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

Developing Professional Skills in Journalism through Blogs  

ERIC Educational Resources Information Center

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

Hodgson, Paula; Wong, Dora

2011-01-01

2

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

3

The importance of human skills in project management professional development  

Microsoft Academic Search

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

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

2010-01-01

4

Coherence and the Development of Professional Knowledge and Skills  

ERIC Educational Resources Information Center

It can be difficult for students to relate theoretical knowledge and practical skills when making the transition from the classroom to professional practice. The concept of coherence has been suggested as an appropriate way to address how the relationships involved (i.e. between theoretical knowledge and practical skills and between classroom…

Smeby, Jens-Christian; Heggen, Kåre

2014-01-01

5

A Follow up: Developing Growing Need for Soft-Skills in IT Professionals  

ERIC Educational Resources Information Center

In this paper we follow up "Developing Growing Need for Soft-Skills in IT Professionals," a paper from the 2003 ASCUE Conference. In that paper we examined the need for "soft-skills" by information technology professionals. In the current economic climate, IT outsourcing is becoming increasingly popular. Our Columbus, Indiana Purdue campus has a…

Swanson, Dewey A.; Phillips, Julie

2004-01-01

6

A Model of Professional Development for Practicing Genetic Counselors: Adaptation of Communication Skills Training in Oncology  

Microsoft Academic Search

Ongoing professional development for practicing genetic counselors is critical in maintaining best practice. Communication\\u000a skills training (CST) workshops for doctors in oncology, utilizing trained actors in role plays, have been implemented for\\u000a many years to improve patient-centred communication. This model was adapted to provide professional development in counseling\\u000a skills for practicing genetic counselors, already highly trained in counseling skills. Detailed

Kate L. Dunlop; Kristine Barlow-Stewart; Phyllis Butow; Paul Heinrich

2011-01-01

7

College Instructors' Implicit Theories about Teaching Skills and Their Relationship to Professional Development Choices  

ERIC Educational Resources Information Center

Implicit theories about the malleability of skills/abilities have been shown to predict learners' willingness to participate in learning opportunities. The authors examined whether college professors' implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to…

Thadani, V.; Breland, W.; Dewar, J.

2010-01-01

8

Professional Development: A 21st Century Skills Implementation Guide  

ERIC Educational Resources Information Center

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century…

Partnership for 21st Century Skills, 2009

2009-01-01

9

Does the inclusion of 'professional development' teaching improve medical students' communication skills?  

PubMed Central

Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept. Students in the early years of their medical course may benefit from further opportunities to practise basic communication skills on a one-to-one basis with patients.

2011-01-01

10

Fostering an inquiry approach to teachers' professional development on teaching thinking skills  

Microsoft Academic Search

This article reports on small-scale curriculum research in the context of teachers' continuing professional development, with a particular focus on the formation of a community of teachers in which learning through scholarship and inquiry is pursued. The Thinking Skills Study Group at the University of Strathclyde is intended to provide an effective locus for learning about and inquiring into the

Margaret Kirkwood

11

Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers: A Professional Development Partnership  

ERIC Educational Resources Information Center

In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science…

Merrill, Chris; Devine, Kevin L.; Brown, Joshua W.; Brown, Ryan A.

2010-01-01

12

The Effects of Professional Development on Early Reading Skills: A Comparison of Two Approaches to Word Solving  

ERIC Educational Resources Information Center

This study examined the differential effects of two components of the Interactive Strategies Approach (ISA) professional development program on outcomes related to teacher knowledge, teacher practice, and student reading achievement. The professional development for teachers focused on word solving skill among struggling first grade readers. The…

Anderson, Kimberly L.

2009-01-01

13

Improving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development  

PubMed Central

MyTeachingPartner (MTP) is a web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial indicated that for English-only classrooms, teachers receiving a high level of support had students who made greater gains in language and literacy skills than teachers who only received access to a curricular supplement. Three implications are drawn from these findings: (1) on-going, video-based consultation holds promise not only for altering teacher-child interactions, but also improving children's learning, (2) technology allows teachers to receive intensive, effective support from a distance, and (3) there is still much to be learned about how professional development can support effective teaching of language and literacy skills to children whose home language is not English.

Cabell, Sonia Q.; Downer, Jason T.

2012-01-01

14

Assist Students in Developing Technical Reading Skills. Module M-2 of Category M--Assisting Students in Improving Their Basic Skills. Professional Teacher Education Module Series.  

ERIC Educational Resources Information Center

This learning module, one of a series of 127 performance-based teacher education learning packages focusing on specific professional competencies of vocational teachers, deals with the task of assisting students in developing technical reading skills. Addressed in the individual learning experiences included in the module are the following topics:…

Fardig, Glen E.; West, Gail B.

15

Teaching the Viewing and Representing Texas Essential Knowledge and Skills in the English Language Arts Curriculum. Professional Development Guide.  

ERIC Educational Resources Information Center

This professional development guide focuses on the Viewing and Representing strands of the TEKS (Texas Essential Knowledge and Skills) and includes the areas of interpretation analysis and production, which help students in grades four through twelve become critical consumers, and capable producers, of media. The guide includes mini-lessons,…

Texas Univ., Austin. Texas Center for Reading and Language Arts.

16

Promoting Peer Interaction Skills: Professional Development for Early Childhood Educators and Preschool Teachers  

ERIC Educational Resources Information Center

This article highlights the importance of peer interactions for pre-school-aged children's social and language development and demonstrates the need for professional development in this area. Learning Language and Loving It[TM]--The Hanen Program[R] for Early Childhood Educators and Preschool Teachers is a professional development program that is…

Girolametto, Luigi; Weitzman, Elaine

2007-01-01

17

Changing Early Intervention Providers' Home Visiting Skills through Participation in Professional Development  

ERIC Educational Resources Information Center

A professional development activity combining group sessions with self-study assignments was used to facilitate early intervention providers' use of participation-based practices. The activity was submitted by 96 providers who completed two videotapes of sessions with families and children. Tapes were coded to identify the type of service…

Campbell, Philippa H.; Sawyer, L. Brook

2009-01-01

18

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

19

Developing essential professional skills: a framework for teaching and learning about feedback  

PubMed Central

Background The ability to give and receive feedback effectively is a key skill for doctors, aids learning between all levels of the medical hierarchy, and provides a basis for reflective practice and life-long learning. How best to teach this skill? Discussion We suggest that a single "teaching the skill of feedback" session provides superficial and ineffective learning in a medical culture that often uses feedback skills poorly or discourages feedback. Our experience suggests that both the skill and the underlying attitude informing its application must be addressed, and is best done so longitudinally and reiteratively using different forms of feedback delivery. These feedback learning opportunities include written and oral, peer to peer and cross-hierarchy, public and private, thereby addressing different cognitive processes and attitudinal difficulties. Summary We conclude by asking whether it is possible to build a consensus approach to a framework for teaching and learning feedback skills?

Henderson, Penny; Ferguson-Smith, Anne C; Johnson, Martin H

2005-01-01

20

Professional Development.  

ERIC Educational Resources Information Center

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

Lentell, Helen

1994-01-01

21

Personal Professional Development  

NASA Astrophysics Data System (ADS)

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

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

2009-04-01

22

Developing Interdisciplinary Skills and Professional Confidence in Palliative Care Social Work Students  

ERIC Educational Resources Information Center

Research suggests that better educational preparation is necessary to assure that health care social workers have the competencies essential for high quality interdisciplinary palliative care practice. This study is a qualitative evaluation of those elements contributing to competence and confidence in interdisciplinary practice skills of second…

Supiano, Katherine P.; Berry, Patricia H.

2013-01-01

23

Development and psychometric testing of an instrument to evaluate cognitive skills of evidence based practice in student health professionals  

PubMed Central

Background Health educators need rigorously developed instruments to evaluate cognitive skills relating to evidence based practice (EBP). Previous EBP evaluation instruments have focused on the acquisition and appraisal of the evidence and are largely based in the medical profession. The aim of this study was to develop and validate an EBP evaluation instrument to assess EBP cognitive skills for entry-level health professional disciplines. Methods The Fresno test of competence in evidence based medicine was considered in the development of the 'Knowledge of Research Evidence Competencies' instrument (K-REC). The K-REC was reviewed for content validity. Two cohorts of entry-level students were recruited for the pilot study, those who had been exposed to EBP training (physiotherapy students, n = 24), and who had not been exposed to EBP training (human movement students, n = 76). The K-REC was administered to one cohort of students (n = 24) on two testing occasions to evaluate test-retest reliability. Two raters independently scored the first test occasion (n = 24) to evaluate the inter-rater reliability of the marking guidelines. Construct validity was assessed by comparison of the two groups, 'exposed' and 'non-exposed', and the percentage of students achieving a 'pass' score in each of these groups. Item difficulty was established. Results Among the 100 participants (24 EBP 'exposed', and 76 EBP 'non-exposed' students), there was a statistically significant (p < 0.0001) difference in the total K-REC scores. The test-retest and inter-rater reliability of the individual items and total scores ranged from moderate to excellent (measured by Cohen's Kappa and ICC, range: 0.62 to perfect agreement). Conclusions The K-REC instrument is a valid and reliable evaluation instrument of cognitive skills of EBP in entry-level student health professionals. The instrument is quick to disseminate and easy to score, making it a suitable instrument for health educators to employ to evaluate students' knowledge of EBP or in the evaluation of entry-level EBP training.

2011-01-01

24

Teaching Practice in Initial Teacher Education: Its Impact on Student Teachers' Professional Skills and Development  

ERIC Educational Resources Information Center

This paper describes the main gains resulting from student teachers' first contact with the teaching profession. The Inventory of Experiences and Perceptions at Teaching Practice (IEPTP) was used to assess the range of experiences of a sample of 224 student teachers on five dimensions of teaching practice: (1) learning and professional

Caires, Susana; Almeida, Leandro S.

2005-01-01

25

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

26

Illinois Occupational Skill Standards. Meeting Professional Cluster.  

ERIC Educational Resources Information Center

This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in the meeting professional occupational cluster. It begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing,…

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

27

Profs, Professionals Agree about Students' Editing Skills.  

ERIC Educational Resources Information Center

Considers where journalism educators should focus when they design editing curriculum. Examines what professors say is important for students to know about editing. Compares what professors at accredited programs say about necessary skills with what professional copy editors say is important. Concludes that professors and professionals are largely…

Fee, Frank; Russial, John; Auman Ann

2003-01-01

28

Quality and Generic (Professional) Skills.  

ERIC Educational Resources Information Center

Describes how the business school at Australia's Curtin University of Technology has identified a set of generic skills to be taught to all undergraduates and begun implementing a project to teach and assess the skills in the context of each discipline. Discusses the project's measures of effectiveness and lessons learned to date. (EV)

De La Harpe, Barbara; Radloff, Alex; Wyber, John

2000-01-01

29

Learning about Teachers' Accomplishment in "Learning Skills for Science" Practice: The Use of Portfolios in an Evidence-Based Continuous Professional Development Programme  

ERIC Educational Resources Information Center

The study in this paper was carried out in the framework of an evidence-based continuous professional development (CPD) programme in which teachers documented evidence about their practice in a portfolio. The context of the CPD was related to the "Learning Skills for Science" (LSS) programme, which advocates the incorporation of high-order…

Scherz, Zahava; Bialer, Liora; Eylon, Bat-Sheva

2008-01-01

30

Individual Professional Development Plans: Cultivating Professional Growth  

ERIC Educational Resources Information Center

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

Hargens, Taryl M.

2010-01-01

31

The Integration of Professional Communication Skills into Engineering Education  

Microsoft Academic Search

Conventional Engineering curriculum is strongly focused on the development in students of technical knowledge and skills. However, in recent years, employers have increasingly acknowledged that this traditional preparation of Engineering students‘ is inadequate, as graduates lack the wide range of written and spoken communication skills required to engage with members of other professional groups and with the broader community. Recognition

Dorthy Missingham

2006-01-01

32

Vertically Integrating Professional Skills throughout a Mathematics Major  

ERIC Educational Resources Information Center

In response to a university mandate to include "professional issues" as a component of every major, we have developed a vertically integrated approach to incorporating the study of professional skills and issues into the mathematics curriculum. Beginning in the first year of study, mathematics majors take an inquiry-based course in…

Dziak, Clarice; Leventhal, Brian; Luttman, Aaron; Skufca, Joseph

2014-01-01

33

Constructivist Instructional Design and Development of a Networked Learning Skills (NICLS) Module for Continuing Professional Education Distance Learning.  

ERIC Educational Resources Information Center

This paper proposes an instructional systems design (ISD) approach for the design and development of a basic Networked Information and Communication Literacy Skills (NICLS) module. It concentrates on the design and development of a NICLS core skills pre-module for the Master of Arts in Information Technology Management (MA ITM) program at the…

Nunes, J. M. Baptista; McPherson, M.; Rico, M.

34

Professionals with Delivery Skills: Backbone of the Health System and Key to Reaching the Maternal Health Millennium Development Goal  

PubMed Central

The attainment of the fifth Millennium Development Goal requires adequate national reserves of skilled birth attendants. Nurses, midwives, and their equivalents form the frontline of the formal health system are a critical element of global efforts to reduce ill-health and poverty in the poorest areas of the world. Planning and policies supporting these cadres of workers must be placed high on the development agenda and championed by key international and national players. This article first sets forth an argument for the equity and efficiency of nurses, midwives, and their equivalents as the cadre largely responsible for maternal health. Second, it traces the root causes of neglect of this critical cadre, including a vacuum in political will in the context of poverty, lack of protections for frontline workers, the historical political position of the field of midwifery, lack of a pipeline of secondary school graduates, and gender inequity. Investment in the largely female cadre that cares for the majority of the world’s poorer women has simply not been a high enough priority. Key policy recommendations include harnessing political will and adequate metrics, protection of frontline workers’ safety and livelihoods, ensuring an adequate pipeline with a focus on girls’ education and donor support for training and professional organizations. The fifth and final policy recommendation is a call for unified international support of rapid scale-up of cadres of delivery care workers.

Wirth, Meg

2008-01-01

35

Communication Skills Training for Oncology Professionals  

PubMed Central

Purpose To provide a state-of-the-art review of communication skills training (CST) that will guide the establishment of a universal curriculum for fellows of all cancer specialties undertaking training as oncology professionals today. Methods Extensive literature review including meta-analyses of trials, conceptual models, techniques, and potential curricula provides evidence for the development of an appropriate curriculum and CST approach. Examples from the Memorial Sloan-Kettering Cancer Center CST program are incorporated. Results A core curriculum embraces CST modules in breaking bad news and discussing unanticipated adverse events, discussing prognosis, reaching a shared treatment decision, responding to difficult emotions, coping with survivorship, running a family meeting, and transitioning to palliative care and end of life. Achievable outcomes are growth in clinician's self-efficacy, uptake of new communication strategies and skills, and transfer of these strategies and skills into the clinic. Outcomes impacting patient satisfaction, improved adaptation, and enhanced quality of life are still lacking. Conclusion Future communication challenges include genetic risk communication, concepts like watchful waiting, cumulative radiation risk, late effects of treatment, discussing Internet information and unproven therapies, phase I trial enrollment, and working as a multidisciplinary team. Patient benefits, such as increased treatment adherence and enhanced adaptation, need to be demonstrated from CST.

Kissane, David W.; Bylund, Carma L.; Banerjee, Smita C.; Bialer, Philip A.; Levin, Tomer T.; Maloney, Erin K.; D'Agostino, Thomas A.

2012-01-01

36

COMMUNICATION SKILLS FOR ENGINEERING PROFESSIONALS  

Microsoft Academic Search

Scientists and engineers in all positions have to be able to communicate the purpose and relevance of their work, both orally and in writing Good communication skills are often needed to get a good job in the first place. If one is clear in expressing ones thoughts and articulating ones accomplishments and attributes, an interviewer is more likely to form

D. Mehta; N. K. Mehta

37

Library and information science : Skills for twenty-first century professionals  

Microsoft Academic Search

Purpose – To review skills needed by library and information science (LIS) professionals in the twenty-first century and suggest a new approach to four key skills. Design\\/methodology\\/approach – Considers the DNA skills approach of Hallam and Partridge and analyses the four skills using examples of innovative developments in library and information services. Findings – LIS professionals need a range of

Roxanne Missingham

2006-01-01

38

The Unheard of Benefit: Ongoing Professional Development for Adult Basic Skills Educators.  

ERIC Educational Resources Information Center

Describes some of the techniques the Institute for Career Development (ICD) uses to establish a learning community among the program leaders, including instructors. Considers how when adult education programs are structured with both centralized and decentralized elements, the organic and ongoing staff development needs can be addressed indirectly…

Smith, Robert L.

2003-01-01

39

Faculty Senate Presidential Skills: Identifying Needs for Training and Professional Development.  

ERIC Educational Resources Information Center

Colleges and universities rely on faculty senates and similar governing units to build consensus and solve problems on campus creatively. As institutions rely on these governing bodies, the bodies themselves rely on presidents, chairs, and other faculty-developed leadership positions. This national study of faculty senate presidents was designed…

Miller, Michael T.; Pope, Myron L.

