Making of African-American Identity: 1865-1915 and The Gilded and the Gritty: America, 1877-1920 will be made available in coming years.

410

Development of a Versatile Laser Ultrasonic System and Application to On-Line Measurement for Process Control of Wall Thickness and Eccentrictiy of Steel Seamless Mechanical Tubing  

Microsoft Academic Search

Researchers at the Timken Company conceived a project to develop an on-line instrument for wall thickness measurement of steel seamless mechanical tubing based on laser ultrasonic technology. The instrument, which has been installed and tested at a piercing mill, provides data on tube eccentricity and concentricity. Such measurements permit fine-tuning of manufacturing processes to eliminate excess material in the tube

R. A. Kisner; S. W. Kercel; B. Damiano; P. R. Bingham; T. F. Gee; R. W. Tucker; M. R. Moore; M. Hileman; M. Emery; R. Lenarduzzi; J. E. Hardy; K. Weaver; R. Crutcher; R. V. Kolarik; R. H. Vandervaart

2002-01-01

411

Increasing Cultural Competence through Needs Assessment and Professional Development  

ERIC Educational Resources Information Center

The increasing cultural diversity of American students makes it imperative for school-based professionals to engage in culturally-competent practice, thereby ensuring high-quality mental health services. Although most cultural competence training occurs in university programs, research shows practicing mental health professionals would benefit…

Smith, Natasha L.; Bahr, Michael W.

2014-01-01

412

Development and Application of a Situated Apprenticeship Approach to Professional Development of Astronomy Instructors  

NASA Astrophysics Data System (ADS)

Professional development for astronomy instructors largely focuses on enhancing their understanding of the limitations of professor-centered lectures while also increasing awareness and better implementation of learning strategies that promote a learner-centered classroom environment. Given how difficult it is to get instructors to implement well-developed and innovative teaching ideas, even when these instructors are supplied with significant and compelling education research data, one must wonder what is missing from the most commonly used professional development experiences. This article proposes a learner- centered approach to professional development for college instructors, which we call situated apprenticeship. This novel approach purposely goes beyond simple awareness building and conventional modeling, challenging instructors to actively engage themselves in practicing teaching strategies in an environment of peer review in which participants offer suggestions and critiques of each other's implementation. Through this learner-centered teaching and evaluation experience, instructors' preexisting conceptual and pedagogical understandings of a particular instructional strategy are brought forth and examined in an effort to promote a real change of practice that positively impacts both their core pedagogical content knowledge and their skills in successfully implementing these teaching strategies. We believe that the adoption of our situated apprenticeship approach for professional development will increase the frequency and success of college instructors' implementation of research-validated instructional strategies for interactive learning.

Prather, Edward E.; Brissenden, Gina

413

Development and Application of a Situated Apprenticeship Approach to Professional Development of Astronomy Instructors  

NSDL National Science Digital Library

Professional development for astronomy instructors largely focuses on enhancing their understanding of the limitations of professor-centered lectures while also increasing awareness and better implementation of learning strategies that promote a learner-centered classroom environment. Given how difficult it is to get instructors to implement well-developed and innovative teaching ideas, even when these instructors are supplied with significant and compelling education research data, one must wonder what is missing from the most commonly used professional development experiences. This article proposes a learner- centered approach to professional development for college instructors, which we call situated apprenticeship. This novel approach purposely goes beyond simple awareness building and conventional modeling, challenging instructors to actively engage themselves in practicing teaching strategies in an environment of peer review in which participants offer suggestions and critiques of each otherâs implementation. Through this learner-centered teaching and evaluation experience, instructorsâ preexisting conceptual and pedagogical understandings of a particular instructional strategy are brought forth and examined in an effort to promote a real change of practice that positively impacts both their core pedagogical content knowledge and their skills in successfully implementing these teaching strategies. We believe that the adoption of our situated apprenticeship approach for professional development will increase the frequency and success of college instructorsâ implementation of research-validated instructional strategies for interactive learning.

Prather, Edward E.; Brissenden, Gina

2011-10-13

414

Integrating Scientists into Teacher Professional Development—Strategies for Success  

NASA Astrophysics Data System (ADS)

Professional development workshops for science teachers can be greatly enhanced by scientist participation. Such workshops may promote a collegial community and mutual understanding between researchers and educators. The CIRES (Cooperative Institute for Research in Environmental Sciences) Education and Outreach (EO) group at the University of Colorado, Boulder, has over a decade of experience in successfully developing and hosting such events. Scientist participation in these workshops varies widely—from giving formal presentations to working one-on-one with educators in designing a research project. Researchers from CIRES, NOAA (National Oceanic and Atmospheric Administration), NSIDC (National Snow and Ice Data Center), and other Colorado agencies and institutions have participated in the workshops. In addition, graduate students in scientific research programs at the University of Colorado are frequently involved. Such workshops can be effective broader impacts components of scientific programs. One example of a long-running successful program was the Earthworks project (1998-2007), a one-week workshop for secondary science teachers from around the country. With the help of practicing geoscientists, participants working in teams designed and conducted a field-based interdisciplinary study. Attendees were so enthusiastic that the ongoing Listserv community (including both scientist and educators) is still active and engaged three years after the last workshop. In a more recent example, since 2009 CIRES EO has been hosting an annual week-long summer workshop as the COSEE (Centers for Ocean Science Education Excellence) West—Colorado Collaborative. The COSEE workshops have had a different theme each year. In 2010, the workshop explored the link between Arctic sea ice, the Greenland ice sheet, sea level, and global climate processes. Extensive evaluation efforts have been included in the design of each workshop and the evaluation results are used to improve subsequent workshops. To measure achievement of program goals, feedback surveys, interviews, and workshop observation are employed. Evaluation data have shown consistently throughout the years that both educators and scientists value the time spent with each other at these workshops. Scientists enjoy sharing their topic areas with motivated and energetic educators. Conversely, science teachers appreciate the opportunity to work directly with scientists and to hear about cutting-edge research being done. This paper will review the most successful strategies for including scientists in professional development workshops, from both the teachers’ and the scientists’ perspectives.

Lynds, S. E.; Buhr, S. M.; Smith, L. K.

2010-12-01

415

How we developed a role-based portfolio for teachers' professional development.  