40

An evaluation of a science professional development model: Examining participants' learning and use of new knowledge and skills, organizational support and change, and student learning outcomes  

NASA Astrophysics Data System (ADS)

The problem of this study was to determine in what ways science professional development would support kindergarten through sixth grade teachers in their implementation of a revised curriculum. The problem centered on evaluating the relationship between professional development involvement and teachers' learning and use of new knowledge and skills, organizational support and change, and student learning outcomes. Using data derived from survey responses and other sources (e.g., test scores, financial records, etc.), this study examined use of a science course of study, use of activities/experiments from workshops, use and adequacy of materials adoptions, administrative support, and achievement scores. This research was completed using an Ex Post Facto research design. Using the General Linear Model and causal-comparative analyses, thus study significantly concluded that teachers with a higher level of involvement in science professional development were more likely to use the revised course of study for lesson planning and to perceive materials adoptions as being adequate, and that districts that had participated in science professional development to revise curriculum showed more gains in student learning outcomes. Data on teachers' learning and use of new knowledge and skills implied that districts needed to continue to design teacher leadership situations that implement long-term professional development, build capacity for shared decision making, create a supportive environment for leaders, and incorporate assessments. Teacher leaders needed to actively engage in action research as a professional development strategy to promote reflection on their teaching and student learning. Data on organizational support and change implied that without logistical and financial support for teaching and learning in terms of hands-on materials, teachers would be unable to support future curriculum improvement efforts. Building principals needed to play a more active role in the implementation of curriculum. Data on student learning outcomes implied that both content knowledge and inquiry skills were critical bases for curriculum in terms of teacher efficacy and student achievement. Teachers needed to examine student work as a professional development strategy to also promote reflection on teaching and learning. Further research and professional development in the area of science assessment, in terms of scientific content and processes, was suggested.

Zender, Georgi Anne

41

"It's More than Stick and Rudder Skills": An Aviation Professional Development Community of Practice  

ERIC Educational Resources Information Center

In Australian higher education institutions, benchmarks have been directed at developing key competencies and attributes to facilitate students' transition into the workforce. However, for those students whose degree has a specific vocational focus, it is also necessary for them to commence their professional development whilst…

Bates, P.; O'Brien, W.

2013-01-01

42

Important Competencies for Future Health and Wellness Professionals: An Investigation of Employer Desired Skills  

ERIC Educational Resources Information Center

This study was designed to investigate the validity of the professional competencies developed by the Association of Worksite Health Promotion (AWHP) Professional Standards Task Force. The Task Force identified a competency framework that included business skills, program coordination skills, and human resource skills with corresponding…

Becker, Craig; Loy, Marty

2004-01-01

43

Teacher Perception of Professional Skills in a Project-Led Engineering Semester  

ERIC Educational Resources Information Center

This study explores the perceptions of teachers with regard to professional skills in project-led engineering education experiences for first year engineering students at the University of Minho, Portugal. Their perception on which professional skills to include, how to develop these skills and how to assess them is studied through six…

van Hattum-Janssen, N.; Mesquita, D.

2011-01-01

44

Missouri Professional Development Guidelines for Student Success.  

ERIC Educational Resources Information Center

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

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

45

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs  

PubMed Central

As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers’ classrooms. High levels of support for teachers’ implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children’s literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs.

Downer, Jason; Pianta, Robert; Fan, Xitao; Hamre, Bridget; Mashburn, Andrew; Justice, Laura

2012-01-01

46

Touch it, feel it and experience it: Developing professional IS skills using interview-style experiential simulations  

Microsoft Academic Search

The IS education field has made increasing use of computerised experiential simulations, but few attempts have been made to create an authentic learning environment that combines and balances elements of video-based computer simulation with real-life learning activities. This paper explores the design principles used to develop a CD-ROM simulation where learners use interviewing skills to elicit system requirements from simulated

Jacob L. Cybulski; Craig Parker; Stephen Segrave

2006-01-01

47

Professional Development Worth Paying For  

ERIC Educational Resources Information Center

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

Christie, Kathy

2009-01-01

48

Psychomotor skills for the general professional education of the physician  

Microsoft Academic Search

Although concern about the clinical skills of medical school graduates is increasing, there is little consensus among faculty about what the essential clinical skills are for the general professional education of the physician. To identify such a common core of psychomotor skills, a survey questionnaire was mailed to faculty at the University of Washington School of Medicine. Forty?three skills were

David M. Irby; Frederick G. Lippert III; Douglas C. Schaad

1991-01-01

49

Continuing professional development: best practices.  

PubMed

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

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

2014-01-01

50

Continuing Professional Development: Best Practices  

PubMed Central

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

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

2014-01-01

51

Higher Education Leadership: Enhancing Skills through Professional Development Programs. ASHE/ERIC Higher Education Report No. 5, 1987.  

ERIC Educational Resources Information Center

The responsibilities and skills of college administrators and training needs and programs are discussed. After tracing typical career paths of administrators, skills and knowledge that they need are identified, based in part on similar positions from government, service organizations, and the military. The list of administrators' responsibilities…

McDade, Sharon A.

52

Impacts of a teacher geospatial technologies professional development project on student spatial literacy skills and interests in science and technology in grade 5--12 classrooms across Montana  

NASA Astrophysics Data System (ADS)

This study utilized participants in a teacher geospatial technologies professional development project. Data was collected on the impact this professional development model, and the corresponding classroom implementation of the curriculum, had on student spatial literacy skills and students' interest in science and technology. Twenty teachers from across Montana with demonstrated competency in the use of geospatial technologies were selected for participation in this project. These twenty teachers were broken into two cohorts, cohort one served as the experimental group and cohort two served as the control group. Students within these classrooms ranging in grades 5--12, took two assessments, a spatial literacy skills assessment (grades 9--12) and a science and technology interest survey (grades 5--12). Statistical comparisons of the spatial literacy skills assessment made between pretest and posttest experimental group scores showed no significant change between scores from pretest to posttest. Post-hoc analysis of the spatial literacy data differentiated by teacher, gender, grade, level of proficiency, and teacher specific variables did reveal some interesting findings. Scores for teacher specific groupings showed a positive change between testing intervals. Positive changes also occurred for certain groups differentiated by gender, grade level, proficiency level, quantity of implementation, and teacher competency. Frequency distributions results from the science and technology interest survey did not show an important difference between the testing intervals, nor was there an important difference between the experimental group and the control group. Comparative analyses of two teachers varying in quantity of implementation (high and low) produced an increase in student spatial literacy scores for the high quantity implementation group and a decrease for the low quantity group. Student interest scores for the high quantity implementation group decreased while the interest scores for the low quantity group either remained the same or increased. Changes between the two groups indicate a gain in spatial literacy skills for the high quantity group likely due to the greater amount of exposure and a decrease in interests in science and technology, possibly attributed to a point-of-saturation for students, resulting from to-much-all-at-once implementation.

Crews, Jeffrey Willard

53

Bringing Effective Professional Development to Educators  

ERIC Educational Resources Information Center

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

Reese, Susan

2010-01-01

54

Faculty Professional Development Program.  

ERIC Educational Resources Information Center

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

Fenton, Joann

55

HRD Professional Development.  

ERIC Educational Resources Information Center

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

1998

56

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

57

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

58

Educator's Professional Development  

NSDL National Science Digital Library

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

59

Professional Development: Changing Times.  

ERIC Educational Resources Information Center

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

Policy Briefs, 1994

1994-01-01

60

Self-Discovery and Professional Development.  

ERIC Educational Resources Information Center

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

Margolin, Edythe

61

Connecting Professional Development to Student Learning Gains  

ERIC Educational Resources Information Center

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

Holloway, John H.

2006-01-01

62

The Development of Competent Marketing Professionals  

ERIC Educational Resources Information Center

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

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

2009-01-01

63

Developing Geoscience Students' Quantitative Skills  

NASA Astrophysics Data System (ADS)

Sophisticated quantitative skills are an essential tool for the professional geoscientist. While students learn many of these sophisticated skills in graduate school, it is increasingly important that they have a strong grounding in quantitative geoscience as undergraduates. Faculty have developed many strong approaches to teaching these skills in a wide variety of geoscience courses. A workshop in June 2005 brought together eight faculty teaching surface processes and climate change to discuss and refine activities they use and to publish them on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills) for broader use. Workshop participants in consultation with two mathematics faculty who have expertise in math education developed six review criteria to guide discussion: 1) Are the quantitative and geologic goals central and important? (e.g. problem solving, mastery of important skill, modeling, relating theory to observation); 2) Does the activity lead to better problem solving? 3) Are the quantitative skills integrated with geoscience concepts in a way that makes sense for the learning environment and supports learning both quantitative skills and geoscience? 4) Does the methodology support learning? (e.g. motivate and engage students; use multiple representations, incorporate reflection, discussion and synthesis) 5) Are the materials complete and helpful to students? 6) How well has the activity worked when used? Workshop participants found that reviewing each others activities was very productive because they thought about new ways to teach and the experience of reviewing helped them think about their own activity from a different point of view. The review criteria focused their thinking about the activity and would be equally helpful in the design of a new activity. We invite a broad international discussion of the criteria(serc.Carleton.edu/quantskills/workshop05/review.html).The Teaching activities can be found on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills/). In addition to the teaching activity collection (85 activites), this site contains a variety of resources to assist faculty with the methods they use to teach quantitative skills at both the introductory and advanced levels; information about broader efforts in quantitative literacy involving other science disciplines, and a special section of resources for students who are struggling with their quantitative skills. The site is part of the Digital Library for Earth Science Education and has been developed by geoscience faculty in collaboration with mathematicians and mathematics educators with funding from the National Science Foundation.

Manduca, C. A.; Hancock, G. S.

2005-12-01

64

Literacy as Access: Reviewing the Data, Investigating the Skills, Knowledge and Dispositions and Providing Evidence-Based Professional Development to Serve African American Learners More Effectively  

ERIC Educational Resources Information Center

A study group from the Quality Teacher Network in Reading (QTN/R) reviewed the achievement gap data between Black and White fourth-grade readers in Minnesota. From the results of the review, the study group developed a professional development series. The investigation helped the study group determine from a professional development standpoint how…

Houck, Bonnie; Lafon, Norann; McQuillan, Billie; Shefveland, Diane; Watson, Dwight C.

2009-01-01

65

Is Non-Subject Based Research Training a "Waste of Time," Good Only for the Development of Professional Skills? An Academic Literacies Perspective  

ERIC Educational Resources Information Center

In recent years, contentiously for some, universities have developed generalist skills lists and associated curricula in response to government demand for more "employment-ready" graduates. Such training usually includes writing and communication. In Australia and the UK, guidelines designed to support the development of skills

Bastalich, Wendy; Behrend, Monica; Bloomfield, Robert

2014-01-01

66

Learning Skills of Professionalism: a Student-Led Professionalism Curriculum  

Microsoft Academic Search

Background: Medical schools must address the fact that students embarking on careers in medicine are idealistic but have a vague understanding of the values and characteristics that define medical professionalism. Traditionally, we have relied primarily on unsystematic role modeling and lectures or seminars on related topics to teach professionalism. Methods: A committee of students and a faculty advisor created a

Margaret Horlick; Deirdre Masterton; Adina Kalet

67

Pharmacist prescribers’ written reflection on developing their consultation skills  

Microsoft Academic Search

It has long been argued that reflection is an essential element of lifelong learning and professional development, however pharmacy in the UK is still at an early stage in promoting the use of reflection for learning and professional practice development. This study presents an analysis of pharmacists’ written reflection on their consultation skills after a communication skills learning programme. The

Ruth M. Edwards; Jennifer Cleland; Karen Bailey; Seonaid McLachlan

2009-01-01

68

Sketching for Developing Critical Thinking Skills  

NASA Astrophysics Data System (ADS)

Sketching is a valuable field technique to support a person's observation, recording, interpretation and communication of important features in both natural and human-made landscapes. The Singapore geography syllabus employs an inquiry approach and encourages sketching as a fundamental geographical skill. Sketching allows the learner to connect with the world through a personal and kinesthetic experience. The Earth Observatory of Singapore collaborates with the Singapore Geography Teachers' Association, Urban Sketchers, and National Institute of Education professional development to give teachers both basic sketching skills and the opportunity to develop those skills in a scaffolded environment. In Singapore, geography and geology skills overlap in content area of coastal processes, climate change, and plate tectonics with its associated natural hazards such as volcanoes, earthquakes, and tsunami. Both disciplines are interested in how people live on the Earth. Likewise, basic skills such as observing, classifying, measuring, and communicating cut across disciplines of social and natural sciences in order to analyze, synthesize, and evaluate information about the world. Hence, sketching, commonly considered an art skill, is used to further scientific thinking. This somewhat unique collaboration to develop sketching in teachers is based on the long tradition of sketches in geological field work, the newly popular urban sketching community, and professional development by a professional organization and the Singapore National Institute of Education. Workshops provide technique as well as opportunities for sketching with experts in different areas relevant to the geography curriculum.

Eriksson, S. C.; Wang, P.; Sim, T. B.; Goh, E.; Ng, H. K.

2013-12-01

69

The Professional Development of Professional Engineers  

ERIC Educational Resources Information Center

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

Marvin, Philip

1972-01-01

70

Professional Socialisation: An Influence on Professional Development and Role Definition  

ERIC Educational Resources Information Center

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

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

2007-01-01

71

K-12 Teacher Professional Development  

NASA Astrophysics Data System (ADS)

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

Hemenway, Mary Kay

2013-06-01

72

Reflecting on Professional Development  

ERIC Educational Resources Information Center

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

Bevins, Stuart; Jordan, Julie; Perry, Emily

2011-01-01

73

Professional Development. Research Brief  

ERIC Educational Resources Information Center

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

Walker, Karen

2004-01-01

74

Sustainable Professional Development  

ERIC Educational Resources Information Center

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

McLester, Susan

2012-01-01

75

Fixing Teacher Professional Development  

ERIC Educational Resources Information Center

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

Hill, Heather C.

2009-01-01

76

Bibliography for Professional Development.  

ERIC Educational Resources Information Center

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

Fehr, Helen, Comp.

77

Searching for Professional Development  

NSDL National Science Digital Library

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

Ashbrook, Peggy

2010-07-01

78

Searching for Professional Development  

ERIC Educational Resources Information Center

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

Ashbrook, Peggy

2010-01-01

79

Teacher Leadership in a Professional Development School.  

ERIC Educational Resources Information Center

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

Boles, Katherine; Troen, Vivian

80

Developing Managerial Skills in Palestine  

ERIC Educational Resources Information Center

This paper assesses the contribution of management training and development programmes (MTPs) to the development of managerial skills in small and medium enterprises (SMEs). Different sets of variables were used to explore the managers' skills development by dividing the managerial skills into three main categories: self, people, and task-related…

Al-Madhoun, Mohammed; Analoui, Farhad

2002-01-01

81

Personal and professional factors and suicide intervention skills.  

PubMed

This research investigated the relationship of professional and personal factors to the ability of counselors to respond appropriately to suicidal verbalizations using the Suicide Intervention Response Inventory (SIRI). Level of training, experience with suicidal clients, and death acceptance were positively related to suicide intervention competencies. A personal history of suicidality and a belief that suicide is a personal right were negatively related to such skills. Regression analysis revealed that personal history of suicidality and attitude toward suicide as a personal right accounted for a modest, but significant, percentage of the variance in SIRI scores, beyond that accounted for by professional factors. Post hoc analysis indicated that the negative relationship between personal history of suicidal behaviors and suicide counseling skills was significant in the professionally trained participants. These results highlight the importance of attitudes toward suicide and personal history of suicidality, as well as training and experience, in effectively counseling potentially suicidal clients. PMID:11326770

Neimeyer, R A; Fortner, B; Melby, D

2001-01-01

82

Learning Today for Professional Development Tomorrow.  

ERIC Educational Resources Information Center

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

Bruce, Christine

1996-01-01

83

Continuing Professional Development: Lifelong Learning of Millions  

ERIC Educational Resources Information Center

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

Friedman, Andrew L.

2011-01-01

84

A New Vision for Professional Development  

ERIC Educational Resources Information Center

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

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

2013-01-01

85

Meeting NCATE Standard 4: One University's Plan to Help Preservice Teachers Develop the Knowledge, Skills, and Professional Dispositions Necessary to Ensure That All Students Learn  

ERIC Educational Resources Information Center

Standard 4-Diversity of the National Council for the Accreditation of Teacher Education (NCATE) requires that preservice teachers, or candidates, demonstrate and apply proficiencies related to diversity. To that end, preservice teachers need to develop the knowledge, skills, and dispositions to enable them to successfully work with diverse…

Kerr, Jo-Anne; Dils, Keith

2011-01-01

86

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.

87

Teaching Energy Science as Inquiry: Reflections on Professional Development as a Tool to Build Inquiry Teaching Skills for Middle and High School Teachers  

ERIC Educational Resources Information Center

A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry (TSI) framework. Data from the PD indicates that online opportunities enhanced participation and that the TSI structure improved teachers' inquiry…

Seraphin, Kanesa Duncan; Philippoff, Joanna; Parisky, Alex; Degnan, Katherine; Warren, Diana Papini

2013-01-01

88

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

89

Teacher Professional Development in Ohio.  

ERIC Educational Resources Information Center

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

Ohio State Legislative Office of Education Oversight, Columbus.

90

Flexible Professional Development  

NSDL National Science Digital Library

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

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

2004-02-01

91

Suicide Intervention Skills and Related Factors in Community and Health Professionals  

ERIC Educational Resources Information Center

Health and community professionals have considerable exposure to suicidal people and need to be well skilled to deal with them. We assessed suicide intervention skills with a Dutch version of the SIRI in 980 health and community professionals and psychology students. Suicide intervention skills clearly differed among professional groups and were…

Scheerder, Gert; Reynders, Alexandre; Andriessen, Karl; Van Audenhove, Chantal

2010-01-01

92

Promoting the Development of Preschool Children's Emergent Literacy Skills: A Randomized Evaluation of a Literacy-Focused Curriculum and Two Professional Development Models  

ERIC Educational Resources Information Center

To date, there have been few causally interpretable evaluations of the impacts of preschool curricula on the skills of children at-risk for academic difficulties, and even fewer studies have demonstrated statistically significant or educationally meaningful effects. In this cluster-randomized study, we evaluated the impacts of a literacy-focused…

Lonigan, Christopher J.; Farver, JoAnn M.; Phillips, Beth M.; Clancy-Menchetti, Jeanine

2011-01-01

93

Career Development after Professional Football.  

ERIC Educational Resources Information Center

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

Shahnasarian, Michael

1992-01-01

94

Web-Based SBIRT Skills Training for Health Professional Students and Primary Care Providers  

ERIC Educational Resources Information Center

The authors have developed and assessed 2 innovative, case-based, interactive training programs on substance abuse, one for health professional students on alcohol and one for primary care providers on screening, brief intervention, and referral to treatment (SBIRT). Both programs build skills in substance abuse SBIRT. Real-world effectiveness…

Tanner, T. Bradley; Wilhelm, Susan E.; Rossie, Karen M.; Metcalf, Mary P.

2012-01-01

95

A Professional Development Framework for E-Learning  

ERIC Educational Resources Information Center

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

Learning and Skills Network (NJ1), 2007

2007-01-01

96

Skill development in graduate education.  

PubMed

The process of training new PhDs is complex and has significant dropout rates associated with loss of financial and time investments by the student, mentor, and program. One approach to improve graduate education is to make explicit the skills students need to develop and to put in place mechanisms to develop those skills. PMID:22633484

Parker, Roy

2012-05-25

97

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

ERIC Educational Resources Information Center

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

Lewis, Karen A.

2011-01-01

98

Professional Development in a Patient Education Resource Center  

Microsoft Academic Search

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

Susan Mayer

2010-01-01

99

State Policies to Improve Teacher Professional Development. Issue Brief  

ERIC Educational Resources Information Center

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

Grossman, Tabitha; Hirsch, Eric

2009-01-01

100

Re-Imagining Professional Development  

ERIC Educational Resources Information Center

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

Van Horn, Leigh

2006-01-01

101

Professional Development: Then and Now  

ERIC Educational Resources Information Center

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

Bolt, Susan

2012-01-01

102

Continuing professional development for veterinarians.  

PubMed

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

Caple, I W

2005-04-01

103

Facilitating Respectful Diversity Professional Development  

ERIC Educational Resources Information Center

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

Bell, David L.; Thomas, Earl E.

2007-01-01

104

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

105

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

106

Professional Development of Academic Library Professionals in Kerala  

ERIC Educational Resources Information Center

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

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

2011-01-01

107

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

Microsoft Academic Search

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

Pamela Anderson Sofras; Ambre Emory-Maier

2005-01-01

108

Characterizing Key Features of the Early Childhood Professional Development Literature  

ERIC Educational Resources Information Center

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

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

2012-01-01

109

Technology Skill Assessment of Construction Students and Professional Workers  

NSDL National Science Digital Library

In recent years, technology has been introduced to the construction job sites at an increasingly rapid pace. As a result, there is a pressing need to increase the technology awareness and skill level of these practitioners and of those who are in academia. This new focus on technology education has to be incorporated first of all in the general curriculum and specific pedagogy of civil engineering programs at the university level as these are the source of next generations of leaders for the industry. In order to address this issue, we were awarded a NSF-funded project with two objectives: to identify the student and workforce learning characteristics in general, and to conduct an assessment of the current technology skills and knowledge of construction and engineering students and professional workers. These baseline data are being used to identify the needs of technology education for the construction workforce. More importantly, these findings are guiding the design and testing of prototypical technology-enhanced learning. This paper presents our initial findings from engineering students in our on-going research on effective pedagogy for technology-based construction education. In the paper, we will describe the design of the baseline data collection instruments that assess student technology skills and use of the learning module prototype, the most important findings from the data collected, as well as a discussion on the learning modules designed as a validation tool for our framework.

Nguyen, Thuy; O'Brien, William; Schmidt, Kathy

2009-09-15

110

The Science of Professional Development  

ERIC Educational Resources Information Center

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

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

2012-01-01

111

Professional development of medical educators.  

PubMed

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

Swanwick, Tim; McKimm, Judy

2010-03-01

112

Professionalism, Scholarly Practice, and Professional Development in Student Affairs  

ERIC Educational Resources Information Center

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

Carpenter, Stan; Stimpson, Matthew T.

2007-01-01

113

Alternative Transportation Marketing: Professional Development.  

National Technical Information Service (NTIS)

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

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

1996-01-01

114

A tool for self-assessment of communication skills and professionalism in residents  

PubMed Central

Background Effective communication skills and professionalism are critical for physicians in order to provide optimum care and achieve better health outcomes. The aims of this study were to evaluate residents' self-assessment of their communication skills and professionalism in dealing with patients, and to evaluate the psychometric properties of a self-assessment questionnaire. Methods A modified version of the American Board of Internal Medicine's (ABIM) Patient Assessment survey was completed by 130 residents in 23 surgical and non-surgical training programs affiliated with a single medical school. Descriptive, regression and factor analyses were performed. Internal consistency, inter-item gamma scores, and discriminative validity of the questionnaire were determined. Results Factor analysis suggested two groups of items: one group relating to developing interpersonal relationships with patients and one group relating to conveying medical information to patients. Cronbach's alpha (0.86) indicated internal consistency. Males rated themselves higher than females in items related to explaining things to patients. When compared to graduates of U.S. medical schools, graduates of medical schools outside the U.S. rated themselves higher in items related to listening to the patient, yet lower in using understandable language. Surgical residents rated themselves higher than non-surgical residents in explaining options to patients. Conclusion This appears to be an internally consistent and reliable tool for residents' self-assessment of communication skills and professionalism. Some demographic differences in self-perceived communication skills were noted.

Symons, Andrew B; Swanson, Andrew; McGuigan, Denise; Orrange, Susan; Akl, Elie A

2009-01-01

115

A tool for self-assessment of communication skills and professionalism in residents  

Microsoft Academic Search

BACKGROUND: Effective communication skills and professionalism are critical for physicians in order to provide optimum care and achieve better health outcomes. The aims of this study were to evaluate residents' self-assessment of their communication skills and professionalism in dealing with patients, and to evaluate the psychometric properties of a self-assessment questionnaire. METHODS: A modified version of the American Board of

Andrew B Symons; Andrew Swanson; Denise McGuigan; Susan Orrange; Elie A Akl

2009-01-01

116

Application of Contemporary Literature to Enhance Interpersonal Skills and Ethical Decision Making in Professional Selling Coursework  

ERIC Educational Resources Information Center

Educators and marketing professionals agree that course-work must address interpersonal communication skills and ethical decision making in addition to traditional business functions and skills. This article describes an innovative approach to teaching the professional selling course in which students enhance their competency in these areas…

Kimball, Bob

2007-01-01

117

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

118

Cultivating Careers: Professional Development for Campus IT  

NSDL National Science Digital Library

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

2010-05-20

119

Developing communication and investigative skills.  

PubMed

The need to develop effective communication and investigative skills is an essential part of the training of security officers. The following article contains recommendations for those responsible for such training, as set forth in the new IAHS Instructor's Training Manual. PMID:10272300

1985-01-01

120

Guidelines for Developing Listening Skills.  

ERIC Educational Resources Information Center

Provides guidelines for developing listening skills at the elementary level. Asserts that effective listening instruction occurs as part of ongoing classroom activities, and suggests that students be given a variety of different listening experiences, such as listening for appreciation, information, critical analysis, and creative exposure.…

Funk, Hal D.; Funk, Gary D.

1989-01-01

121

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

122

Employability Skills Development in the United Kingdom.  

ERIC Educational Resources Information Center

For the last 15 years, a series of policy initiatives have advocated for development of employability skills by young and unemployed people in the United Kingdom. The call for these employability skills has been championed by these two distinct but related movements: the Key Skills Development Movement (KSDM) and the Enterprising Skills

Turner, Dave

123

Designing and Evaluating a Personal Skills Development Program for Management Education  

ERIC Educational Resources Information Center

Success in preparing business students for professional careers requires these students to develop a set of well-defined personal skills. The present study examined 145 business students to assess the effectiveness of a personal skills development (PSD) program by measuring the impact of the training on the students' attitudes in skill development

Pang, Elvy; Hung, Humphry

2012-01-01

124

The IUGS Task Group on Global Geoscience Professionalism - promoting professional skills professionalism in the teaching, research and application of geoscience for the protection and education of the public  

NASA Astrophysics Data System (ADS)

A new IUGS Task Group entitled the Task Group on Global Geoscience Professionalism was formed in 2012 and launched at a symposium at the 341GC in Brisbane on strengthening communication between fundamental and applied geosciences and between geoscientists and public. The Task Group aims to ensure that the international geoscience community is engaged in a transformation of its profession so as to embed the need for a professional skills base alongside technical and scientific skills and expertise, within a sound ethical framework in all arenas of geoscience practice. This needs to be established during training and education and reinforced as CPD throughout a career in geoscience as part of ensuring public safety and effective communication of geoscience concepts to the public. The specific objective of the Task Group on Global Geoscience Professionalism that is relevant to this poster session is: • To facilitate a more 'joined up' geoscience community fostering better appreciation by academics and teachers of the professional skills that geoscientists need in the workplace, and facilitate better communication between academic and applied communities leading to more effective application of research findings and technology to applied practitioners and development of research programmes that truly address urgent issues. Other Task Group objectives are: • To provide a specific international forum for discussion of matters of common concern and interest among geoscientists and geoscientific organizations involved in professional affairs, at the local, national and international level; • To act as a resource to IUGS on professional affairs in the geosciences as they may influence and impact "Earth Science for the Global Community" in general - both now and in the future; • To offer and provide leadership and knowledge transfer services to countries and geoscientist communities around the world seeking to introduce systems of professional governance and self-regulation in the Earth sciences; • To provide geoscientists in all areas of professional practice and at all stages of their careers with practical guidance and support on professional matters; • To continue and increase over time the provision of symposia and technical sessions to allow for exchange and knowledge transfer at IGCs and other events for those involved in, and impacted by, the evolution of professionalism in the geosciences. • To act as a resource to members of IUGS, and others, of material and speakers to present to geoscience groups - in particular young Earth scientists - around the world on professional practice and registration matters (including geoscience practice standards and guidelines, and reporting standards, codes of ethics and conduct, and professional registration.) The sponsors of the new TG are: • European Federation of Geologists (EFG) • Geoscientists Canada • American Institute of Professional Geologists (AIPG) • Australian Institute of Geoscientists (AIG) • South African Council for Natural Scientific Professions (SACNSP) • El Colegio de Geólogos de Bolivia (College of Geologists of Bolivia)

Allington, Ruth; Fernandez-Fuentes, Isabel

2013-04-01

125

Professional Development Programs That Work.  

ERIC Educational Resources Information Center

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

Shawl, William F.

126

A Model for the Professional Development of Teachers of Thinking  

ERIC Educational Resources Information Center

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

Adey, Philip

2006-01-01

127

Changes in Professional Development  

Microsoft Academic Search

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

Siegfried Meryn

1998-01-01

128

The Professional Development of Teachers in Australia.  

ERIC Educational Resources Information Center

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

Ling, Lorraine M.; MacKenzie, Noella

2001-01-01

129

Mentoring: Professional Development through Relationship.  

ERIC Educational Resources Information Center

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

Alliston, Donna; Grymes, Joanna M.

1999-01-01

130

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

ERIC Educational Resources Information Center

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

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

2007-01-01

131

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

ERIC Educational Resources Information Center

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

Vermont Early Childhood Work Group.

132

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

133

Facilitating Professional Development: Foundational Strategies.  

ERIC Educational Resources Information Center

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

Macke, Susan Martin

134

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.

135

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

136

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

137

Professional Development Framework for e-Learning: A Guide for Advisers and Practitioners  

ERIC Educational Resources Information Center

In January 2006 the Learning and Skills Development Agency (LSDA) launched its draft publication, "A Professional Development Framework for e-Learning" (ePD) for consultation with the post-16 education and training sector. In March 2006 the Learning and Skills Council funded the Learning and Skills Network (LSN) to run a pilot to implement the…

Smith, Ros

2007-01-01

138

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

Microsoft Academic Search

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

Sherry Maureen Kreamer

2003-01-01

139

Developing Higher-Order Thinking Skills through WebQuests  

ERIC Educational Resources Information Center

In this study, 32 teachers participated in a year-long professional development project related to technology integration in which they designed and implemented a WebQuest. This paper describes the extent to which higher-order thinking skills (HOTS) and levels of technology implementation (LoTI) occur in the WebQuests that participants designed.…

Polly, Drew; Ausband, Leigh

2009-01-01

140

Enhancing Life Skills Development: Chinese Adolescents' Perceptions  

ERIC Educational Resources Information Center

This study explored Chinese adolescents' perceptions of their own life skills development and the importance they place on such skills. The study also investigated the within-school and outside-school influences that may help develop and enhance life skills development. Six focus groups involving 52 high school students were conducted, using a set…

Yuen, Mantak; Chan, Raymond M. C.; Gysbers, Norman C.; Lau, Patrick S. Y.; Lee, Queenie; Shea, Peter M. K.; Fong, Ricci W.; Chung, Y. B.

2010-01-01

141

The Effects of a Professional Development School Program on Student Achievement as Measured by the Iowa Test of Basic Skills, Teacher Perceptions of School Climate, and Pre-Service Teacher Reflections  

ERIC Educational Resources Information Center

Professional Development Schools are innovations in which universities are joined with schools. Commonly teacher candidates are immersed in one setting. Early PDS research tended to focus on one aspect of a program. Those aspects of PDS studies were typically student achievement, the professional development of faculty, or teacher candidate…

Creasy, Kim

2005-01-01

142

Work Experience Program at a Metropolitan Paediatric Hospital: Assisting Rural and Metropolitan Allied Health Professionals Exchange Clinical Skills.  

ERIC Educational Resources Information Center

A clinical experience program provided 29 rural Australian allied health professionals with experience in pediatric clinical areas and opportunities to share clinical knowledge and develop networks with metropolitan peers. Questionnaires and focus groups indicated that networking, clinical skills, knowledge, confidence, and awareness of rural…

Parkin, Ann E.; McMahon, Sandra; Upfield, Nancy; Copley, Jodie; Hollands, Karen

2001-01-01

143

Assessors for communication skills: SPs or healthcare professionals?  

PubMed

Abstract Introduction: The complexity of modern medicine creates more challenges for teaching and assessment of communication skills in undergraduate medical programme. This research was conducted to study the level of communication skills among undergraduate medical students and to determine the difference between simulated patients and clinical instructors' assessment of communication skills. Methods: This comparative study was conducted for three months at the Clinical Skills and Simulation Centre of the International Medical University in Malaysia. The modified Calgary-Cambridge checklist was used to assess the communication skills of 50 first year and 50 second year medical students (five-minutes pre-recorded interview videos on the scenario of sore throat). These videos were reviewed and scored by simulated patients (SPs), communication skills instructors (CSIs) and non-communication skills instructors (non-CSIs). Results: Better performance was observed among the undergraduate medical students, who had formal training in communication skills with a significant difference in overall scores detected among the first and second year medical students (p?=?0.0008). A non-significant difference existed between the scores of SPs and CSIs for Year 1 (p?=?0.151). Conclusions: The SPs could be trained and involved in assessment of communication skills. Formal training in communication skills is necessary in the undergraduate medical programme. PMID:24787534

Liew, Siaw-Cheok; Dutta, Susmita; Sidhu, Jagmohni Kaur; De-Alwis, Ranjit; Chen, Nicole; Sow, Chew-Fei; Barua, Ankur

2014-07-01

144

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

ERIC Educational Resources Information Center

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

Earley, Peter; Bubb, Sara

2004-01-01

145

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.

146

School Personnel's Professional Development Needs and Skill Level with Functional Behavior Assessments in Ten Midwestern States in the United States: Analysis and Issues  

ERIC Educational Resources Information Center

The amendments to the Individuals with Disabilities Education Act (IDEA) require states address the training needs of in-service and pre-service personnel for developing and implementing positive intervention strategies (Gable, Quinn, Rutherford, & Howell, 1998; Shelladay & Stichter, 1999; The Center for Effective Collaboration and Practice,…

Pindiprolu, Sekhar S.; Peterson, Stephanie M.; Bergloff, Hollie

2007-01-01

147

Learning to become a professional orchestral musician: going beyond skill and technique  

Microsoft Academic Search

Current theories of learning hold dominant assumptions about the type and scope of knowledge and skills taught in formal courses that prepare novices for professional practice at work. In performing arts educational contexts, a common emphasis continues to hone individual performance skills in order to gain technical mastery and to differentiate competitively against others. This paper analyses a case study

Paul Hager; Mary C. Johnsson

2009-01-01

148

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

149

Effective Professional Development: What the Research Says  

ERIC Educational Resources Information Center

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

Online Submission, 2006

2006-01-01

150

Teaching Writing as a Professional Practice Skill: A Curricular Case Example  

ERIC Educational Resources Information Center

This article describes one MSW program's innovative and informed response to the pervasive problem of inadequate professional writing skills. We articulate the rationale, implementation, and assessment of our systemic response, which includes (a) requiring a professional writing course, (b) implementing curricular infusion of a standard writing…

Grise-Owens, Erlene; Crum, Kimberly

2012-01-01

151

Critical IS professional activities and skills\\/knowledge: A perspective of IS managers  

Microsoft Academic Search

This study utilized the activity competency model to investigate the perceived importance of crit- ical professional activities and skills\\/knowledge required by three levels of information system (IS) managers. Our findings indicated that the perceived importance of critical IS professional activities were significantly different among the management levels, but not significantly different for various industry types. Carrying a critical IS activity

Jen-Her Wu; Yi-Cheng Chen; Jack Chang

2007-01-01

152

Virtual Reality Simulator Developed Welding Technology Skills  

ERIC Educational Resources Information Center

The purpose of this study was to identify the suitability of VR welding simulator application towards CBT in developing welding skills upon new trainees at the Centre of Instructor and Advanced Skills Training (CIAST) Shah Alam Selangor and National Youth Skills Institute (IKBN) Pagoh Johor. The significance of the study was to create a…

Yunus, Faizal Amin Nur; Baser, Jamil Abd; Masran, Saiful Hadi; Razali, Nizamuddin; Rahim, Bekri

2011-01-01

153

A Typology of Requisite Skills for Information Technology Professionals  

Microsoft Academic Search

Based on qualitative and quantitative analysis of data gathered in structured interviews with 96 IT managers and executives, this paper proposes a typology of IT skills. The resulting typology is comprehensive enough to represent both current and future skills, concise enough to do so in a parsimonious and easily understood manner, consistent with general themes from prior research, and generalizable

Kevin P. Gallagher; Tim Goles; Stephen Hawk; Judith C. Simon; Kate M. Kaiser; Cynthia Mathis Beath; Wm. Benjamin Martz Jr.