PubMed

Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development. PMID:24527776

Pyörälä, Eeva

2014-09-01

416

The Motherhood Penalty and the Professional Credential: Inequality in Career Development for Those with Professional Degrees  

ERIC Educational Resources Information Center

Transitions from education to work constitute a distinct set of situations where discrimination is likely to occur. Gender beliefs generally disadvantage women, and when coupled with beliefs regarding parental responsibility, tend to heavily disadvantage mothers. Yet we suggest that professional credentials create a divided labour market, with…

Berggren, Caroline; Lauster, Nathanael

2014-01-01

417

Towards a New Professionalism: Enhancing Personal and Professional Development in Teacher Education  

ERIC Educational Resources Information Center

The diversity and complexity of the post-modern era places new and important challenges on teacher education. The crucial role that personal dispositions have for professional learning needs to be better understood and acknowledged. Teacher training programmes need to focus more on objectives such as promoting conflict literacy, self-awareness,…

Malm, Birgitte

2009-01-01

418

Child Rights as a Framework for Advancing Professional Standards for Practice, Ethics, and Professional Development in School Psychology  

ERIC Educational Resources Information Center

The United Nations (1989) Convention on the Rights of the Child was designed to promote and protect the survival, development, and well-being of children, thus extending human rights to individuals from birth to age 18. This article examines the consistency of the Articles of the Convention with the professional standards for school psychology, as…

Nastasi, Bonnie Kaul; Naser, Shereen

2014-01-01

419

Towards development of on-line soil moisture content sensor using a fibre-type NIR spectrophotometer  

Microsoft Academic Search

As the soil moisture content (w) is a deterministic factor for site-specific irrigation, seeding, transplanting and compaction detection, an on-line measurement system will bring these applications into practice. A fibre-type visible (VIS) and near-infrared (NIR) spectrophotometer, with a light reflectance measurement range of 306.5–1710.9nm was used to measure w during field operation. The spectrophotometer optical unit was attached to the

Abdul Mounem Mouazen; Josse De Baerdemaeker; Herman Ramon

2005-01-01

420

Teachers-as-Learners: The Role of a Multimedia Professional Development Program in Changing Classroom Practice.  

ERIC Educational Resources Information Center

Describes a professional development program that involved the use of a multimedia package called "Birds of Antarctica" to develop teachers' understanding of a constructivist epistemology in science education. Argues that teachers who engage themselves as learners in a professional development program have greater opportunities to successfully…

Maor, Dorit

1999-01-01

421

Developmental Stages of a Professional Development School: Lessons from a Long-Term Partnership  

ERIC Educational Resources Information Center

This article describes the evolving stages of the establishment and development of a professional development school partnership. Whereas many such articles center on outcomes only, this one describes the developmental stages necessary to support a strong professional development partnership that allows for distributed learning for all parties…

Walmsley, Angela; Bufkin, Linda; Rule, Ann

2009-01-01

422

Creating Teacher-Led Professional Development Centers, Summer 2000, No. 2.  

ERIC Educational Resources Information Center

This paper outlines a process to help state and local teacher associations and their partners: create a vision for teachers' professional development; identify partners; develop a plan for creating the professional development center; work effectively in partnership for extended periods of time; reach all teachers; and get results. After…

National Foundation for the Improvement of Education, Washington, DC.

423

FLEX: A Professional Development Program for Women Faculty of the School of Medicine  

E-print Network

FLEX: A Professional Development Program for Women Faculty of the School of Medicine FLEX: A Professional Development Program for Women Faculty of the School of Medicine is a customized program designed to provide training and skills development so that talented women faculty may advance their careers

Rollins, Andrew M.

424

Santa Fe Community College Part-Time Faculty Professional Development Plan.  

ERIC Educational Resources Information Center

Developed for faculty employed on a part-time basis at Santa Fe Community College (SFCC), this booklet explains the required and optional activities comprising the college's professional development program. Introductory sections reveal that part-time faculty members are required to participate in a number of professional development activities,…

Santa Fe Community Coll., NM.

425

Improving Adult Learning and Professional Development in a Post-Conflict Area: The Case of Cambodia  

ERIC Educational Resources Information Center

All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies…

Berkvens, Jan B. Y.; Kalyanpur, Maya; Kuiper, Wilmad; Van den Akker, Jan

2012-01-01

426

Professional Development. The Evaluation Exchange. Volume 11, Number 4, Winter 2005-2006  

ERIC Educational Resources Information Center

This issue hones in on professional development in four key sectors affecting children, youth, and families--K-12 education, early childhood education, child welfare, and youth development. Though these sectors face many of the same professional development challenges, each has its own unique issues, strengths, and goals. The staffing shortage in…

DeDeo, Carrie-Anne, Ed.

2006-01-01

427

Teachers Caught in the Action: Professional Development That Matters. The Series on School Reform.  

ERIC Educational Resources Information Center

This collection of papers focuses on what is known and practiced in professional development. Part 1, "The Purposes of Professional Development," includes (1) "Educational Purposes and Teacher Development" (Maxine Greene); (2) "Going Public: The Imperative of Public Education in the 21st Century" (Carl D. Glickman and Derrick P. Alridge); (3)…

Lieberman, Ann, Ed.; Miller, Lynne, Ed.

428

The mission of the Professional Development and Learning Management Office is to  

E-print Network

and Technology Professional Development & Learning Management 395 Hudson Street New York, New York 10014 in various job groups can benefit from pro fessional development and training sessions that presentMISSION The mission of the Professional Development and Learning Management Office

Qiu, Weigang

429

Action research as a professional development model for the teaching of writing in early stage one\\/stage one classrooms  

Microsoft Academic Search

The literature addressing the professional development of teachers is abundant, presenting many different components of what constitutes successful professional development. An investigation of the literature suggests that the overwhelming tendency has been to provide professional development opportunities for teachers external to their classroom and school setting, and frequently neglecting to consider the individual teachers professional needs. The purpose of this

Lisa K Kervin

2004-01-01

430

Professional Development between Iranian Distance Education PNU EFL University Teachers and Traditional Non-PNU EFL University Teachers  

ERIC Educational Resources Information Center

Professional Development is a critical necessity in today's educational environment. The present research was based on the idea that teachers are professionals and they need professional development consisting of various processes of ongoing growth. We examined university teachers' attitude to professional development in a type of distance…

Soleimani, Hassan; Khaliliyan, Monir

2012-01-01

431

Exploring Professional Identity in Response to Curriculum Reform and Professional Development: The Teaching Life Stories of Chemistry Teachers  

NASA Astrophysics Data System (ADS)

This study contributes to the existing literature in teacher education on teacher professional identity (Beijaard, Meijer & Verloop, 2004; Lamote & Engels, 2010; Rots, 2007), particularly in response to curriculum change and professional development. It proposes to offer a much better understanding of how chemistry teachers’ professional identities have evolved through their school and work experiences, and the tensions they experience associated with their beliefs about teaching and learning and their actual practice. Specifically, this study aims to identify how teachers' professional identities have evolved following the introduction of the latest chemistry curricula in Manitoba. These latest chemistry curricula advocate for a more learner focused 'tetrahedral orientation' (Mahaffy, 2004) teaching practice that supports chemistry learning through the use of Johnstone's (1991) three modes of representation - the symbolic, macroscopic and molecular levels - as well as a human element dimension. This study also aims to identify how teachers' professional identities have evolved following their participation in long-term professional development offered by teacher educators at the University of Manitoba. Additionally, this study aims to determine whether teachers feel they have experienced tensions associated with their beliefs about teaching and learning and their current teaching practices as a result of sustained professional development. Finally, this study aims to determine whether the curriculum changes and associated professional development have led teachers to think about and reflect more on their teaching practice and whether this has led to a change in their beliefs about teaching and learning and their teaching practice. Urie Bronfenbrenner's (1979) Model of the Ecology of Human Development was used as a theoretical framework for this study. This study was informed by semi-structured interviews involving 32 teachers of chemistry that were conducted during the fourth phase of a five-year research and development project supported by the University of Manitoba's Centres for Research in Youth, Science Teaching and Learning (CRYSTAL). These interviews suggested that teachers have experienced some tensions associated with their beliefs about teaching and learning and their current teaching practices. The study further elicited data from eight of these 32 teachers via a qualitative narrative inquiry study employing narrative interviews to reveal teachers' perceptions of their evolving professional identities and chemistry teaching practices. Teaching life stories constructed from the narrative interview data revealed that these teachers feel that their professional identities have evolved through their school and work experiences, and that a change in curricula followed by supportive professional development has caused these teachers to reflect more on their teaching practices. Furthermore, though these teachers indicated that they have experienced tensions associated with how they want to teach and their actual teaching practices, they feel they have experienced a shift in their beliefs about teaching and learning such that they feel their teaching practices have improved through their more consistent use of the four modes of representation in chemistry learning. The qualitative data show, however, that these teachers still feel that they have a long way to go to achieve a truly learner focused classroom practice where these four modes of chemistry learning are being used the majority of the time. The study closes by recommending that a much broader study be undertaken to include more teachers of chemistry in Manitoba to verify and add to the findings of this study, among other suggestions.

Peters, Gayle D.

432

Career Development is for Everyone! UC Davis Staff Development & Professional Services  

E-print Network

building, professional development and career management. INSTRUCTIONS Getting Started: Since the IDP asks skill in computer graphics; Learn DaFIS; Find out how to become a student affairs officer; Figure out for a project; for example, maybe your goal is to revise the procedural manual in your department. In this case

Ullrich, Paul

433

Development of a Method to Investigate Medical Students' Perceptions of Their Personal and Professional Development  

ERIC Educational Resources Information Center

Personal and Professional Development (PPD) is now key to the undergraduate medical curriculum and requires provision of appropriate learning experiences. In order to achieve this, it is essential that we ascertain students' perceptions of what is important in their PPD. We required a methodological approach suitable for a large medical school,…

Lown, Nick; Davies, Ioan; Cordingley, Lis; Bundy, Chris; Braidman, Isobel

2009-01-01

434

Developing Effective Special Education Reading Teachers: The Influence of Professional Development, Context, and Individual Qualities  

ERIC Educational Resources Information Center

This study examined the impact of contextual and individual factors on the implementation of professional development (PD) content in the area of word study and fluency by three upper-elementary special education teachers. The PD effort included an initial PD institute, monthly cohort meetings, an online community forum, coaching, and…

Dingle, Mary P.; Brownell, Mary T.; Leko, Melinda M.; Boardman, Alison Gould; Haager, Diane

2011-01-01

435

Science teachers' learning in a context of collaborative professional development  

NASA Astrophysics Data System (ADS)

The purpose of this qualitative study was to investigate and evaluate science teachers' learning in a context of Collaborative Professional Development, specifically in the Collaborative Program, which is under the Texas Regional Collaboratives for Excellence in Science Teaching (TRC). A non-positivistic, naturalistic approach was used to study five middle school science teachers from a large school district in South Central Texas that were involved in this program. The entire data collection process was conducted from June 1998 through September 2000. I distributed a 15-question survey to the five respondents prior to conducting in-depth interviews with them, between July 2000 and December 2000. I made five class observations, one per teacher, from March 2000 to May 2000. I started to analyze my qualitative data in June 2002. I returned to the write-up process in December 2002, and have continued to the conclusion. This study is intended to serve as a source of information and insight for many different people and groups, including current and prospective science teachers and administrators who are planning to participate in the TRC Results of the study showed eight findings: (1) An overwhelming preference for the kind of professional development respondents received in the Collaborative Program, over the kinds of workshops and seminars they has attended in the past; (2) Collaborative-style learning is initially intimidating and difficult for teachers, but ultimately valuable; (3) The teachers apply what they have learned in the Collaborative Program to their own classrooms; (4) Hands-on learning is something that both teachers and their students enjoy; (5) The Collaborative Program has invigorated their sense of themselves as teachers, and as science teachers specifically, and has built their confidence in teaching science; (6) The incentives for teacher participation in the Collaborative Program seem to be intellectual ones just as much as material ones; (7) The presence of multi-grade levels of teachers in the Collaborative Program creates a bi-directional learning environment; and, (8) The only consistent concerns, suggestions, and compliments about the Collaborative Program focus on the application of technology.