2011-01-01

154

Professional development in college science teaching  

NASA Astrophysics Data System (ADS)

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

Thomas, Aimee Kathryn

155

Getting Results-Faculty Professional Development  

NSDL National Science Digital Library

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

2008-11-11

156

Suicide Intervention Skills in Health Professionals: A Multidisciplinary Comparison  

Microsoft Academic Search

Training in the recognition and management of suicidal risk is of crucial importance for prevention. The aim of our study was to compare competence in assessing and managing suicidal patients in different groups of Italian professionals. Two hundred and thirty two professionals (38 psychiatrists, 50 general practitioners, 34 psychiatric nurses, 60 doctors and nurses working in accident and emergency services,

Gaspare Palmieri; Matilde Forghieri; Silvia Ferrari; Luca Pingani; Paolina Coppola; Nicolò Colombini; Marco Rigatelli; Robert A. Neimeyer

2008-01-01

157

Professional Development for Teachers of Reading.  

ERIC Educational Resources Information Center

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

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

158

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

159

Sustainable Development, Systems Thinking and Professional Practice  

ERIC Educational Resources Information Center

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

Martin, Stephen

2008-01-01

160

Professional Development: What Works. Second Edition  

ERIC Educational Resources Information Center

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

Zepeda, Sally J.

2012-01-01

161

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

162

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

ERIC Educational Resources Information Center

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

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

2012-01-01

163

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

ERIC Educational Resources Information Center

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

Ohio State Dept. of Education, Columbus.

164

Effective Professional Development for Teachers: A Checklist  

ERIC Educational Resources Information Center

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

Hunzicker, Jana

2011-01-01

165

Develop a Professional Learning Plan  

ERIC Educational Resources Information Center

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

Journal of Staff Development, 2013

2013-01-01

166

Supporting vulnerable families who do not attend appointments: a gap analysis of the skills health professionals need.  

PubMed

This paper offers a framework of knowledge, skills and competencies required for professionals working with vulnerable families at risk from not attending their appointment (DNA). It also offers a gap analysis of Higher Education Health Professional courses which identifies where professionals skills need to be further developed. The gap analysis demonstrates that courses appear to teach professionals how to identify and communicate with families; however, not specifically in relation to families who DNA. One of the key factors which appears to be missing from courses is how to identify when vulnerability is increasing with a family. This may mean that families who initially present as stable may fail to be identified when their circumstances are changing and increasing their vulnerability. The gap analysis also shows that professionals are not routinely given the tools needed to creatively engage with families who do not attend. It appears important that professionals are taught why families may not attend appointments, so increasing their desire to engage with families and decrease stigmatising attitudes to families who find compliance with healthcare appointments difficult. PMID:23427709

Wallbank, Sonya; Meeusen, Mirjam; Jones, Louise

2013-01-01

167

Skills set development of doctoral graduates and post doctoral staff.  

PubMed

Three pillars used to develop skills of early stage researchers are increased mobility, cooperation among higher education institutes, and interaction with non-academic stakeholders. Experiences as a Borlaug Fellow and a doctoral candidate illustrate ways to leverage these pillars to enrich the doctoral and post-doctoral experience. The doctoral and post doctoral staff requires skills to discover, integrate, and apply knowledge as well as to teach. Mentoring, attending workshops and seminars are essential. To acquire professional competencies to meet challenges of the next decade, early stage researchers need to take up and create opportunities to observe and learn from experienced researchers, practitioners and colleagues. PMID:20491399

Marete, M

2010-01-01

168

Suicide intervention skills in health professionals: a multidisciplinary comparison.  

PubMed

Training in the recognition and management of suicidal risk is of crucial importance for prevention. The aim of our study was to compare competence in assessing and managing suicidal patients in different groups of Italian professionals. Two hundred and thirty two professionals (38 psychiatrists, 50 general practitioners, 34 psychiatric nurses, 60 doctors and nurses working in accident and emergency services, and 50 medical students) completed the Suicide Intervention Response Inventory (SIRI-2) (Neimeyer & Bonelle, 1997) and a questionnaire on perceptions of risk and protective factors in suicidal patients. Exposure to suicidal patients was found to be widespread in all groups, but specific training in suicide assessment and intervention was conspicuously rare. Psychiatrists outscored all other groups and psychiatric nurses scored significantly higher than general practitioners in identifying appropriate responses to suicidal patients. Taken together, our findings suggest the necessity of further training in suicide intervention for Italian health professionals, and especially for emergency service personnel and general practitioners. PMID:18576204

Palmieri, Gaspare; Forghieri, Matilde; Ferrari, Silvia; Pingani, Luca; Coppola, Paolina; Colombini, Nicolo; Rigatelli, Marco; Neimeyer, Robert A

2008-01-01

169

Online Early Childhood Professional Development: Selected Experiences  

ERIC Educational Resources Information Center

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

Olsen, Heather

2010-01-01

170

Sales skills for health-care professionals: the emotional side of sales.  

PubMed

Health-care sales continues to be an area of opportunity for many laboratory professionals. For those who possess the necessary skills and the desire to enthusiastically embrace the unique challenges of a sales career, a new CLMA publication by CLMR contributor Donna L. Nigon, MT(ASCP), titled Sales Skills for Health-Care Professionals, will provide the knowledge of sales structure and techniques needed to succeed. This Sales Skills excerpt, "The Emotional Side of Sales," describes many of the emotional aspects of sales and selling, including how to handle the transition from a technical or medical role to that of sales representative, relationship building, maintaining personal and professional support systems, dealing with rejection, avoiding burnout, time management, and customer concerns. For more information about this book, please see the order form that accompanies this excerpt, or visit www.clma.org. PMID:11299908

Nigon, D L

2001-01-01

171

Improving the Development of Students' Reading Skills.  

ERIC Educational Resources Information Center

This report describes a program for improving the development of students' reading skills. The targeted population consisted of students in kindergarten, first, and second grades. The classrooms were located in adjoining lower socioeconomic areas. The problem of poorly developed reading skills was documented through data collected by the teacher…

Beneventi, Angela; McEndollar, Linda; Smith, Deborah

172

Groupware for Developing Critical Discussion Skills  

Microsoft Academic Search

Increasingly, social and collaborative processes are seen as central to the development of thinking skills, including the skills of scientific thinking. With colleagues we have developed a software system (Belvedere) to support high-school science students in engaging in collaborative reasoning and argumentation. We discuss how Belvedere is designed to support students' collaborative processes, describe our formative evaluation studies, and provide

Dan Suthers; Arlene Weiner

1995-01-01

173

Personal and Professional Factors and Suicide Intervention Skills.  

ERIC Educational Resources Information Center

Investigates the relationship of professional and personal factors to the ability of counselors to respond appropriately to suicidal verbalizations, using the Suicide Intervention Response Inventory (SIRI). The results highlight the importance of attitudes toward suicide and personal history of suicidality, as well as training and experience, in…

Neimeyer, Robert A.; Fortner, Barry; Melby, Diane

2001-01-01

174

Development: As People and Professionals  

ERIC Educational Resources Information Center

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

MacRae, Don

1977-01-01

175

Curriculum Reform, Professional Development, and Powerful Learning  

NSDL National Science Digital Library

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

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

2002-01-01

176

Evaluating Medical Student Communication/Professionalism Skills from a Patient's Perspective  

PubMed Central

Objective: Evaluate medical students’ communication and professionalism skills from the perspective of the ambulatory patient and later compare these skills in their first year of residency. Methods: Students in third year neurology clerkship clinics see patients alone followed by a revisit with an attending neurologist. The patient is then asked to complete a voluntary, anonymous, Likert scale questionnaire rating the student on friendliness, listening to the patient, respecting the patient, using understandable language, and grooming. For students who had completed 1?year of residency these professionalism ratings were compared with those from their residency director. Results: Seven hundred forty-two questionnaires for 165 clerkship students from 2007 to 2009 were analyzed. Eighty-three percent of forms were returned with an average of 5 per student. In 64% of questionnaires, patients rated students very good in all five categories; in 35% patients selected either very good or good ratings; and <1% rated any student fair. No students were rated poor or very poor. Sixty-two percent of patients wrote complimentary comments about the students. From the Class of 2008, 52% of students received “better than their peers” professionalism ratings from their PGY1 residency directors and only one student was rated “below their peers.” Conclusion: This questionnaire allowed patient perceptions of their students’ communication/professionalism skills to be evaluated in a systematic manner. Residency director ratings of professionalism of the same students at the end of their first year of residency confirms continued professional behavior.

Davis, Larry E.; King, Molly K.; Wayne, Sharon J.; Kalishman, Summers G.

2012-01-01

177

Social Skill Development through Math  

ERIC Educational Resources Information Center

According to the U.S. Department of Education, 90% of the future jobs in the United States will require a college degree, and many of these jobs will be in the service industry (Spellings 2006). Service jobs that require people skills may be more difficult for adults with disabilities. Although many students with disabilities included in general…

Walker, Zachary M.; Hunt, Jessica H.

2011-01-01

178

Professionalism in Broadcasting in Developing Countries  

ERIC Educational Resources Information Center

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

O'Brien, Rita Cruise

1977-01-01

179

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

180

Developing Good Team-working Skills  

NSDL National Science Digital Library

This article offers advice to educators on developing learners' collaboration skills through problem solving. The author presents six categories of tasks, each of which addresses a set of teamwork skills (e.g. listening, sharing, reflecting) and includes several tasks which could serve as the vehicle. Links to the tasks, printable materials, and other resources are included.

2010-05-01

181

Using simulation to develop handover skills.  

PubMed

This article outlines the potential impact of ineffective handover skills on nurses' confidence, competence and coordination, as well as on patient safety. It focuses on how student nurses can develop their communication skills by looking specifically at how the University of Derby used simulation to teach pre-registration student nurses effective handover techniques. PMID:24683692

Collins, Guy

182

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

183

The Professional Development of Teachers in Malta.  

ERIC Educational Resources Information Center

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

Bezzina, Christopher; Camilleri, Antoinette

2001-01-01

184

Guidelines for Individual Professional Development Plans.  

ERIC Educational Resources Information Center

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

Usera, John J.

185

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

186

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

187

The Case Study: Professional Development Cases  

NSDL National Science Digital Library

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

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

2006-09-01

188

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

189

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

190

An Interpretative Phenomenological Analysis of How Professional Dance Teachers Implement Psychological Skills Training in Practice  

ERIC Educational Resources Information Center

The aim of this study was to examine how dance teachers work with psychological skills with their students in class. Semi-structured interviews were conducted with six female professional teachers in jazz, ballet and contemporary dance. The interview transcripts were analyzed using interpretative phenomenological analysis (Smith 1996). Results…

Klockare, Ellinor; Gustafsson, Henrik; Nordin-Bates, Sanna M.

2011-01-01

191

Medical Students' Impressions and Satisfactions from Medical Professional Skill Education Lessons  

ERIC Educational Resources Information Center

(Background) To help us understand the medical students' reflections about professional skill educations we conducted a study on medical students' conceptions of selected medical phenomena, cardiopulmonary resuscitation, CPR. (Methods) The study was conducted in January 2008, using a sample consisting of medical students from one of the…

Ongel, Kurtulus; Mergen, Haluk; Kayacan, Hacer; Yildizhan, Alpaslan

2008-01-01

192

Learning & Using British Sign Language: Current Skills & Training of Hearing Professionals.  

ERIC Educational Resources Information Center

Two aspects of a study of the problems hearing people have in acquiring British Sign Language (BSL) are described: (1) the measurement of current skills in BSL of professionals in the field, and (2) current training programs in BSL in the United Kingdom and results of some controlled teaching situations. (Author/PJM)

Kyle, James G.; And Others

1981-01-01

193

Enlargement Project: Insight into ICT Professional Skills and Jobs in the Candidate Countries. Enlargement Futures Series.  

ERIC Educational Resources Information Center

A study examined information and communication technologies (ICT) job trends and the prospects for preservation and supply of high skilled professionals in the medium and longer term in candidate countries (CCs), for admission into the European Union, focusing on Bulgaria, Estonia, Hungary, and Poland. Rapidly changing technology and growth of…

Gourova, Elissaveta

194

Communication Skills Training Increases Self-Efficacy of Health Care Professionals  

ERIC Educational Resources Information Center

Introduction: Despite the knowledge of good communication as a precondition for optimal care and treatment in health care, serious communication problems are still experienced by patients as well as by health care professionals. An orthopedic surgery department initiated a 3-day communication skills training course for all staff members expecting…

Norgaard, Birgitte; Ammentorp, Jette; Kyvik, Kirsten Ohm; Kofoed, Poul-Erik

2012-01-01

195

Student Affairs Professionals' Self-Report of Multicultural Competence: Understanding Awareness, Knowledge, and Skills  

ERIC Educational Resources Information Center

Pope and Reynolds' (1997) theoretical model of multicultural competence for student affairs was empirically tested with 100 student affairs professionals. The domain subscales of awareness, knowledge, and skills revealed high internal consistency and intercorrelation. Males reported significantly higher multicultural awareness in their…

Castellanos, Jeanett; Gloria, Alberta M.; Mayorga, Melissa M.; Salas, Christina

2008-01-01

196

Using Assessment for Developing Team Building Skills  

NSDL National Science Digital Library

"Ability to function in teams," "good team building skills," and "teamwork" are all now common phrases in the classifieds. It is increasingly important in society today, both in social and work environments, to be a good team player. But how do we actually develop those skills and evaluate whether our efforts have had a measurable impact so that we can adjust our approach for maximum benefit? This booklet presents a team assessment process developed to track and improve students team building skill as well as a complete description of its implementation. Preliminary research on team building skills development was performed with a group of community college students in the Electrical Technology Program. The results from the two year study indicate that active participation in the team assessment process is beneficial in developing team building and leadership skills in college students. All the materials necessary to implement the team assessment process for a classroom or workplace setting are provided in this booklet. Using these materials and methods can yield evidence of improved team building and leadership skills important in meeting accreditation standards or for use in evaluating corporate team skills and leadership development.

Akins, Lean M.; Barbuto, Daniel C.

2009-12-01

197

Developing an Online Professional Development Program Using Instructional Technology for Supervisors and Administrators.  

ERIC Educational Resources Information Center

A problem facing many supervisors and administrators in K-12 and higher education is how to effectively integrate technology into the instructional proram. Professional development plays a key role in providing training and support required to develop the instructional technology (IT) skills necessary to have a positive effect on instruction. This…

Graham, Robert J.; Daniels, Terry H.

198

Characteristics of Effective Professional Development: A Checklist  

ERIC Educational Resources Information Center

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

Hunzicker, Jana

2010-01-01

199

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

200

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

201

Technology Professional Development: A Case Study.  

ERIC Educational Resources Information Center

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

Burton, Dolores T.

2003-01-01

202

Understanding by Design Professional Development Workbook  

ERIC Educational Resources Information Center

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

McTighe, Jay; Wiggins, Grant

2004-01-01

203

Washington Assessment Professional Development Program Evaluation Results.  

ERIC Educational Resources Information Center

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

Arter, Judith A.

204

Teacher Professional Development: Who Is the Learner?  

ERIC Educational Resources Information Center

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

Petrie, Kirsten; McGee, Clive

2012-01-01

205

Multi-professional staff development programme for PAMs.  

PubMed

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

Wray, N

2001-01-01

206

Workforce Skills Development and Engagement in Training through Skill Sets: Literature Review. Occasional Paper  

ERIC Educational Resources Information Center

This literature review examines the available research on skill sets. It provides background for a larger research project "Workforce skills development and engagement in training through skill sets," the report of which will be released early next year. This paper outlines the origin of skill sets and explains the difference between skill sets…

Mills, John; Bowman, Kaye; Crean, David; Ranshaw, Danielle

2012-01-01

207

Educating for Sustainability: Developing Critical Skills.  

ERIC Educational Resources Information Center

Advocates a critical theory approach to sustainability in business and environmental management education that incorporates a radical change perspective. Provides exercises for developing the critical skills of reflexivity, critique, and social action. (Contains 37 references.) (SK)

Kearins, Kate; Springett, Delyse

2003-01-01

208

Censoring Freedom: Community-Based Professional Development and the Politics of Profanity  

ERIC Educational Resources Information Center

The lack of strong literacy skills and practices among students is perhaps the clearest indicator that the education system continues to leave millions of children behind. To advance the reading, writing, and speaking skills of middle and high school students, this study examines a professional development model that brought trained…

Watson, Vajra M.

2013-01-01

209

Impact on Teachers as Global Educators after a Professional Development Cluster  

ERIC Educational Resources Information Center

This descriptive research study was conducted to determine if the International Education Technology cluster achieved its goals of increasing teachers' international knowledge, skills, and initiatives in global education. A cluster is a focused group of professional development experiences that lead to new knowledge and skills. Clusters are…

Modzelewski, Wendy Ramsey

2009-01-01

210

Research and Professional Development Plan (RPDP) for PhD Students  

ERIC Educational Resources Information Center

The University College Dublin (UCD) Research and Professional Development Plan (RPDP) is a set of tools to aid in the planning and progress of a PhD student's research and professional skills. It is an integral part of the Structured PhD programme at UCD and has been specifically designed to aid students in the planning, monitoring and completion…

Cunningham, Emer; Carton, Janet; Rosten, Claire

2009-01-01

211

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.

212

Transformative Learning as a Professional Development Goal.  

ERIC Educational Resources Information Center

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

Cranton, Patricia; King, Kathleen P.