Faraji, Hassan

436

Lessons Learned from NCAR Professional Development Workshops for Educators  

NASA Astrophysics Data System (ADS)

Since the early 1990s, NCAR has been involved in the development and implementation of professional development workshops for educators. From 1991 through 2000, the NSF-funded Project LEARN (Learning Experiences in Atmospheric Research at NCAR), provided middle school educators training in atmospheric science content and opportunities to develop activities collaboratively with scientists. In 2002, NCAR initiated a new annual Geoscience Education Workshop on Climate and Global Change for skilled teacher trainers at the middle and high school levels. Both of these workshop series have provided numerous opportunities to learn lessons that may be useful to those considering development of similar training workshops. Our best practices come from formal program evaluation as well as informal interactions and observations. Ranging from big concepts to minutiae, careful planning and successfully taking care of the details can make the difference between a successful workshop and a disaster. For our most recent workshop, participants were selected from a national pool, based on their own preparation in the geosciences, experience in training, courses they are teaching, plans for dissemination and outreach to underrepresented groups, and geographic distribution. Methodologies include leadership and content training, field experiences, hands-on inquiry-based activities, computer modeling, experience in presentation, preparation for local training sessions, and discussion. Reflection on relevance to national education standards is a necessary underlying theme of a successful workshop. Likewise, involving scientists not only in lecture presentations but also in some of the more informal components of a workshop such as hands-on activities and social events provides additional opportunities for scientists and teachers to get to know each other and build on-going relationships. Finally, work with educators does not end when the workshop is over - in order for the training investment to pay off, its very important to maintain a continuing relationship with educators in their efforts to improve science education in their classrooms, schools, and at the regional level.

Johnson, R.; Foster, S.; Henderson, S.

2002-12-01

437

Professional Development for a New Curriculum for a Developing Country: The Example of Technology Education in the Solomon Islands .  

E-print Network

??This thesis explores the impact of a specially designed technology education professional development programme for traditional technical education secondary teachers to assist with the implementation… (more)

Sade, David

2009-01-01

438

US and International Health Professions’ Requirements for Continuing Professional Development  

PubMed Central

There is not a comprehensive global analysis of continuing professional development (CPD) and continuing education (CE) in the major health professions in published literature. The aim of this article is to summarize findings from the US and international literature on CPD and CE practices in the health professions, comparing the different requirements and frameworks to see what similarities and challenges exist and what the future focus should be for the pharmacy profession. A literature review was conducted on CPD and CE in selected health professions, namely pharmacy, medicine, nursing, ophthalmology, dentistry, public health, and psychology. Over 300 papers from the health professions were retrieved and screened. Relevant articles based on the abstracts and introductions were summarized into tabular form by profession, minimum requirements for licensure, nature of credits, guidelines on how to record CE and CPD activities, and specific CE and CPD definitions. Wide variations exist among the health professions. Lessons learned from this information can be used to further clarify and define the role of CE and CPD and self-directed lifelong learning in pharmacy and the health professions. PMID:25147401

Tofade, Toyin; Thakkar, Namrata; Rouse, Michael

2014-01-01

439

Professional Development Through The University of Arizona Astronomy Club  

NASA Astrophysics Data System (ADS)

The University of Arizona Astronomy Club creates a unique environment for undergraduates to accomplish goals early in their academic career. The club provides research opportunities with advisors, graduate students, and projects organized by fellow undergraduates. Undergraduates that work side-by-side develop strong working relationships which keeps students interested in astronomy and enables them to thrive in their studies and research. Club members are encouraged to attend and present their research at professional conferences where they are exposed early to the scientific research community, learn about internship and REU opportunities, and get information about graduate programs. In addition to preparing undergraduates to thrive in their academic career, the club also offers outreach opportunities for members to actively educate the southern Arizona community. Members of the club design and create many of their outreach materials including 3D models of our local stellar neighborhood and astronomical objects. Astronomy Club has had a positive impact on its members, the Department of Astronomy, and the southern Arizona community for the past seven years. The club continues to strive to improve undergraduate retention and prepare students for their future careers.

McGraw, Allison M.; Nieberding, Megan N.; Austin, Carmen; Hardegree-Ullman, Kevin

2015-01-01

440

Mathematics teacher professional development in and through internet use: reflections on an ethnographic study  

NASA Astrophysics Data System (ADS)

This paper is a reflection on a model for mathematics teacher professional development with respect to technology. The model was informed by three interrelated concepts: (1) a theory of teacher professional development from analysis of the field, (2) the zone theory of teacher professional learning, and (3) ethnography as a method. The model was applied in a study that focused on the uses of the Internet for primary mathematics teacher professional development, particularly to exploit the potential of the Internet for professional learning and to use it in professional work. This is illustrated through selected critical events over an eight-month ethnographic intervention in a primary mathematics classroom in Australia. Though the model is theoretically grounded, it opens up questions about the power, potential, and challenges as well as its feasibility, with respect to not only the teacher but also the ethnographer.

Patahuddin, Sitti Maesuri

2013-12-01

441

Training the Trainer: Developing Educators for Continuing Professional Education.  

ERIC Educational Resources Information Center

Describes a program at the State University of New York College of Optometry targeted at training younger clinical faculty who wish to become involved in continuing professional education. Covers the program's purpose and the institution's experiences with implementation. (DB)

Canellos, Harriete; Medio, Franklin J.; Mozlin, Rochelle; Perry, Claudia A.

2000-01-01

442

THE HISTORICAL CONTEXT AND DEVELOPMENT OF PROFESSIONAL LEARNING COMMUNITIES  

E-print Network

as a school reform framework for helping schools meet the needs of their students and meet the requirements set forth by No Child Left Behind. Currently, professional learning communities are in high demand. In education, reform efforts frequently...