2003-01-01

213

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

214

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

Microsoft Academic Search

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

Ginger L Zierdt

2009-01-01

215

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

216

Professional Socialization for the Ph.D.: An Exploration of Career and Professional Development Preparedness and Readiness for Ph.D. Candidates  

ERIC Educational Resources Information Center

This study sought to uncover the career readiness and professional development needs of Ph.D. students at a large, Midwestern research university. Findings indicate that career goals of graduate students change over time, skill preparation for academic and non-academic careers continues to be inadequate for many students and professional

Helm, Matt; Campa, Henry, III; Moretto, Kristin

2012-01-01

217

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

NSF Publications Database

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

218

Online Courses: WCS Online Professional Development  

NSDL National Science Digital Library

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

1900-01-01

219

Using a Social Skills Group to Develop and Maintain Relationships  

Microsoft Academic Search

This research investigated the relationship between social skills groups and the promotion of adolescent friendships in girls. All participants were identified as lacking social skills and having no friends. Each week of group focused on a different social skill and included a skill-basked activity. Each participant rated their social skills and capabilities by completing a survey developed by the researcher

Sharee L Washington

2008-01-01

220

Development: Ages & Stages--Emerging Physical Skills  

ERIC Educational Resources Information Center

In this article, the authors discuss how children develop their motor skills at different age levels. Newborn's movements are jerky and uncoordinated. Spending lots of floor time with a baby lying on her back or stomach helps her develop coordination, balance, and muscle strength during her earliest months. As locomotion enters a baby's life, she…

Poole, Carla; Miller, Susan A.; Church, Ellen Booth

2005-01-01

221

Development of Metacognitive Skillfulness: A Longitudinal Study  

ERIC Educational Resources Information Center

This study shows the results of a two-year longitudinal study where the same participants were followed for two consecutive years as they enter secondary school (aged 12-14 years). The main issue was to investigate the development of both the quantity and the quality of metacognitive skills. Another issue was to establish whether the development

van der Stel, Manita; Veenman, Marcel V. J.

2010-01-01

222

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

ERIC Educational Resources Information Center

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

Kenney, Donald J.; McMillan, Gail

1992-01-01

223

Low Compression Tennis Balls and Skill Development  

PubMed Central

Coaching aims to improve player performance and coaches have a number of coaching methods and strategies they use to enhance this process. If new methods and ideas can be determined to improve player performance they will change coaching practices and processes. This study investigated the effects of using low compression balls (LCBs) during coaching sessions with beginning tennis players. In order to assess the effectiveness of LCBs on skill learning the study employed a quasi-experimental design supported by qualitative and descriptive data. Beginner tennis players took part in coaching sessions, one group using the LCBs while the other group used standard tennis balls. Both groups were administered a skills at the beginning of a series of coaching sessions and again at the end. A statistical investigation of the difference between pre and post-test results was carried out to determine the effect of LCBs on skill learning. Additional qualitative data was obtained through interviews, video capture and the use of performance analysis of typical coaching sessions for each group. The skill test results indicated no difference in skill learning when comparing beginners using the LCBs to those using the standard balls. Coaches reported that the LCBs appeared to have a positive effect on technique development, including aspects of technique that are related to improving power of the shot. Additional benefits were that rallies went on longer and more opportunity for positive reinforcement. In order to provide a more conclusive answer to the effects of LCBs on skill learning and technique development recommendations for future research were established including a more controlled experimental environment and larger sample sizes across a longer period of time. Key Points LCB may aid skill learning in tennis. Qualitative indicators. Statistical evidence not conclusive. Further studies of larger groups recommended.

Hammond, John; Smith, Christina

2006-01-01

224

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

225

Team Task Skills as a Facilitator for Application and Development Skills  

Microsoft Academic Search

Software development requires the application of diverse skills from various sources. Often these are considered to be skills in development methodologies, application domains, and accomplishing general team tasks. Previous research, however, fails to establish a direct link between skills present in the development team and successful performance of the software development project. In an attempt to determine a more accurate

Chien-Lung Chan; James J. Jiang; Gary Klein

2008-01-01

226

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

ERIC Educational Resources Information Center

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

Schack, Gina; Overturf, Brenda J.

227

Leading Professional Development for Curriculum Reform  

NSDL National Science Digital Library

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

Short, James B.

2006-01-01

228

Activities: Developing Problem-Solving Skills.  

ERIC Educational Resources Information Center

Presents an activity for students in grades 7-10 (with ready-to-copy worksheets and overhead projector transparency masters) designed to develop the problem-solving skills of making and reading an organized list and searching for a pattern, and to provide practice in using the general heuristics of the problem-solving process. (JN)

Krulik, Stephen; Rudnick, Jesse A.

1985-01-01

229

SKILL DEVELOPMENT THROUGH GAMES AND RHYTHMIC ACTIVITIES.  

ERIC Educational Resources Information Center

A DISCUSSION OF THE OVERALL OBJECTIVES OF PHYSICAL ACTIVITIES IN THE ELEMENTARY SCHOOL, THE PURPOSES OF DEVELOPING MOVEMENT SKILLS IN GAMES AND RHYTHMS, AND THE ROLE OF THE TEACHER IN PHYSICAL EDUCATION COMPRISES THE INTRODUCTORY CHAPTER OF THIS TEXTBOOK FOR BEGINNING PHYSICAL EDUCATION TEACHERS. SUCCEEDING CHAPTERS ARE CONCERNED WITH FIVE…

NAGEL, CHARLES; MOORE, FREDRICKA

230

A Master Key to Workforce Skills Development  

ERIC Educational Resources Information Center

Canadian society is undergoing a significant transformation, largely in response to the forces of globalization and the development of the knowledge/information economy. The key to the economic and social well being of Canada's diverse communities lies in the knowledge-and-skills base of its citizens. Canada must design policies and programs which…

Association of Canadian Community Colleges, 2006

2006-01-01

231

Skills Governance and the Workforce Development Programme  

ERIC Educational Resources Information Center

In the United Kingdom higher education environment, government may make efforts to encourage institutions to engage in governance structures to secure policy objectives through a steering approach. In this article connections between skills governance structures and the recent Higher Education Funding Council for England workforce development

Hordern, Jim

2013-01-01

232

Developing a Cooperative Library Skills Program.  

ERIC Educational Resources Information Center

The goals and objectives of a college library instruction program should be developed jointly by library staff and composition faculty. Such a program should (1) attempt to overcome student insecurity and confusion about conducting research; (2) focus on tools and skills necessary at each university level; (3) emphasize the unique aspects of the…

Quantic, Diane Dufva

233

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

234

Impact of Interprofessional Education on Collaboration Attitudes, Skills, and Behavior among Primary Care Professionals  

ERIC Educational Resources Information Center

Introduction: Care for the frail elderly is often provided by several professionals. Collaboration between them is essential, but remains difficult to achieve. Interprofessional education (IPE) can improve this collaboration. We developed a 9-hour IPE program for primary care professionals from 7 disciplines caring for the frail elderly, and aimed…

Robben, Sarah; Perry, Marieke; van Nieuwenhuijzen, Leontien; van Achterberg, Theo; Rikkert, Marcel Olde; Schers, Henk; Heinen, Maud; Melis, Rene

2012-01-01

235

A Study about Problem Solving Skill Variable in Terms of Some Variables of Footballers Who Play Football Professionally  

ERIC Educational Resources Information Center

The aim of this study is to present the problem solving skill levels of sportsmen who play football professionally, and to determine whether problem solving skill levels differ according to sportsmen's, sports club, age, marital status, parents' educational status, father's occupation, occupation in the game, year of playing football…

Akpinar, Selahattin

2012-01-01

236

Developing a Workplace Skills Course: Lessons Learned.  

ERIC Educational Resources Information Center

Describes the development of a multidisciplinary cornerstone business course focused on communication, teamwork, problem solving, professional demeanor, research, ethics, and diversity. Discusses lessons learned: change itself raises obstacles, appropriate faculty are crucial, and time frame and course content should not be overly ambitious. (SK)

Holter, Norma C.; Kopka, Donald J.

2001-01-01

237

Developing Transferable Skills: Some Examples from Geomorphology Teaching.  

ERIC Educational Resources Information Center

Demonstrates how the development of transferable skills can be promoted as a matter of policy in undergraduate geography programs and implemented throughout individual classes. Defines transferable skills as skills of a widely applicable nature independent of the disciplinary context. Presents two examples of transferable skill development in…

Mottershead, Derek; Suggitt, Steve

1996-01-01

238

Professional Development for Teachers Early in Their Careers: An Evaluation of the Early Professional Development Pilot Scheme. Research Report RR613  

ERIC Educational Resources Information Center

This report presents findings from the three-year evaluation of the Early Professional Development (EPD) pilot scheme. The research was conducted by the National Foundation for Educational Research (NFER) on the behalf of the Department for Education and Skills (DfES) and the General Teaching Council for England (GTC). Building on the results of…

Moor, Helen; Halsey, Karen; Jones, Megan; Martin, Kerry; Stott, Alison; Brown, Celia; Harland, John

2005-01-01

239

The Impact of a Professional Development Program on Teachers' Understandings about Watersheds, Water Quality, and Stream Monitoring.  

ERIC Educational Resources Information Center

Professional development programs should provide teachers with experiences that develop their knowledge and skills to integrate environmental field studies into their school curriculum. Reports on a professional development model that engaged teachers in designing and conducting local environmental science research projects. (Author/YDS)

Shepardson, Daniel P.; Harbor, Jon; Cooper, Barbara; McDonald, Jim

2002-01-01

240

Professional Development of Multimedia Courseware.  

ERIC Educational Resources Information Center

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

van der Mast, Charles

1995-01-01

241

English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand  

ERIC Educational Resources Information Center

This commentary reviews recent literature on a number of problematic issues arising from the use of English proficiency tests by registration bodies as the sole assessment of the professional communication skills of overseas qualified health professionals from non-English-speaking backgrounds. It discusses differences between the assessment…

Wette, Rosemary

2011-01-01

242

Commentary: Laboratory Science Teacher Professional Development  

NSDL National Science Digital Library

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

Clark, Todd

2006-07-01

243

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

244

Seven Steps to Flipped Professional Development  

ERIC Educational Resources Information Center

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

Conley, Laura

2013-01-01

245

Young Adult Literature and Professional Development  

ERIC Educational Resources Information Center

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

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

2011-01-01

246

Professional Development to Support Online Teaching  

ERIC Educational Resources Information Center

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

Horvitz, Brian S.; Beach, Andrea L.

2011-01-01

247

Using orthopaedic journals for continuing professional development.  

PubMed

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

Limb, D

2014-05-01

248

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

Microsoft Academic Search

This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and

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

2001-01-01

249

Professional Development through Formative Evaluation  

ERIC Educational Resources Information Center

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

Nsibande, Rejoice; Garraway, James

2011-01-01

250

Training the powerful: issues that emerged during the evaluation of a communication skills training programme for senior cancer care professionals.  

PubMed

'Connected' is the name of the national advanced communication skills training programme developed in 2008 for cancer care professionals in the NHS. A 3-day training course combining didactic and experiential learning elements is run by two facilitators with course participants expected to engage fully in simulated consultations with trained actors. In 2011, and as a result of participant feedback on the length of the course and increasing pressures on budgets and clinical time, the Connected team developed and piloted an alternative 2-day training course. Before its roll-out in 2012, Birmingham City University was commissioned to evaluate the effectiveness and quality of the 2-day course vis-à-vis the 'traditional' 3-day one. This article is written by the two evaluators and it discusses some of the issues that emerged during the evaluation. We broadly grouped these issues into two overlapping categories: the mandatory nature of the course and the different professional background and seniority of participants. In our discussion we consider the implications these issues have for communication skills training policy and practice and put forward suggestions for further research. PMID:24373021

Bibila, S; Rabiee, F

2014-07-01

251

From the "Springfield Development Program" to the "21st Century School Administrator Skills (SAS) Program."  

ERIC Educational Resources Information Center

This paper discusses the use of simulations in the professional development of school leaders. It compares two National Association of Secondary School Principal (NASSP) programs: the "Springfield Development Program" and the "21st Century School Administrator Skills Program" (SAS) and identifies the characteristics of SAS that are aligned with…

Bradshaw, Lynn; Buckner, Kermit

252

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

Microsoft Academic Search

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

Linzy Brady

2009-01-01

253

A Hybrid Evaluation Model for Evaluating Online Professional Development  

ERIC Educational Resources Information Center

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

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

2007-01-01

254

Maintenance of skilled performance with age: a descriptive examination of professional golfers.  

PubMed

Demographic studies indicate a remarkable aging trend in North America. An accurate profile of the decline in physical and cognitive capabilities over time is essential to our understanding of the aging process. This study examined the maintenance of skilled performance across the careers of 96 professional golfers. Data were collected on scoring average, driving distance, driving accuracy, greens in regulation, putts per round, and number of competitive rounds played using online data archives. Analyses indicate that performance in this activity can be maintained to a greater extent than in activities relying on biologically constrained abilities. Although the generalizability of these results to "normal" aging populations is not known, they suggest that acquired skills can be maintained to a large extent in the face of advancing age. PMID:17724396

Baker, Joseph; Deakin, Janice; Horton, Sean; Pearce, G William

2007-07-01

255

Professional Development--A Success Story.  

ERIC Educational Resources Information Center

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

Csokasy, David

256

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

257

Work experience program at a metropolitan paediatric hospital: assisting rural and metropolitan allied health professionals exchange clinical skills.  

PubMed

The needs of rural allied health professionals (AHPs) have been widely documented. In particular, problems of professional isolation, lack of professional development opportunities and limited support systems have been highlighted as problems associated with working in rural and remote areas. This research aimed to provide rural and remote AHPs with an opportunity to gain experience in paediatric clinical areas of their choice, to provide rural/remote and metropolitan AHPs with an opportunity to share clinical knowledge and expertise, and to develop networks between rural/remote and metropolitan AHPs. A clinical experience program was developed to meet these aims. Twenty-nine AHPs from rural and remote areas of Queensland participated in the program. Participants completed questionnaires at the end of clinical experience program and 4-8 weeks after the visit. A focus group was also conducted. Analyses found the program met the majority of participants goals and expectations. Enhanced clinical skills in specialist paediatric areas, increased networking and access to resources were reported by rural/remote AHPs as benefits of the program. The role of a clinical consultant was found to be critical to the success of the program. PMID:11998265

Parkin, A E; McMahon, S; Upfield, N; Copley, J; Hollands, K

2001-12-01

258

From Competence to Excellence: Developing Excellence in Vocational Skills.  

ERIC Educational Resources Information Center

The United Kingdom's Learning and Skills Development Agency (LSDA), UK SKILLS, and the Further Education Skills Competition Council conducted a collaborative action research project to improve students' vocational learning and skills through enhanced learning experiences. From February 2001 to April 2002, three further education colleges worked to…

Smeaton, Barry; Hughes, Maria; Hall, Graeme

259

Skill Intensity and Skills Development in Bangladesh Manufacturing Enterprises  

ERIC Educational Resources Information Center

This paper reports on recent research into enterprise skill profiles and workplace training practices in the Bangladesh manufacturing industry. The article presents survey and interview data for 37 enterprises across eight manufacturing sectors collected during a study for the International Labour Organisation. The research analysed enterprise and…

Comyn, Paul

2013-01-01

260

Reading skill and structural brain development.  

PubMed

Reading is a learned skill that is likely influenced by both brain maturation and experience. Functional imaging studies have identified brain regions important for skilled reading, but the structural brain changes that co-occur with reading acquisition remain largely unknown. We investigated maturational volume changes in brain reading regions and their association with performance on reading measures. Sixteen typically developing children (5-15 years old, eight boys, mean age of sample=10.06 ± 3.29) received two MRI scans (mean interscan interval=2.19 years), and were administered a battery of cognitive measures. Volume changes between time points in five bilateral cortical regions of interest were measured, and assessed for relationships to three measures of reading. Better baseline performances on measures of word reading, fluency, and rapid naming, independent of age and total cortical gray matter volume change, were associated with volume decrease in the left inferior parietal cortex. Better baseline performance on a rapid naming measure was associated with volume decrease in the left inferior frontal region. These results suggest that children who are better readers, and who perhaps read more than less skilled readers, exhibit different development trajectories in brain reading regions. Understanding relationships between reading performance, reading experience, and brain maturation trajectories may help with the development and evaluation of targeted interventions. PMID:24407200

Houston, Suzanne M; Lebel, Catherine; Katzir, Tami; Manis, Franklin R; Kan, Eric; Rodriguez, Genevieve G; Sowell, Elizabeth R

2014-03-26

261

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

262

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

263

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

264

The Portfolio Process in Professional Development.  

ERIC Educational Resources Information Center

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

Terry, Gwenith L.; And Others

265

Teachers' Beliefs and Continuing Professional Development  

ERIC Educational Resources Information Center

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

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

2013-01-01

266

Intercultural Experience and Teacher Professional Development  

ERIC Educational Resources Information Center

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

Gu, Qing

2005-01-01

267

Meaningful Professional Development: A Personal Journey  

ERIC Educational Resources Information Center

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

Shore, Rebecca Ann

2012-01-01

268

Analysis of Reflective Professional Development Models.  

ERIC Educational Resources Information Center

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

Filby, Nikola N.

269

The Artistic and Professional Development of Teachers  

ERIC Educational Resources Information Center

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

Oreck, Barry

2004-01-01

270

Preloading Professional Development to Ensure Potential Success  

ERIC Educational Resources Information Center

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

Bradburn, Frances Bryant

2004-01-01

271

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

272

When Every Day Is Professional Development Day  

ERIC Educational Resources Information Center

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

Tienken, Christopher H.; Stonaker, Lew

2007-01-01

273

Structuring Professional Development with an Online Community  

ERIC Educational Resources Information Center

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

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

2011-01-01

274

Model Professional Development Programs Win Recognition.  