Archer, Kimberly Rochelle

2012-05-31

443

Development and evaluation of a self-administered on-line test of memory and attention for middle-aged and older adults  

PubMed Central

There is a need for rapid and reliable Internet-based screening tools for cognitive assessment in middle-aged and older adults. We report the psychometric properties of an on-line tool designed to screen for cognitive deficits that require further investigation. The tool is composed of measures of memory and executive attention processes known to be sensitive to brain changes associated with aging and with cognitive disorders that become more prevalent with age. Measures included a Spatial Working Memory task, Stroop Interference task, Face-Name Association task, and Number-Letter Alternation task. Normative data were collected from 361 healthy adults age 50–79 who scored in the normal range on a standardized measure of general cognitive ability. Participants took the 20-minute on-line test on their home computers, and a subset of 288 participants repeated the test 1 week later. Analyses of the individual tasks indicated adequate internal consistency, construct validity, test-retest reliability, and alternate version reliability. As expected, scores were correlated with age. The four tasks loaded on the same principle component. Demographically-corrected z-scores from the individual tasks were combined to create an overall score, which showed good reliability and classification consistency. These results indicate the tool may be useful for identifying middle-aged and older adults with lower than expected scores who may benefit from clinical evaluation of their cognition by a health care professional.

Troyer, Angela K.; Rowe, Gillian; Murphy, Kelly J.; Levine, Brian; Leach, Larry; Hasher, Lynn

2014-01-01

444

Development and evaluation of a self-administered on-line test of memory and attention for middle-aged and older adults.  

PubMed

There is a need for rapid and reliable Internet-based screening tools for cognitive assessment in middle-aged and older adults. We report the psychometric properties of an on-line tool designed to screen for cognitive deficits that require further investigation. The tool is composed of measures of memory and executive attention processes known to be sensitive to brain changes associated with aging and with cognitive disorders that become more prevalent with age. Measures included a Spatial Working Memory task, Stroop Interference task, Face-Name Association task, and Number-Letter Alternation task. Normative data were collected from 361 healthy adults age 50-79 who scored in the normal range on a standardized measure of general cognitive ability. Participants took the 20-minute on-line test on their home computers, and a subset of 288 participants repeated the test 1 week later. Analyses of the individual tasks indicated adequate internal consistency, construct validity, test-retest reliability, and alternate version reliability. As expected, scores were correlated with age. The four tasks loaded on the same principle component. Demographically-corrected z-scores from the individual tasks were combined to create an overall score, which showed good reliability and classification consistency. These results indicate the tool may be useful for identifying middle-aged and older adults with lower than expected scores who may benefit from clinical evaluation of their cognition by a health care professional. PMID:25540620

Troyer, Angela K; Rowe, Gillian; Murphy, Kelly J; Levine, Brian; Leach, Larry; Hasher, Lynn

2014-01-01

445

Professional Development of Teacher Educators: Voices from the Greek-Cypriot Context  

ERIC Educational Resources Information Center

Although teacher educators are often regarded as models of lifelong learning for the teachers, their professional development has been the object of meagre research and discussion in the literature. This study raises awareness on issues pertaining to teacher educators' professional development in the Greek-Cypriot context. Data from…

Karagiorgi, Yiasemina; Nicolaidou, Maria

2013-01-01

446

Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module  

ERIC Educational Resources Information Center

Teachers involved in the implementation of a curriculum innovation can be prepared for this task through a professional development program. In this paper, we describe essential characteristics (identified empirically and theoretically) for such a professional development program that promotes the acquisition of competences by these teachers. The…

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

2010-01-01

447

Impact of Teachers' Professional Development on School Improvement--An Analysis at Bangladesh Standpoint  

ERIC Educational Resources Information Center

This study seeks to describe the teachers' professional development activities in Bangladesh and explores the hypotheses about the relationship between teachers' traditional professional development activities and school improvement. Data from a representative sample of City secondary schools from Bangladesh (n = 127) were gathered through…

Hoque, Kazi Enamul; Alam, Gazi Mahabubul; Abdullah, Abdul Ghani Kanesean

2011-01-01

448

Towards Improvements in Teachers' Professional Development through the Reflective Learning Paradigm--The Case of Slovenia  

ERIC Educational Resources Information Center

Developing reflective teachers who will be committed to their professional mission and whose own development will represent a value is an important objective of the professional training of future teachers. This article deals with an evaluation of the module of instruction in teacher training that was directed at raising students' awareness of the…

Valencic Zuljan, Milena; Zuljan, Darjo; Pavlin, Samo

2011-01-01

449

Taking Charge of Professional Development: A Practical Model for Your School  

ERIC Educational Resources Information Center

Overcome budget cuts, lack of leadership, top-down mandates, and other obstacles to professional development by using this book's take-charge approach. Joseph H. Semadeni guides you through a systemic method to professional development that: (1) Motivates teachers to continuously learn and apply best practices; (2) Makes adult learning activities…

Semadeni, Joseph

2009-01-01

450

Professional Development for K–12 Math and Science Teachers: What Do We Really Know?  

Microsoft Academic Search

As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices,

Lauren Scher; Fran OReilly

2009-01-01

451

Book Clubs as Professional Development Opportunities for Preservice Teacher Candidates and Practicing Teachers: An Exploratory Study  

ERIC Educational Resources Information Center

The issue of professional development is receiving increased attention, as educators and policy makers are realizing the centrality of teachers to school reform and improvement. This paper describes research on book clubs as a mechanism for professional development and discusses how different study group configurations (i.e., preservice teacher…

Burbank, Mary D.; Kauchak, Don; Bates, Alisa J.

2010-01-01

452

What Makes Professional Development Effective? Results from a National Sample of Teachers.  

ERIC Educational Resources Information Center

Used a national probability sample of 1,027 mathematics and science teachers to provide a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results identify three core features of professional development that have significant positive effects on teachers' self-reported…

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

2001-01-01

453

Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.  

ERIC Educational Resources Information Center

Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…

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

2002-01-01

454

Pre-Service Teachers' Personal Practical Theories and Autonomy: Development during Professional Internship Experiences  

ERIC Educational Resources Information Center

Professional internship experiences play a critical role in the development of pre-service teachers. This research investigates pre-service teachers' personal practical theories (PPTs) and autonomy and how they are developed during professional internship experiences. This study also explores relationships that exist for PPTs and autonomy and…

Shin, Doohyun L.

2013-01-01

455

Investigating a Professional Development School Model of Teacher Education in Canada  

ERIC Educational Resources Information Center

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most…

Buzza, Dawn; Kotsopoulos, Donna; Mueller, Julie; Johnston, Megan

2010-01-01

456

Race to the Top: Implications for Professional Development in Arts Education  

ERIC Educational Resources Information Center

This article provides an initial look at Race to the Top as it relates to professional development for arts educators. Topics include the philosophy of Race to the Top education reform, data informed professional development, performance pay, and how these changes may affect arts educators.