ERIC Educational Resources Information Center

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

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

1999-01-01

275

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

276

Teachers' Professional Development: Partnerships in Research  

Microsoft Academic Search

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

Derin Atay

2006-01-01

277

The Art of Evaluation and Professional Development  

ERIC Educational Resources Information Center

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

Nathan, Linda

2005-01-01

278

Kentucky's Statewide Early Childhood Professional Development System  

ERIC Educational Resources Information Center

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

Rous, Beth; Grove, Jaime; Townley, Kim

2007-01-01

279

Professional Development for Teaching in Higher Education  

ERIC Educational Resources Information Center

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

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

2011-01-01

280

Measuring the Achievement of Professional Development Schools  

ERIC Educational Resources Information Center

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

Theiss, Deb; Grigsby, Carl

2010-01-01

281

Professional Development and Research, 1973-74.  

ERIC Educational Resources Information Center

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

Hawaii Univ., Honolulu. East-West Center.

282

Professional Development of Principals. ERIC Digest.  

ERIC Educational Resources Information Center

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

Fenwick, Leslie T.; Pierce, Mildred C.

283

Professional Development for Teacher-Writers  

ERIC Educational Resources Information Center

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

Fleischer, Cathy

2004-01-01

284

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

285

Give Your Professional Development a Second Life  

ERIC Educational Resources Information Center

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

Sheehy, Peggy

2009-01-01

286

Great Expectations: Emergent Professional Development Schools.  

ERIC Educational Resources Information Center

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

Winitzky, Nancy; And Others

287

A FRAMEWORK FOR INTEGRATED PROFESSIONAL DEVELOPMENT  

Microsoft Academic Search

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

N. Sanjay Rebello

2006-01-01

288

Reforming Teacher Education through Professional Development Schools.  

ERIC Educational Resources Information Center

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

Wait, Dan B.; Warren, Louis L.

2002-01-01

289

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

290

Evaluating for Impact: Professional Development Educational Content Delivery through Learning Communities  

ERIC Educational Resources Information Center

The National 4-H Council Learning Priorities team developed educational content for professional development to increase evaluation capacity and evaluation skills for 4-H educators. Extension specialists in Oregon, Vermont, and Virginia piloted Evaluating for Impact curriculum through learning communities. Lessons learned from the pilot project…

Baughman, Sarah; Arnold, Mary; Boyd, Heather H.; Franz, Nancy K.; Mead, June P.; Rowe, Ellen; Silliman, Ben

2010-01-01

291

Professional Development Needs of Online Instructors of the Louisiana Technical College System  

ERIC Educational Resources Information Center

The purpose of this study was to determine perceptions of importance and the knowledge of skill levels required to develop and deliver distance learning successfully by the Louisiana Technical College (LTC) instructors as related to professional development needs. The study sample consisted of a group of approximately 200 instructors/teachers…

Laycock, Sharon P.

2010-01-01

292

A Study to Determine the Impact of Professional Development on Teachers' Knowledge of Literacy Content  

ERIC Educational Resources Information Center

Scope and Method of Study: This quantitative study investigated the impact of professional development on Belizean teachers' knowledge of literacy content needed to effectively develop early literacy skills of primary school children between the ages of five to eight. The specific focus of the research was to survey teachers' knowledge level…

Bradley, Rosaline Teresita

2012-01-01

293

Professional Development Using an Interdisciplinary Learning Circle: Linking Pedagogical Theory to Practice  

NSDL National Science Digital Library

Science education reform requires innovative professional development initiatives. Here we report the success of an interdisciplinary learning circle that met regularly over the course of a year to explore pedagogical theory and develop action research projects with the goal of improving critical-thinking skills in math and science undergraduates.

Freeman, Carol; Lynd-Balta, Eileen; Erklenz-Watts, Michelle; Westbay, Theresa D.

2005-12-01

294

Twelve Habits of Successful IT Professionals  

ERIC Educational Resources Information Center

In all positions, professionals must continue to develop their skills. The higher education IT profession is no exception. However, many of these skills should be developed progressively. If IT professionals can start learning these twelve skills early in their career, they will have a good chance of turning the skills into habits--and of becoming…

Hawkins, Brian L.

2006-01-01

295

Mathematics and Logic - Skill and Concept Development  

NSDL National Science Digital Library

This section of the website, Appetizers and Lessons for Mathematics and Reason, written by Alan Selby, PD. (see also Scout Report for Math, Engineering, and Technology, May 24, 2002) offers lesson ideas for teaching linear equations in high school or college. The approach uses stick diagrams to solve linear equations because they "provide a concrete or visual context for many of the rules or patterns for solving equations, a context that may develop equation solving skills and confidence." The idea is to build up student confidence in problem solving before presenting any formal algebraic statement of the rule and patterns for solving equations. Links to related chapters from his book, "Three Skills for Algebra," are also provided.

296

Developing Study Skills in the Reading Process.  

ERIC Educational Resources Information Center

Study skills are comprised of both reading and thinking skills, and they can be classified as receptive, reflective, or expressive abilities. The objective of teaching study skills is to enable young people to study efficiently and independently in a variety of learning activities. The approaches to teaching study skills that are discussed in this…

Reid, Neil

297

The effects of a STEM professional development intervention on elementary teachers  

NASA Astrophysics Data System (ADS)

To improve and sustain science teaching and learning in the elementary grades, experts recommended school districts afford time in the day for science instruction, secure the necessary resources for an investigative classroom, and provide teachers with increased professional development opportunities that target content knowledge, pedagogical skills, and confidence in teaching science (e.g. Buczynski & Hansen, 2010; Brand & Moore, 2011; NSB, 2010). In particular, researchers recommended teachers receive quality professional development that is sustained over time and embedded in the real world of the classroom (e.g. Buczynski & Hansen, 2010; Cotabish & Robinson, 2012). The purpose of this dissertation was to examine changes in elementary teachers' science teaching perceptions, concerns, and science process skills during and after participation in a STEM-focused professional development intervention involving embedded support using peer coaching. The positive effects of sustained, embedded professional development programs on science instruction have been documented by multiple research studies (e.g. Buczynski & Hansen, 2010; Cotabish, Dailey, Hughes, & Robinson, 2011; Duran & Duran, 2005; Levitt, 2011); however, few studies have investigated the effects after removal of the professional development support (Johnson, Kahle, & Fargo, 2007; Shymansky, Yore, & Anderson, 2004). By examining the changes across three years (including one year after the conclusion of the professional development intervention), the researcher in the present study considered the dosage of intervention needed to bring about and preserve significant changes in the participant teachers. To measure the impact of the intervention on teachers, the researcher used quantitative data supported by qualitative interviews. Results indicated that changes in science teaching perceptions were realized after one year or 60 hours of intervention; however, it took two years or 120 hours of intervention to see significant changes in teachers' science process skills. Of particular significance, the changes in teachers' science teaching perceptions, concerns, and science process skills held constant one year after removal of the professional development support.

Dailey, Deborah D.

298

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

299

Putting Yourself in Action: Individual Professional Development Plans  

ERIC Educational Resources Information Center

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

Sugarman, Nancy A.

2011-01-01

300

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

301

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

302

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.

303

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

ERIC Educational Resources Information Center

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

Little, Catherine A.; Housand, Brian C.

2011-01-01

304

Teacher professional development: a different perspective  

NASA Astrophysics Data System (ADS)

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

Roseler, Katrina; Dentzau, Michael W.

2013-09-01

305

Electronically Mentoring to Develop Accomplished Professional Teachers  

Microsoft Academic Search

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

Christopher R. Gareis; Sheryl Nussbaum-Beach

2007-01-01

306

Teacher Professional Development that Makes an Impact  

NASA Astrophysics Data System (ADS)

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

Borrego, H.; Ellins, K. K.

2012-12-01

307

Business Studies and the Development of Managerial Skills.  

ERIC Educational Resources Information Center

Graduates and their employers rated a master- or diploma-level program in business administration along nine skill development dimensions: initiative, judgment, contact, expression, control, decision making, leadership, problem solving, and problem diagnosis. Cognitive skills were perceived as more successfully developed than instrumental skills.…

Maimon, Zvi

1980-01-01

308

Using Active Group Games to Develop Basic Life Skills  

ERIC Educational Resources Information Center

Well-designed, active group games are more than just fun. They can help young children develop essential life skills that impact their development and contribute to school readiness. This article discusses how playing developmentally appropriate games allows children to build listening skills as well as social and cooperative skills, gain enough…

Torbert, Marianne

2005-01-01

309

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

310

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

311

Effects of Professional Development on the Knowledge and Classroom Practices of Elementary School Science Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to determine the effects of professional development on the knowledge and classroom practices of teachers of science in kindergarten through Grade 5. These teachers, trained to be generalists in the content areas, were strongly prepared in pedagogical practices, reading skills, basic language arts, and mathematics…

Minuskin, Sondra

2009-01-01

312

Reflective Blogging as Part of ICT Professional Development to Support Pedagogical Change  

ERIC Educational Resources Information Center

Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacher confidence and skill in reflective action. Coupled with anxiety generally associated with technological competency and understanding the nature of blogging, constructive…

Prestridge, Sarah J.

2014-01-01

313

Disability-related Simulations: If, When, and How to Use Them in Professional Development  

Microsoft Academic Search

Increasing numbers of students with dis- abilities participate in mainstream pre-college classes in preparation for higher education. Many educa- tors and administrators have limited knowledge about specific accommodations that can facilitate learning for students with disabilities. Professional development has the potential to increase their knowledge and skills in this area. Simulations of dis- ability experiences, such as completing tasks while

Sheryl Burgstahler; Tanis Doe

314

Coaching and Professional Development in Early Childhood Classrooms: Current Practices and Recommendations for the Future  

ERIC Educational Resources Information Center

Coaching is one of several professional development approaches being used in early childhood to facilitate improved teacher instruction to promote child outcomes. Despite its use, little is known about how coaching promotes teacher knowledge and skills (Sheridan, Edwards, Marvin, & Knoche, 2009). We reviewed the early childhood coaching literature…

Gupta, Sarika S.; Daniels, Janese

2012-01-01

315

Developing Professionalism within a Regulatory Framework in England: Challenges and Possibilities  

ERIC Educational Resources Information Center

Early Childhood Education and Care (ECEC) is now firmly on government agendas in many countries, including England, and the need to develop a professional workforce is generally agreed. The reform of the children's workforce in England acknowledges that increasing the skills and competence of this workforce is critical to its success. Two new…

Miller, Linda

2008-01-01

316

An evaluation of the thinking preferences of engineers to assist in their personal and professional development  

Microsoft Academic Search

This paper reports the preliminary results of a ongoing research programme into the development of personal and team working skills of engineers. The aim of the work was to raise the self-awareness of the engineers as an aid to assist them in group work and team building tasks that are essential to the professional. This was achieved through the use

A Louridas; A. Halstead; F. Beddoes

317

A Multilanguage Online Writing Center for Professional Communication: Development and Testing  

ERIC Educational Resources Information Center

An online writing center developed at the University of Antwerp, Belgium, called Calliope, provides a modular platform aimed at enhancing learners' professional writing skills in five different languages: Dutch, English, French, German, and Spanish. It supports courses in business and technical communication. The current version includes modules…

Jacobs, Geert; Opdenacker, Liesbeth; Waes, Luuk Van

2005-01-01

318

Teacher Research Experiences, Partnerships with Scientists, and Teacher Networks Sustaining Factors from Professional Development  

ERIC Educational Resources Information Center

This study examined some long-term impacts of a professional development program, Teachers in the Woods. Several outcomes of the program were acknowledged by participants as having been valuable: a network of like-minded teachers, a network of scientists and teachers, and an increase in teachers' ecological knowledge and field skills. The authors…

Dresner, Marion; Worley, Elizabeth

2006-01-01

319

The Texas Professional Development and Appraisal System: Links to Student Achievement  

ERIC Educational Resources Information Center

The following study investigated the relationship between teacher effectiveness, as defined by the teacher's proficiency score on Domain VIII of the Texas Professional Development and Appraisal System (PDAS), and student achievement on the fourth- and fifth-grade Texas Assessment of Knowledge and Skills (TAKS) reading and mathematics tests. This…

Pate, Glynna Y.

2010-01-01

320

Clinical Supervision and Professional Development Using Clients from Literature, Popular Fiction, and Entertainment Media  

ERIC Educational Resources Information Center

The use of clinical supervision is central to mental health work. In this article, the authors propose using practice cases drawn from characters found in literature, popular fiction, biographies, television, and movies as one method for clinical supervision and professional development in the mental health skill areas of client assessment, case…

Schwitzer, Alan M.; Boyce, Debra; Cody, Patricia; Holman, Angela; Stein, Jackie

2005-01-01

321

The contribution of portfolios and profiles to continuing professional development  

Microsoft Academic Search

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

John Driscoll; Ben Teh

2001-01-01

322

Teaching Effectiveness and Social Skill Development.  

ERIC Educational Resources Information Center

Explores relationships between adjudicated teaching-effectiveness scores, an observation-based assessment instrument, and social-skills scores of preservice teachers. Finds that an individual's nonverbal communication skills, skills in receiving and interpreting nonverbal communication, and ability to engage in social discourse were related to…

Hamann, Donald L.; Lineburgh, Nancy; Paul, Stephen

1998-01-01

323

The Skill Development Processes of Apprenticeship.  

ERIC Educational Resources Information Center

Case studies of apprenticeship in the Japanese tea ceremony, traditional crafts, and strategic thinking illustrate novices' growth in internal knowledge through reflective practice of skilled processes. As skilled experts, adult educators are engaged in continually improving the skilled processes they model. (SK)

Wolek, Francis W.

1999-01-01

324

Developing Real-World Spelling Skills.  

ERIC Educational Resources Information Center

Presents strategies for incorporation into elementary level spelling programs to help students become real-world spellers. The article explains how to make spelling part of the writing process by expanding the word bank, improving proofreading skills, building dictionary skills, and conducting a roundup spelling test to practice new skills. (SM)

Angeletti, Sara; Peterson, Robert

1993-01-01

325

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

326

A New Image: Online Communities to Facilitate Teacher Professional Development  

ERIC Educational Resources Information Center

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

Lock, Jennifer V.

2006-01-01

327

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

ERIC Educational Resources Information Center

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

Drennon, Cassandra; Erno, Susan

328

A Graduate Laboratory Course on Biodiesel Production Emphasizing Professional, Teamwork, and Research Skills  

ERIC Educational Resources Information Center

In this article we report on the use of a graduate "Special Topics" course to provide vital research and practical laboratory experience, within the context of developing a chemical process to manufacture biodiesel from algal sources. This course contained several key components that we believe are necessary skills in graduate research: 1) a…

Leavesley, West

2011-01-01

329

Developing and Sustaining Professionalism within Gifted Education  

ERIC Educational Resources Information Center

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

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

2012-01-01

330

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

331

Haptic Glove Technology: Skill Development through Video Game Play  

ERIC Educational Resources Information Center

This article introduces a recently developed haptic glove system and describes how the participants used a video game that was purposely designed to train them in skills that are needed for the efficient use of the haptic glove. Assessed skills included speed, efficiency, embodied skill, and engagement. The findings and implications for future…

Bargerhuff, Mary Ellen; Cowan, Heidi; Oliveira, Francisco; Quek, Francis; Fang, Bing

2010-01-01

332

Motor Development and Skill Analysis. Connections to Elementary Physical Education.  

ERIC Educational Resources Information Center

Drawing upon stages of motor development and elements of biomechanics, the authors used anatomical planes as a frame of reference to determine movement patterns and assess readiness to perform movement skills. The combination of determining readiness and analyzing skill enables the teacher to plan proper motor skill activities. (MT)

Mielke, Dan; Morrison, Craig

1985-01-01

333

Developing 3D Spatial Skills for K-12 Students  

ERIC Educational Resources Information Center

Three-dimensional spatial skills have been shown to be critical to success in engineering and other technological fields. Well-developed 3D spatial skills are particularly important for success in engineering graphics courses. Further, 3D spatial skills of women lag significantly behind those of their male counterparts, which could hinder their…

Sorby, Sheryl A.

2006-01-01

334

Texas Skills Development Program. Report to the Governor.  

ERIC Educational Resources Information Center

The Texas Skills Development Program (TSDP) is a key long-term strategy of the Smart Jobs initiative that will assist Texas business, industry, and labor in conveying job skill requirements to the public education and training system. Employers feel that job applicants do not have the basic reading, writing, and computation skills they need. TSDP…

Texas State Dept. of Commerce, Austin.

335

Engaging the Audience: Developing Presentation Skills in Science Students  

PubMed Central

This article describes a graduate class in presentation skills (“PClass”) as a model for how a class with similar objectives, expectations and culture might be mounted for undergraduates. The required class is given for students in neuroscience and physiology programs at the University of North Carolina at Chapel Hill; I describe the class in the years I led it, from 2003–2012. The class structure centered on peer rehearsal, critiquing of PowerPoint, and chalk talks by the students; video-recording of student talks for later review by the student with the instructor; and presentation of polished talks in a formal setting. A different faculty visitor to the class each week gave the students a variety of perspectives. The students also gained insight into their own evolving skills by discussing the strengths and weaknesses of seminars given by visitors to the campus. A unique feature of the class was collaboration with a professional actor from the University’s Department of Dramatic Arts, who helped the students develop techniques for keeping the attention of an audience, for speaking with confidence, and for controlling nervousness. The undergraduate campus would be expected to lend itself to this sort of interdisciplinary faculty cooperation. In addition, students worked on becoming adept at designing and presenting posters, introducing speakers graciously and taking charge of the speaker’s question session, and speaking to a lay audience.

Stuart, Ann E.

2013-01-01

336

Engaging the audience: developing presentation skills in science students.  

PubMed

This article describes a graduate class in presentation skills ("PClass") as a model for how a class with similar objectives, expectations and culture might be mounted for undergraduates. The required class is given for students in neuroscience and physiology programs at the University of North Carolina at Chapel Hill; I describe the class in the years I led it, from 2003-2012. The class structure centered on peer rehearsal, critiquing of PowerPoint, and chalk talks by the students; video-recording of student talks for later review by the student with the instructor; and presentation of polished talks in a formal setting. A different faculty visitor to the class each week gave the students a variety of perspectives. The students also gained insight into their own evolving skills by discussing the strengths and weaknesses of seminars given by visitors to the campus. A unique feature of the class was collaboration with a professional actor from the University's Department of Dramatic Arts, who helped the students develop techniques for keeping the attention of an audience, for speaking with confidence, and for controlling nervousness. The undergraduate campus would be expected to lend itself to this sort of interdisciplinary faculty cooperation. In addition, students worked on becoming adept at designing and presenting posters, introducing speakers graciously and taking charge of the speaker's question session, and speaking to a lay audience. PMID:24319389

Stuart, Ann E

2013-01-01

337

Optics professional development in North Carolina  

NASA Astrophysics Data System (ADS)

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

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

2010-08-01

338

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

339

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

340

Implementing School-Based Professional Development in Kentucky.  