Hourigan, Ryan

2011-01-01

457

A Professional Development Weblog: Supporting Work-Based Learning in a TAFE Library  

ERIC Educational Resources Information Center

This paper explores whether a professional development weblog could support work-based learning in a TAFE Library. The paper includes both a literature review of material dealing with work-based learning in the VET sector, weblogs and their possible use as a professional development tool and an evaluation of a weblog project devised to support…

Costa, Cathy

2007-01-01

458

Six Star Science Online Teacher Professional Development & The APS Archive of Teaching Resources  

NSDL National Science Digital Library

This poster was presented November 4th at the 2010 National Association of Biology Teachers (NABT) Professional Development Conference in Minneapolis, MN. The poster includes information about the American Physiological Society's Online K-12 Teacher Professional Development Program and Online Archive of Teaching Resources.

Dr. Melvin Limson (American Physiological Society Education)

2009-11-11

459

Changing Junior High Resource Teachers' Concerns towards Inclusion through Professional Development  

ERIC Educational Resources Information Center

Based on special education teachers' lack of strategic professional development, as well as a lack of collaboration with general education teachers, students with disabilities are not making the expected benchmarks for academic achievement. Knowing there was a need for professional development, the purpose of this action research study using…

Davidson, Carter Joseph

2010-01-01

460

The Other Side of the Equation: Professional Development and the Organizational Capacity of Teacher Unions  

Microsoft Academic Search

This article describes three different types of professional development provided by teachers organizations in the United States and Canada. Drawing from 10 years of conceptual and empirical research on teacher union reform activities, on teachers' perceptions of unions, and on teachers' union involvement, it identifies strategies for improving the fit between professional development and teachers occupational needs. The article emphasizes

Nina Bascia

2000-01-01

461

Professional Development Schools and Early Childhood Education: Interactive Skills of Students, Playgroup and Kindergarten Teachers  

ERIC Educational Resources Information Center

This study examines professional development activities for students and teachers in two Dutch professional development schools (PDSs). The PDSs consist of a partnership between the kindergarten classes of the elementary school and accompanying playgroup (with children aged 4-6 and 2.6-4, respectively), a teacher's training college and a research…

de Roos, Simone A.; van der Heijden, Monique H. R. M. A.; Gorter, Ruud J.

2010-01-01

462

A Case Study of Teacher Appraisal in Shanghai, China: In Relation to Teacher Professional Development  

ERIC Educational Resources Information Center

Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being viewed as a means of teacher professional development. However, the way in which teacher appraisal…

Zhang, Xiao Feng; Ng, Ho Ming

2011-01-01

463

Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners  

Microsoft Academic Search

Research Findings: This qualitative case study describes early childhood practitioners' (ECPs) perspectives on their professional development as part of a large federally funded school readiness intervention project as they experienced the processes of professional growth and change in learning skills related to promoting parental engagement in children's learning and development. A total of 28 ECPs participated in this study over

Jill R. Brown; Lisa L. Knoche; Carolyn P. Edwards; Susan M. Sheridan

2009-01-01

464

Elementary School Teachers' Attitudes toward Professional Development: A Grounded Theory Study  

ERIC Educational Resources Information Center

Elementary teachers' attitudes toward professional development and ways to increase teachers' participation in professional development were explored in this qualitative, grounded theory. The researcher conducted five focus groups comprised of elementary classroom teachers, special area teachers, and Instructional Facilitators. Data from the focus…

Fielder, Amy

2010-01-01

465

Professional Development as Social Transformation: The Literacy for Social Justice Teacher Research Group  

ERIC Educational Resources Information Center

The various stages of the teacher research group to experience what professional development committed to social justice looks like and sounds like over a four-year period are explored. The complex relationships between professional development and social transformation are discussed.

Rogers, Rebecca; Kramer, Mary Ann; Mosley, Melissa; Fuller, Carolyn; Light, Rebecca; Nehart, Melissa; Jones, Rhonda; Beaman-Jones, Sara; DePasquale, Janet; Hobson, Sarah; Thomas, Phyllis

2005-01-01

466

An Examination of Oregon Writing Project Teachers: A Qualitative Study of Professional Development Experiences  

ERIC Educational Resources Information Center

This qualitative study examined the influence of the 2011 Oregon Writing Project (OWP) Summer Institute (SI) on the professional development of six teachers in the following ways: 1. The development of case descriptions of teachers' personal and professional backgrounds relevant to their teaching of writing. 2. An examination of the effects…

Obery, Angela D.

2012-01-01

467

Evaluation of a Multicomponent Online Communication Professional Development Program for Early Interventionists  

ERIC Educational Resources Information Center

Collaborative early intervention (EI) service delivery is enhanced by professional development focused on knowledge and skills in the content and process of delivering services. This article describes a multicomponent online professional development course designed to build infant toddler specialists' capacity to support children with…

Brown, Jennifer A.; Woods, Juliann J.

2012-01-01

468

The Centre for Professional Development at the University of Auckland: towards creating networks of moral obligations  

Microsoft Academic Search

Addresses briefly five complex issues in higher education: professional development spanning all categories of staff; the role of a centre of professional development (CPD) in context; the philosophical framework and models within which a centre might operate; the role of a centre in strategic planning and policy formation, and the contribution that a CPD might make in assessing and enhancing

Reynold J. S. Macpherson

1997-01-01

469

Perceptions of Community College Adult Basic Education Faculty regarding Faculty Professional Development in Alabama Community Colleges  

ERIC Educational Resources Information Center

Faculty professional development is an integral part of the overall mission of the Adult Basic Education programs that are operated under the auspices of the Alabama Community College System. Since their realignment within the ACCS in 2004, there has been a continual process underway to increase professional development activities at both the…

Taylor, Thomas J., Jr.

2009-01-01

470

Landmarks in the Professional and Academic Development of Mid-Career Teacher Educators  

ERIC Educational Resources Information Center

This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional…

Griffiths, Vivienne; Thompson, Simon; Hryniewicz, Liz

2014-01-01

471

Novice Music Teachers Learning to Improvise in an Improvisation Professional Development Workshop  

ERIC Educational Resources Information Center

With the intent of improving music improvisation pedagogy, the purpose of this research was to examine experiences of six novice music teachers and a professional development facilitator in an eight-week Improvisation Professional Development Workshop (IPDW). The research questions were: 1. How do teachers learn to improvise within the context of…

Filsinger, Mark H.