ERIC Educational Resources Information Center

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

Daniel, Patricia L.; Stallion, Brenda K.

1996-01-01

341

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

ERIC Educational Resources Information Center

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

O'Connor, C. Richele; Herrelko, Janet

342

Teacher Internships as Professional Development in Career & Technical Education  

ERIC Educational Resources Information Center

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

Stephens, Geralyn E.

2011-01-01

343

Advancing Technology Education: The Role of Professional Development.  

ERIC Educational Resources Information Center

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

Loucks-Horsley, Susan; Bybee, Rodger W.

2000-01-01

344

Continuing Professional Development in Early Childhood Education in New Zealand  

ERIC Educational Resources Information Center

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

Cherrington, Sue; Thornton, Kate

2013-01-01

345

Professional Development and Inclusive Schools: Reflections on Effective Practice.  

ERIC Educational Resources Information Center

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

McLeskey, James; Waldron, Nancy

2002-01-01

346

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

347

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

348

The Medical Library Association's professional development program: a look back at the way ahead*  

PubMed Central

Objective: Reflecting patterns evident in past Janet Doe Lectures, the 2005 address reviews the Medical Library Association's (MLA's) professional development activities from their beginnings after World War II. A group of related but separate activities is traced through the establishment of an integrated professional development program. A further objective is to introduce newer members of MLA to their heritage and to remind others how the association has reached this point in its history. Setting: The lecture provides an overview of the evolution of MLA's professional development program—with emphasis on certification and continuing education in the early years. It further reflects briefly on some of the more recent MLA activities that have greatly impacted professional development and underscores some new initiatives. Analysis: The efforts of a virtual who's who of MLA's membership have been responsible for the convergence of the association's efforts over more than half a century to provide a comprehensive professional development program. As a participant in MLA's professional development activities for more than forty years, the 2005 lecturer provides a personal view of the growth and expansion of the program. Conclusions: Professional development has been a hallmark of MLA for many years. The association's challenge is to continue to develop creative and innovative programs, to continuously review and revise existing programs, and to have the vision and vitality to maintain a viable program that will provide the membership with the knowledge and skills needed to function effectively now and in the future.

Roper, Fred W.

2006-01-01

349

Issues in Science Education: Professional Development Planning and Design  

NSDL National Science Digital Library

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

2001-01-01

350

The Effects of Development Team Skill on Software Product Quality  

NASA Technical Reports Server (NTRS)

This paper provides an analysis of the effect of the skill/experience of the software development team on the quality of the final software product. A method for the assessment of software development team skill and experience is proposed, and was derived from a workforce management tool currently in use by the National Aeronautics and Space Administration. Using data from 26 smallscale software development projects, the team skill measures are correlated to 5 software product quality metrics from the ISO/IEC 9126 Software Engineering Product Quality standard. in the analysis of the results, development team skill is found to be a significant factor in the adequacy of the design and implementation. In addition, the results imply that inexperienced software developers are tasked with responsibilities ill-suited to their skill level, and thus have a significant adverse effect on the quality of the software product. Keywords: software quality, development skill, software metrics

Beaver, Justin M.; Schiavone, Guy A.

2006-01-01

351

Professional Development Schools and Student Learning and Achievement  

ERIC Educational Resources Information Center

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

Wong, Pia Lindquist; Glass, Ronald David

2011-01-01

352

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

ERIC Educational Resources Information Center

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

Lai, Kwok-Wing, Ed.

353

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

ERIC Educational Resources Information Center

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

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

2010-01-01

354

Using the SAI to Build a District Professional Development Plan  

ERIC Educational Resources Information Center

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

Roy, Patricia

2010-01-01

355

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

356

Professional Development and TransLink[R]. Final Report.  

ERIC Educational Resources Information Center

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

Kuhn, Beverly T.; Jasek, Deborah

357

Building Narratives of Experience to Develop Interpersonal Professional Competences  

Microsoft Academic Search

Good interpersonal skills are one of the essential requirements for those engaging in helping professions, such as social work, teaching, counselling, and nursing. The helping professional should be someone who has respect for others, is insightful, compassionate, trustworthy, realistically self-confident, and self-disciplined (Strickling, 1998). The abilities to take the perspective of others, to be empathetic to their needs, feelings, and

Barbara Fresko; Lena Rubinstein Reich

358

Building an Early Childhood Professional Development System. Issue Brief  

ERIC Educational Resources Information Center

The knowledge, skills, and practices of early childhood care providers and teachers are critical factors in their delivery of high-quality developmental and educational experiences to young children. However, studies have found that the majority of professionals that make up the current early childhood workforce are not adequately prepared. Recent…

NGA Center for Best Practices, 2010

2010-01-01

359

Developing Listening Skills through Peer Interaction  

ERIC Educational Resources Information Center

Teachers who conduct ensembles of any ability level know that many skills are required for students to successfully participate. Often neglected or overlooked are the skills that students must have to interact musically with their peers. This article focuses on listening as a way to help make successful ensemble collaboration a reality. The method…

Johnson, Erik

2011-01-01

360

Developing a Political Economy of Skill.  

ERIC Educational Resources Information Center

Finds little evidence of a paradigm shift in capitalism or a trend toward a high-skills knowledge economy. Points out problems in demand-side proposals. Concludes that it is necessary to recognize the centrality of conflict, power, and exploitation in capitalism and outlines a radical political economy of skill. (Contains 104 references.) (SK)

Lloyd, Caroline; Payne, Jonathan

2002-01-01

361

Developing Practical Skills for Quality Assurance and Metrology Applications in Manufacturing  

NSDL National Science Digital Library

Quality control on the plant floor is practiced much differently than it is presented in the classroom with numerous opportunities for inaccurate data collection and unclear conclusions. Experienced quality professionals often find that newly hired graduates have difficulty with issues such as gaging, data interpretation, and conforming to a production and cost oriented environment. While many of these issues are a matter of experience, both industry professionals and the related literature indicate that applied quality concepts should be added to basic quality control curricula at the college level. Every effort should be made to strengthen students skills by combining theoretical knowledge with practical situations. Developing Practical Skills for Quality Assurance and Metrology Applications in Manufacturing investigates the practical skills needed by entry level personnel in the quality control environment. The procedure used to gain this information includes:1) In-depth conversations with industry professionals to identify needed skills and specific gaps in entry-level abilities; 2) Development and validation of a survey tool to determine practical industryrequirements of entry-level quality control personnel; 3) Administering the survey and drawing conclusions from the results. The paper ends with suggested classroom activities to give students experience in capability analysis, statistical process control, gage R&R, and process analysis.

Amos, Scott; Callahan, Richards; Strong, Shawn

2009-07-16

362

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

PubMed Central

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

Ferrill, Mary J.

2009-01-01

363

Motivation and continuation of professional development.  

PubMed Central

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

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

1998-01-01

364

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

365

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

NASA Astrophysics Data System (ADS)

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

Dieck, Patricia Ann

366

A Discriminant Analysis of Gender and Counselor Professional Identity Development  

ERIC Educational Resources Information Center

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

Healey, Amanda C.; Hays, Danica G.

2012-01-01

367

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.

368

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

ERIC Educational Resources Information Center

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

CAUSE, Boulder, CO.

369

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

ERIC Educational Resources Information Center

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

Herrelko, Janet; O'Connor, C. Richele

370

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

371

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

PubMed Central

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

Mulvey, Rachel

2013-01-01

372

From Learning to Research: Developing a Hybrid Teacher Professional Development Model  

NASA Astrophysics Data System (ADS)

In conjunction with The GLOBE Program's Student Climate Research Campaign, the From Learning to Research (L2R) project seeks to develop a successful model for student-teacher-scientist interaction and collaboration using 21st century technologies. The culminating event for each year of the project is the GLOBE Virtual Student Conference, which is held in May. At the conference, students present their locally relevant climate projects. To get to this final event, teachers participate in hybrid professional development including a weeklong summer professional development institute followed by twice monthly webinars. The weeklong professional development institute focused on project-based learning, Next Generation Science Standards, climate and climate change education, dealing with climate change misconceptions and controversies, and 21st century skills. Webinars included career talks by professionals in a variety of STEM careers, teacher updates on the climate projects, and science, technology, or education information. Now over halfway into the second year of the project, this presentation will highlight strategies and successes in developing this professional development model. 75 GLOBE-trained teachers (30 the first year, 45 the second year) from 22 US states and Puerto Rico have participated in the From Learning to Research project. The teachers represent a wide diversity of populations, including schools ranging from extremely rural to inner city and low-income public schools to Ivy League prep private schools. Regardless of the location, students and teachers were able to collaborate with other schools and scientists to study their local climates. The GLOBE Program (www.globe.gov) is an international K-12 science and education program, engaging teachers and their students in an exploration of the environment. Using scientific protocols, students collect environmental data in their community, asking questions, developing scientific projects, and ultimately gaining a better understanding of their world. GLOBE has been implemented at over 25,000 schools in over 110 countries since 1995.

Malmberg, J. S.; Odell, M. R.; Hoadley, C.; Sumner, T.; Maull, K.; Dibie, O.; Sundberg, C.; Kennedy, T.; Andersen, T.; Mackaro, J.; Randolph, J. G.; Tessendorf, S. A.; Wegner, K.

2012-12-01

373

Developing a Discourse of the Postmodern Community Development Professional  

ERIC Educational Resources Information Center

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

McArdle, Karen; Mansfield, Sue

2013-01-01

374

Joining Together To Prepare Teachers: Developing Professional Development Schools.  

ERIC Educational Resources Information Center

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

Canty, June; Harriman, Nancy; Berkeley, Terry

375

Developing Thinking Skills through Literature. Learning Package No. 19.  

ERIC Educational Resources Information Center

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on developing thinking skills through literature is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic; the…

Collins, Norma; Smith, Carl, Comp.

376

Developing Transferable Skills in Undergraduate Mathematics Students through Mathematical Modelling.  

ERIC Educational Resources Information Center

Discusses certain transferable skills and a strategy for developing them via an intensive short course on mathematical modeling. Includes student reactions and comments on the course. Suggests that this course developed modeling as well as generic skills through teaching, learning, and assessment style. (Author/KHR)

Nyman, Melvin A.; Berry, John

2002-01-01

377

Developing Skilled Learners: A Strategy for Coping with New Technology.  

ERIC Educational Resources Information Center

Description of technique to enhance the development of learning skills, called Developing Skilled Learners (DSL), focuses on two case studies in British industry. The effects of change generated by new technology are discussed and the emphasis on learning processes rather than training methods is explained. (LRW)

Pearn, Michael; Downs, Sylvia

1988-01-01

378

Helping Preschoolers Prepare for Writing: Developing Fine Motor Skills  

ERIC Educational Resources Information Center

Early childhood is the most intensive period for the development of physical skills. Writing progress depends largely on the development of fine motor skills involving small muscle movements of the hand. Young children need to participate in a variety of developmentally appropriate activities intentionally designed to promote fine motor control.…

Huffman, J. Michelle; Fortenberry, Callie

2011-01-01

379

Contextual Factors that Foster or Inhibit Para-Teacher Professional Development: The Case of an Indian, Non-Governmental Organization  

ERIC Educational Resources Information Center

The appointment of para-professionals to overcome skill shortages and/or make efficient use of expensive resources is well established in both developing and developed countries. The present research concerns para-teachers in India. The literature on para-teachers is dominated by training for special needs settings, largely in developed societies.…

Raval, Harini; McKenney, Susan; Pieters, Jules

2012-01-01

380

Developing Writing Skills Through Students Giving Instructional Explanations  

Microsoft Academic Search

\\u000a Writing skills are considered to be critical for academic and professional success (National Commission on Writing, 2004,\\u000a The neglected “r” the need for a writing revolution. The College Board). However, a large number of students are not writing\\u000a well. According to National Assessment of Educational Progress (2002, Writing report card for the nation and the states: National\\u000a Center for Education

Kwangsu Cho; Christian Schunn

381

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

382

Experiences of combat medical technician continuous professional development on operations.  

PubMed

Whilst on operations, British military medical staff strive to provide high quality medical care to deployed soldiers. The application of UK Health Care Governance principles, particularly Clinical Professional Development (CPD), is especially challenging on operations. This article highlights some of the difficulties faced and the solutions generated to facilitate good CPD of Combat Medical Technicians (CMTs) deployed to Afghanistan on Operation HERRICK 13. The article describes the opportunities for CMTs to develop their skills in the assessment and management of trauma and primary health complaints. It also describes the difficulties in capturing this development especially when the supervision of CMTs was limited, with variable communication modalities and within the current limitations of the CMT portfolio. Solutions described include the use of individual reflective practice, face-to-face supervision and assessment by Medical Officers, Significant Event Reports, the mandatory After Action Review Process, and the development of formal standardised CMT CPD. This included refresher training after return from leave, Senior Medical Officer (SMO) weekly lectures and the SMO weekly report. Finally, the future of CMT CPD is raised and it is hoped that this article will stimulate debate into how to approach these challenges and refine these processes further. PMID:23472578

Randall-Carrick, J V

2012-09-01

383

Professional development in optics and photonics education  

NASA Astrophysics Data System (ADS)

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

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

2002-05-01

384

Educator Study Groups: A Professional Development Tool to Enhance Inclusion  

ERIC Educational Resources Information Center

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

Herner-Patnode, Leah

2009-01-01

385

Comprehensive Professional Development Plan for a College of Education.  

ERIC Educational Resources Information Center

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

McKellar, Nancy A.

1996-01-01

386

Teacher Professional Development in Estonia: Theory and Practice.  

ERIC Educational Resources Information Center

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

Krull, Edgar

2001-01-01

387

Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts  

NASA Astrophysics Data System (ADS)

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts.

Bennison, Anne; Goos, Merrilyn

2010-04-01

388

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

389

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

ERIC Educational Resources Information Center

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

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

2013-01-01

390

Effects of Teacher Professional Development on Gains in Student Achievement  

NSDL National Science Digital Library

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

2009-07-11

391

Development and Evaluation of a Psychosocial Intervention for Children and Teenagers Experiencing Diabetes (DEPICTED): a protocol for a cluster randomised controlled trial of the effectiveness of a communication skills training programme for healthcare professionals working with young people with type 1 diabetes  

PubMed Central

Background Diabetes is the third most common chronic condition in childhood and poor glycaemic control leads to serious short-term and life-limiting long-term complications. In addition to optimal medical management, it is widely recognised that psychosocial and educational factors play a key role in improving outcomes for young people with diabetes. Recent systematic reviews of psycho-educational interventions recognise the need for new methods to be developed in consultation with key stakeholders including patients, their families and the multidisciplinary diabetes healthcare team. Methods/design Following a development phase involving key stakeholders, a psychosocial intervention for use by paediatric diabetes staff and not requiring input from trained psychologists has been developed, incorporating a communication skills training programme for health professionals and a shared agenda-setting tool. The effectiveness of the intervention will be evaluated in a cluster-randomised controlled trial (RCT). The primary outcome, to be measured in children aged 4-15 years diagnosed with type 1 diabetes for at least one year, is the effect on glycaemic control (HbA1c) during the year after training of the healthcare team is completed. Secondary outcomes include quality of life for patients and carers and cost-effectiveness. Patient and carer preferences for service delivery will also be assessed. Twenty-six paediatric diabetes teams are participating in the trial, recruiting a total of 700 patients for evaluation of outcome measures. Half the participating teams will be randomised to receive the intervention at the beginning of the trial and remaining centres offered the training package at the end of the one year trial period. Discussion The primary aim of the trial is to determine whether a communication skills training intervention for specialist paediatric diabetes teams will improve clinical and psychological outcomes for young people with type 1 diabetes. Previous research indicates the effectiveness of specialist psychological interventions in achieving sustained improvements in glycaemic control. This trial will evaluate an intervention which does not require the involvement of trained psychologists, maximising the potential feasibility of delivery in a wider NHS context. Trial registration Current Controlled Trials ISRCTN61568050.

2010-01-01

392

Incorporating Geospatial Technology into Teacher Professional Development  

NASA Astrophysics Data System (ADS)

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

Sproles, E. A.; Songer, L.

2009-12-01

393

Trainee psychotherapists' development in self-rated professional qualities in training.  

PubMed

This study investigated changes in trainees' self-rated experience as a therapist over the course of one practicum treatment case in basic psychotherapy education in Sweden. Undergraduate students (n = 76) provided longitudinal information on their healing involvement and stressful work involvement. The results of the Development of Psychotherapists Common Core Questionnaire (DPCCQ) demonstrated that trainees' basic relational skills, technical skills, perceived difficulties, and constructive coping strategies changed linearly, with an increasing slope. Technical expertise changed the most, and relational skills developed moderately. In-session feelings of anxiety and boredom did not change. The individualized reliable change scores show that the process during training is different for different students. Most students did not change at all, and some students even changed negatively. Investigation of how pedagogic variables affect therapists' development is necessary to support the professional growth of trainees in their involvement with different types of psychotherapy. PMID:23773077

Dennhag, Inga; Ybrandt, Helene

2013-06-01

394

The Development of Decision-Making Skills  

ERIC Educational Resources Information Center

This paper suggests an innovative idea of using the "technology fair" as a means for promoting pre-service teachers (university students) decision-making skills. The purpose of the study was to investigate the influence of a procedure of working with primary school children to complete and present a technology fair project, on the decision-making…

Mettas, Alexandros

2011-01-01

395

The Early Years: Developing Observation Skills  

NSDL National Science Digital Library

We typically know children are learning when they are able to make sense of an object's materials or a situation that was previously a bit mysterious and communicate what they have figured out. But what about observing? One of the process skills listed in

Ashbrook, Peggy

2010-10-01

396

Developing students' physics problem-solving skills  

NSDL National Science Digital Library

This paper describes a protocol designed to help students taking their first undergraduate physics course in acquiring the basic skills of physics problem-solving. The educational effectiveness of this protocol for mature students in distance education has been extensively evaluated, and it is now being used as the basis for an interactive multimedia learning package.