2013-01-01

472

Exploring the Benefits of Music-Making as Professional Development for Music Teachers  

ERIC Educational Resources Information Center

Although much has been written about professional development in general education and music education literature, little has addressed the benefits of music-making as meaningful professional development for music teachers. For music teachers, music-making and meanings of music-making have been connected with teachers' identity, well-being,…

Pellegrino, Kristen

2011-01-01

473

Professional Development in Early Childhood Programs: Process Issues and Research Needs  

PubMed Central

In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. As such, the early education field needs well-conducted empirical studies on which to base professional development practices. In this paper, we offer research directions associated with the processes underlying professional development, including areas in need of investigation that can inform the early childhood education field in terms of how professional development efforts exert their influence and produce meaningful change in practitioners’ skills, behaviors, and dispositions. The paper highlights representative research from the professional development literature on its various forms/approaches and offers an agenda for research on the professional development process. Broad issues associated with the conduct of research on professional development, including considerations of professional development processes, participant characteristics, relationships, and sustainability are discussed. PMID:19809599

Sheridan, Susan M.; Edwards, Carolyn Pope; Marvin, Christine A.; Knoche, Lisa L.

2009-01-01

474

Training Teachers to Think Historically: Applying Recent Research to Professional Development  

ERIC Educational Resources Information Center

In this paper, the author argues that sustained, discipline-specific professional development provides the key to transferring research knowledge base to the classroom, where it can lead to significant improvements in the quality of history instruction. To be successful, such professional development must--like good classroom instruction--begin…

Neumann, David

2012-01-01

475

Making Professional Development Schools Work: Politics, Practice, and Policy. The Series on School Reform.  

ERIC Educational Resources Information Center

The 11 chapters in this book are organized into 3 parts. "Part 1: Making Changes at the Core" contains five chapters: (1) "Learning To Teach in Professional Development Schools" (Kenneth Zeichner and Maurine Miller); (2) "'Making It Happen': Creating a Subculture of Mentoring in a Professional Development School" (Kathy Beasley, Deborah Corbin,…

Levine, Marsha, Ed.; Trachtman, Roberta, Ed.

476

Using Work Action Analysis to Identify Web-Portal Requirements for a Professional Development Program  

ERIC Educational Resources Information Center

This article describes using Work Action Analysis (WAA) as a method for identifying requirements for a web-based portal that supports a professional development program. WAA is a cognitive systems engineering method for modeling multi-agent systems to support design and evaluation. A WAA model of the professional development program of the…

Nickles, George

2007-01-01

477

Academic and Informal Science Education Practitioner Views about Professional Development in Science Education  

ERIC Educational Resources Information Center

This study documents the views of effective professional development held by eight professional development (PD) providers, representing four informal science institutions (ISI) and four programs within two institutions of higher education (IHE) in a large midwestern metropolitan area in the United States. This study finds that, while the reported…

Astor-Jack, Tamsin; McCallie, Ellen; Balcerzak, Phyllis

2007-01-01

478

Professional Skills Development in a Resource-Poor Setting: The Case of Pharmacy in Malawi  

ERIC Educational Resources Information Center

The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills…

Lim, Zoe; Anderson, C.; McGrath, S.

2012-01-01

479

Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures  

Microsoft Academic Search

The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers' professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges

Laura M. Desimone

2009-01-01

480

Effects of Product-Based Technology Professional Development Model on P-8 Teachers  

ERIC Educational Resources Information Center

A product-based professional development model has significantly improved the ability and willingness of P-8 teachers to use and integrate technology into instruction. This paper discusses the impacts this staff professional development model. The model was used to train 18 teachers to effectively use and integrate technology in their ESL…

Ireh, Maduakolam

2006-01-01

481

Professional Development: A Six-Year Data Evaluation of HIDTA Law Enforcement Task Force Training Programs  

ERIC Educational Resources Information Center

This is a nationwide six-year data study of law enforcement training and professional development in relationship to workplace productivity. Why do we care about law enforcement training and professional development? Because the law enforcement environment is not standing still. Unlawful activity, and in particular drug trafficking strategies,…

Burnett, Larry D.

2012-01-01

482

Strategies for Improving Power in School-Randomized Studies of Professional Development  

ERIC Educational Resources Information Center

Objectives: Group-randomized designs are well suited for studies of professional development because they can accommodate programs that are delivered to intact groups (e.g., schools), the collaborative nature of professional development, and extant teacher/school assignments. Though group designs may be theoretically favorable, prior evidence has…

Kelcey, Ben; Phelps, Geoffrey

2013-01-01

483

EDU 526 Experiential Science Learning I: A Collaborative Model for Professional Development. 1997 Summative Evaluation.  

ERIC Educational Resources Information Center

This document provides a summative evaluation of an ongoing collaborative professional development project that focuses on a course in experimental science learning. Project goals include: (1) providing elementary school teachers with a professional development program for science education that is grounded in the National Science Education…

Bruckerhoff, Charles; Bruckerhoff, Theresa

484

A Guide for Increasing the Effectiveness of Professional Development in Schools and Districts  

ERIC Educational Resources Information Center

This guide is for superintendents, principals, staff developers, teachers and professional development providers--in short for anyone who has a stake in ensuring that professional learning has greater impact on improving practice and increasing student learning. The purpose of this guide is to help schools, districts, and SU/LEAs put in place…

Vermont Department of Education, 2011

2011-01-01

485

Reflective Teaching as Self-Directed Professional Development: Building Practical or Work-Related Knowledge  

ERIC Educational Resources Information Center

The broad purpose of this self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development of teacher educators; and second, to forward the idea that teaching reflectively is not only an excellent framework through which self-directed professional development can be enacted, but it is also an…

Minott, Mark A.

2010-01-01

486

A Conceptual Framework for Teacher Professional Development: The Whole Teacher Approach  

ERIC Educational Resources Information Center

In this article, we describe a conceptual framework for in-service professional development--the Whole Teacher approach. A significant departure from the traditional approach to professional development that speaks primarily to teachers' acquisition of knowledge and skills, the Whole Teacher framework emphasizes promoting all aspects of a…

Chen, Jie-Qi; McCray, Jennifer

2012-01-01

487

Teachers' Perceptions of the Effectiveness of Peer-to-Peer Collaboration for Professional Development  

ERIC Educational Resources Information Center

The purpose of this study was to investigate participating teachers' (PTs) perceptions on the effectiveness of collaborating with a peer for purposes of professional development. As the primary researcher, I wanted to investigate how my colleagues (PTs) perceived peer-to-peer collaboration as a method of professional development. As well, I wanted…

Wyman, Kimberly A.

2011-01-01

488

Leading and Learning: Leadership, Change, and Challenge in a Professional Development Initiative  

ERIC Educational Resources Information Center

Schools seeking to increase student achievement often employ professional development strategies to institute instructional reforms, yet research offers little guidance on how leadership behaviors might support professional development aimed at district reform and instructional change. This qualitative case study examined the following research…

Curtis, Todd A.; DiFabio, Mark L.; Fortuna, Jodi L.; Lauze, Kathleen M.; McCoy, Tina H.; Nikas, Kathryn M.

2012-01-01

489

Implementing a K-12 Train the Trainer Professional Development Model through the School Improvement Grant  

ERIC Educational Resources Information Center

Effective professional development has been shown to improve instruction and increase student academic achievement. The Train the Trainer professional development model is often chosen by the state Department of Education for its efficiency and cost effectiveness of delivering training to schools and districts widely distributed throughout the…

Pollnow, Michele

2012-01-01

490

Train-the-Trainer for Adult Education. Quality Professional Development Project.  

ERIC Educational Resources Information Center

This manual aids professional development adult education (AE) facilitators in conducting AE workshops using Quality Professional Development (QPD) Project materials. A workshop outline is provided. Six sections correspond to the six manuals in the training package. Section components are as follows: objectives for five or six units; activities;…

Florida Community Coll., Jacksonville.

491

Teachers' Perceptions of the Barriers to Technology Integration and Practices with Technology under Situated Professional Development  

ERIC Educational Resources Information Center

This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development. Months after transitioning from mentoring to teacher-led communities of…

Kopcha, Theodore J.

2012-01-01

492

Analyzing Principal Professional Development Practices through the Lens of Adult Learning Theory  

ERIC Educational Resources Information Center

This qualitative study sought to identify current principal professional development practices in four school systems in Georgia and to examine them by applying the principles of adult learning theory. The cross-case analysis of principal professional development initiatives in four school districts revealed nine common practices: connecting…

Zepeda, Sally J.; Parylo, Oksana; Bengtson, Ed

2014-01-01

493

Teachers' Motivation to Attend Voluntary Professional Development in K-10 Mathematics  

Microsoft Academic Search

Teachers choose to attend professional development courses and workshops for a range of reasons. New mathematics syllabuses in NSW with increased expectations for student learning outcomes created opportunities for providers to support the implementation of the new syllabuses. The participants at four six-week professional development courses completed surveys indicating motivation for attendance. This paper considers the reasons 109 teachers chose

Judy Anderson

494

Raising Literacy Levels with Collaborative On-Site Professional Development in an Urban Disadvantaged School  

ERIC Educational Resources Information Center

Professional development is now recognized as a key driver in enhancing teacher expertise and improving student achievement. A multifaceted, collaborative professional-development intervention designed to equip teachers with a range of strategies, tools, and methodologies and raise literacy standards was implemented over two years (grades 1-2) in…

Kennedy, Eithne; Shiel, Gerry

2010-01-01

495

Effective Professional Development for E-Learning: What Do the Managers Think?  

ERIC Educational Resources Information Center

Introducing new methods of teaching and learning requires an institutional approach to professional development in order to cater for the different levels and requirements of staff. The increase in e-learning use has prompted many institutions to adopt a whole organisation approach to professional development for lecturers. This paper proposes to…

Wilson, Amy

2012-01-01

496

Sport Education for Teachers: Professional Development when Introducing a Novel Curriculum Model  

ERIC Educational Resources Information Center

The purpose of this study was to provide a description of an on-site professional development program for Russian teachers as they learned to teach Sport Education. A concurrent objective was to investigate the effectiveness of this professional development opportunity. Participants were two physical education teachers (one with 27 and one with 3…

Sinelnikov, Oleg A.

2009-01-01

497

Early Childhood Teacher Learning through a Professional Development School Program in Hong Kong  

ERIC Educational Resources Information Center

Emphasis on continuing professional development is seen as an important aspect of educational reform at all levels of education. In recent years, a number of colleges and universities have established partnerships for the professional development of teachers at the elementary and secondary levels. However, there have been few partnerships within…

Yuen, Lai Ha

2011-01-01

498

Impact of a National Programme of Professional Development in Science Education  

ERIC Educational Resources Information Center

Evaluation of large-scale professional development programmes in a cost-effective but detailed manner presents challenges. Much of the research evidence on the effectiveness of professional development in science education has been the result of small-scale studies that use clustered or stratified sampling methods. Using the evidence collected…

Kudenko, Irina; Ratcliffe, Mary; Redmore, Alison; Aldridge, Catherine

2011-01-01

499

Professional Development Strategically Connecting Mathematics and Science: The Impact on Teachers' Confidence and Practice  

ERIC Educational Resources Information Center

The press to integrate mathematics and science comes from researchers, business leaders, and educators, yet research that examines ways to support teachers in relating these disciplines is scant. Using research on science and mathematics professional development, we designed a professional development project to help elementary teachers improve…

Baxter, Juliet A.; Ruzicka, Angie; Beghetto, Ronald A.; Livelybrooks, Dean

2014-01-01

500

Does Teacher Professional Development Improve Math and Science Outcomes and Is It Cost Effective?  

ERIC Educational Resources Information Center

Scholars and policymakers see improving teacher quality as a key way to improve student learning. While quality may be improved in a variety of ways for pre-service teachers, professional development is one of the few avenues by which quality can be improved for those teachers already in the teaching profession. But professional development, like…

Foster, John M.; Toma, Eugenia F.; Troske, SuZanne P.

2013-01-01