Bolton, John; Ross, Shelagh

2005-11-03

397

Developing Students' Physics Problem-Solving Skills.  

ERIC Educational Resources Information Center

Describes a protocol designed to help students taking their first undergraduate physics course acquire the basic skills of physics problem solving. Discusses the evaluation of the educational effectiveness of this protocol and its use in an interactive multimedia learning package. Contains 16 references. (Author/JRH)

Bolton, John; Ross, Shelagh

1997-01-01

398

Developing Social Skills among Day Care Children.  

ERIC Educational Resources Information Center

Constituting a secondary preventive intervention, 61 low SES preschool children attending four inner-city day care centers were provided a program of social skills building exercises. In contrast to primary preventive efforts that focus on a central concern, secondary prevention attends to potentially serious concomitant issues. In this study the…

Jason, Leonard A.; And Others

399

Development of Map Construction Skills in Childhood  

ERIC Educational Resources Information Center

Two studies examined children's map construction skills when drawing demands were removed from the task and scenes were highly simplified. Study 1 compared the performance of first graders and third graders on their ability to preserve configuration during transformation of pictured arrays from eye-level to aerial views. For children with…

Hirsch, Pamela L.; Sandberg, Elisabeth Hollister

2013-01-01

400

System and method for providing music based cognitive skills development  

US Patent & Trademark Office Database

The present invention provides systems and methods for providing music based cognitive skills development. More particularly the present invention may provide a music based cognitive skills development platform. The platform is provided using computer implemented systems and methods for training a human subject so as to enhance his/her intelligence, attention, language skills and brain functioning. The present invention provides these benefits using exercises, one or more of which are based on musical training aspects, however, in addition to musical training other cognitive skills development exercises may be used, as described herein. The invention may be utilized by users of varying musical skills and may be presented at a level corresponding to the prior musical training (if any) of a user, and in a form corresponding to the cognitive capacity, interests and attention span of a user.

2013-09-17

401

34 CFR 263.1 - What is the Professional Development program?  

Code of Federal Regulations, 2013 CFR

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

2013-07-01

402

SIDES: a cooperative tabletop computer game for social skills development  

Microsoft Academic Search

This paper presents a design case study of SIDES: Shared Interfaces to Develop Effective Social Skills. SIDES is a tool designed to help adolescents with Asperger's Syndrome practice effective group work skills using a four-player cooperative computer game that runs on tabletop technology. We present the design process and evaluation of SIDES conducted over six months with a middle school

Anne Marie Piper; Eileen O'brien; Meredith Ringel Morris; Terry Winograd

2006-01-01

403

Using Dialogues to Develop Critical Thinking Skills: A Practical Approach.  

ERIC Educational Resources Information Center

Presents a two-step approach that uses classroom dialogs to guide students in developing and applying critical-thinking skills. Describes how students evaluate written dialogs for biases, evidence, interpretations, and errors in reasoning, then take part in discussion as role players, analyzing errors in thinking, identifying reasoning skills,…

Robertson, Julie Fisher; Rane-Szostak, Donna

1996-01-01

404

Development of Information Search Expertise: Postgraduates' Knowledge of Searching Skills  

ERIC Educational Resources Information Center

This paper reports on a study of the development of information searching expertise by 12 postgraduate research students. Six of the students were studying education, and six were studying engineering. The paper focuses on the students' perception of the importance of searching skills and the growth of their knowledge with these skills as they…

Chu, Samuel Kai-Wah; Law, Nancy

2007-01-01

405

Teaching Parents New Skills to Support Their Young Children's Development  

Microsoft Academic Search

Teaching parents new skills to support the development of their young children with developmen- tal disabilities has been controversial in the field of early intervention even though there is considerable empirical evidence supporting this approach. We propose that teaching parents to implement family-centered interventions can be highly effective by: (a) allowing parents to choose when to learn new skills; (b)

Ann P. Kaiser; Terry B. Hancock

406

Development, Impact, and Measurement of Enhanced Physical Diagnosis Skills  

ERIC Educational Resources Information Center

Evidence suggests that the quality and frequency of bedside clinical examination have declined. We undertook the study to (1) determine whether intensive instruction in physical examination enhances medical student skills and (2) develop a tool to evaluate those skills using a modified observed structured clinical examination (OSCE). This was a…

Smith, Miriam A.; Burton, William B.; Mackay, Meggan

2009-01-01

407

Developing Argument Skills Across Scientific and Social Domains  

Microsoft Academic Search

Instant-messaging software was used as a method to promote development of argumentation skills in middle schoolers. Transfer of skills across content domains was the major question investigated. Forty sixth graders engaged in electronic dialogues with peers on a controversial topic—for half a science topic (dinosaur extinction) and for half a social topic (home schooling). During 13 sessions, participants worked with

Kalypso Iordanou

2010-01-01

408

Developing, Field Testing and Calibrating a Word Analysis Skill Inventory.  

ERIC Educational Resources Information Center

The Rasch Model was used to define the word analysis skill variable and to develop, field test, and calibrate a corresponding test for grades 2-12: the Emory Word Analysis Skill Inventory (EWASI). Word analysis objectives focusing on content and hierarchical levels of difficulty were identified and field tested with 78 students, grades 2-12,…

Avant, Glen R.; O'Brien, Michael L.

409

Using Blended Learning in Developing Student Teachers Teaching Skills  

ERIC Educational Resources Information Center

The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

2012-01-01

410

Developing Argument Skills across Scientific and Social Domains  

ERIC Educational Resources Information Center

Instant-messaging software was used as a method to promote development of argumentation skills in middle schoolers. Transfer of skills across content domains was the major question investigated. Forty sixth graders engaged in electronic dialogues with peers on a controversial topic--for half a science topic (dinosaur extinction) and for half a…

Iordanou, Kalypso

2010-01-01

411

Developing Critical Thinking Skills through a Variety of Instructional Strategies.  

ERIC Educational Resources Information Center

This action research project sought to develop students' critical thinking skills by implementing a variety of instructional strategies. Targeted for this study were students in one early childhood special education program, one kindergarten class, and one eighth grade science class. The deficit in critical thinking and problem-solving skills was…

Collier, Karen; Guenther, Traci; Veerman, Cathy

412

Professional Development within the Division of Student Affairs.  

ERIC Educational Resources Information Center

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

Hall, Charles W. L.

413

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

414

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

ERIC Educational Resources Information Center

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

Clement, Mieke; Vandenberghe, Roland

415

Technology Integration for Instructional Improvement: The Impact of Professional Development  

ERIC Educational Resources Information Center

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

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

2012-01-01

416

Classroom Effects of an Early Childhood Educator Professional Development Partnership  

ERIC Educational Resources Information Center

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

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

2011-01-01

417

Teachers' Perceptions of Their Personal and Professional Development.  

ERIC Educational Resources Information Center

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

Burden, Paul R.

418

A Teacher Professional Development Program for an Authentic Citizen-Science Program: GLOBE at Night  

Microsoft Academic Search

An authentic science research program in the classroom can take many forms as can the teacher professional development that accompanies the programs. One different approach invites educators to invoke 21st century skills with their students while focusing on a real-world issue of both local and global concern. The citizen-science program on light pollution, GLOBE at Night, has students and the

C. E. Walker; S. M. Pompea; R. Sparks

2009-01-01

419

A Framework to Develop Lifelong Learning and Transferable Skills in an Engineering Programme  

Microsoft Academic Search

Engineering programmes have a strong reputation in the delivery of technical knowledge and skills. Graduates need equally high levels of competence in personal and professional skills to not only meet the existing requirements of employers and professional bodies but to also help them manage the inevitable changes that society is facing in an increasingly populated world. The need to move

Gavin Duffy; Brian Bowe

2010-01-01

420

Working with Teachers in Assessment-Related Professional Development  

NSDL National Science Digital Library

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

Sato, Mistilina

2003-01-01

421

Development of fine motor skills in preterm infants.  

PubMed

Fine motor skills are related to functioning in daily life and at school. We reviewed the status of knowledge, in preterm children, on the development of fine motor skills, the relation with gross motor skills, and risk factors for impaired fine motor skills. We searched the past 15 years in PubMed, using ['motor skills' or 'fine motor function' and 'preterm infant'] as the search string. Impaired gross and fine motor skills are among the most frequently occurring problems encountered by preterm children who do not develop cerebral palsy. The prevalence is around 40% for mild to moderate impairment and 20% for moderate impairment. Fine motor skill scores on the Movement Assessment Battery for Children are about 0.62 of a standard deviation lower compared with term children. Risk factors for fine motor impairments include moderately preterm birth (odds ratio [OR] 2.0) and, among very preterm children (<32 wk gestation), intra-uterine growth restriction (ORs 2-3), inflammatory conditions (late-onset sepsis and necrotizing enterocolitis, ORs 3-5), and dexamethasone therapy for bronchopulmonary dysplasia (OR 2.7). A better understanding of factors that play a role in the development of and recovery from brain injury could guide future intervention attempts aimed at improving fine motor skills of preterm children. PMID:24237270

Bos, Arend F; Van Braeckel, Koenraad N J A; Hitzert, Marrit M; Tanis, Jozien C; Roze, Elise

2013-11-01

422

Using Microsoft[R] "PowerPoint"[TM] to Support Emergent Literacy Skill Development for Young Children At-Risk or Who Have Disabilities  

ERIC Educational Resources Information Center

The increasing availability and use of technology applications for teaching emergent literacy skills in early childhood education settings nationwide requires that early childhood education professionals develop skills with readily available software programs. This paper provides general recommendations in using Microsoft[R] "PowerPoint"[TM] to…

Parette, Howard Phillips; Hourcade, Jack J.; Boeckmann, Nichole M.; Blum, Craig

2008-01-01

423

The Development of Children's Early Memory Skills  

PubMed Central

A multi-task battery tapping nonverbal memory and language skills was used to assess 60 children at 18, 24, and 30 months. Analyses focused on the degree to which language, working memory, and deliberate memory skills were linked concurrently to children’s Elicited Imitation performance, and whether the patterns of association varied across the different ages. Language ability emerged as a predictor of immediate Elicited Imitation performance by 24 months and predicted delayed performance at each age. In addition to the contributions of language, the children’s abilities to search for and retrieve toys in the deliberate memory task were associated with their immediate Elicited Imitation performance at each age. In addition to language, working memory was positively associated with aspects of both immediate and delayed performance at all ages. The extent to which it was possible to replicate and extend previous cross-sectional work in this longitudinal study is discussed.

Haden, Catherine A.; Ornstein, Peter A.; O'Brien, Barbara S.; Elischberger, Holger B.; Tyler, Caroline S.; Burchinal, Margaret J.

2010-01-01

424

Working toward equitable opportunities for science students with disabilities: using professional development and technology.  

PubMed

As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs. PMID:20184529

Bargerhuff, Mary Ellen; Cowan, Heidi; Kirch, Susan A

2010-01-01

425

Practice Skill Development Through the Use of Human Patient Simulation  

PubMed Central

Human patient simulation (HPS) is used in health care education to enhance the transition from classroom learning to competent performance. It has been used frequently in nursing and medical schools and less often in pharmacy and other allied health professions. HPS is used to improve the development of pharmacy practice skills such as physical assessment, pharmacotherapy plan development, and monitoring plans. Engaging multiple health care disciplines in simulations enables participants to practice teamwork and communication skills that are essential in preventing errors and events of harm to patients. This article reviews current literature and use of simulation in pharmacy curricula for the development, enhancement, and assessment of pharmacy practice skills.

2011-01-01

426

Developing teamwork skills in capstone design courses.  

PubMed

The majority of our biomedical engineering graduates will eventually work in an industry where they will be part of multidisciplinary teams that use the collective skills, expertise, experience, and training of each team member. Diversity within these teams provides different perspectives, opinions, and ways of viewing problems, leading to a larger set of potential solutions. Successful careers require engineers to be able to function on multidisciplinary teams. PMID:20659852

Goldberg, Jay

2010-01-01

427

Guest Speakers in a Professional Development Seminar Series  

PubMed Central

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

Katz, Norman L.; Popovich, Nicholas G.

2011-01-01

428

Do Less Effective Teachers Choose Professional Development Does It Matter?  

ERIC Educational Resources Information Center

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

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

2012-01-01

429

Grounding Continuous Professional Development (CPD) in Teaching Practice  

ERIC Educational Resources Information Center

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

Harwood, Tracy; Clarke, Jane

2006-01-01

430

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

431

Participatory Research in an Arts Integration Professional Development Program  

ERIC Educational Resources Information Center

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

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

2012-01-01

432

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

433

Professional Development for Technology-Enhanced Inquiry Science  

ERIC Educational Resources Information Center

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

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

2011-01-01

434

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

ERIC Educational Resources Information Center

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

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

2008-01-01

435

Rethinking Professional Development: Building a Culture of Teacher Learning  

ERIC Educational Resources Information Center

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

Klein, Emily J.

2007-01-01

436

Youth Worker Professional Development Participation, Preferences, and Agency Support  

Microsoft Academic Search

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

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

2010-01-01

437

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

ERIC Educational Resources Information Center

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

McGregor, Deb; Woodhouse, Fiona

2010-01-01

438

Tweaking Common Professional Development Models for Added Value  

ERIC Educational Resources Information Center

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

Bradburn, Frances Bryant

2004-01-01

439

Standards for Reporting Mathematics Professional Development in Research Studies  

ERIC Educational Resources Information Center

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

Sztajn, Paola

2011-01-01

440

Professional Development in Texas for Gifted and Talented Teachers  

ERIC Educational Resources Information Center

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

O'Neal, Judy

2004-01-01

441

Teachers' Beliefs about Using a Professional Development Plan  

ERIC Educational Resources Information Center

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

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

2013-01-01

442

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

443

Practicing What We Teach: Effective Professional Development for Educators  

ERIC Educational Resources Information Center

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

Trehearn, Mary K.

2010-01-01

444

Supporting Early Childhood Educators through Professional Development Partnerships  

ERIC Educational Resources Information Center

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

Mraz, Maryann

2011-01-01

445

Legal Issues for Information Professionals: Some Recent Developments.  

ERIC Educational Resources Information Center

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

Oppenheim, Charles

1991-01-01

446

Hybrid Faculty Learning Communities as a Professional Development Strategy  

Microsoft Academic Search

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

Linda L. Beith

447

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

ERIC Educational Resources Information Center

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

Rice, R. Eugene; Davis, Michael L.

448

Teachers and ICT: Exploring a Metacognitive Approach to Professional Development  

ERIC Educational Resources Information Center

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

Phelps, Renata; Graham, Anne; Kerr, Berenice

2004-01-01

449

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

450

Vocational Education and Training Teacher Professional Development: Tensions and Context  

ERIC Educational Resources Information Center

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

Bound, Helen

2011-01-01

451

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

452

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

ERIC Educational Resources Information Center

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

Glatthorn, Allan A.

1990-01-01

453

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

454

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

455

Professional Development and Teacher Learning: Mapping the Terrain  

Microsoft Academic Search

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

Hilda Borko

2004-01-01

456

Retrospective Reflection: Insight into Pre-Service School Librarians' Competencies and Skill Development as Revealed through Field Notes  

ERIC Educational Resources Information Center

This paper seeks to expand our understanding of how educators, and in particular school librarians, acquire and use professional-practice knowledge. This exploratory study, grounded in "lived practice" (Spillane, Hunt, and Healey, 2009) uses reflective analysis to amplify competencies and skill development in pre-service school library education.…

Stefl-Mabry, Joette; Dequoy, Elyse; Stevens, Sandra

2012-01-01

457

Professional Bookshelf  

NSDL National Science Digital Library

Exemplary professional development publications in the areas of general instruction, science education, and literacy instruction in the elementary grades are described in each issue of Beyond Weather and the Water Cycle. This free, online magazine is structured around the seven essential principles of climate literacy and emphasizes integrating science and literacy skills in grades K-5.

Fries-Gaither, Jessica

2011-07-01

458

Development of the Tactical Skills Inventory for Sports.  

PubMed

Purpose of this study, in which 19 trainers and 415 competitive youth field hockey and soccer players (M age=15.9, SD=1.6; 283 boys and 132 girls) selected by their age, sex, and performance status participated, was to develop a practical, reliable, and valid measure of tactical skills in sports. With trainers, 34 questions were formulated involving tactical skills. Factor analysis yielded the Tactical Skills Inventory for Sports. Scales were labeled Positioning and Deciding, Knowing about Ball Actions, Knowing about Others, and Acting in Changing Situations, covering all aspects of tactical skills regarding Declarative versus Procedural knowledge and Attack and Defense. Internal consistency and test-retest measures for reliability (except Knowing about Ball Actions) were within acceptable limits. Elite players scored better than nonelite players, supporting construct validity. The inventory is suitable for measuring tactical skills in youth field hockey and soccer players in sports practice. PMID:15648483

Elferink-Gemser, M T; Visscher, C; Richart, H; Lemmink, K A P M

2004-12-01

459

Examining the factors of a technology professional development intervention  

Microsoft Academic Search

In response to the ever increasing demand to compete in a global economy, the United States needs to prepare its students with the appropriate technical knowledge and communication skills to be competitive in the 21st century (Watson, 2007). Students must begin utilizing current technology tools during their K-12 educational experience and online learning can assist students with developing these skills.

Kelly L Unger

2012-01-01

460

Developing Professional-Level Language Proficiency.  

ERIC Educational Resources Information Center

This collection of papers examines approaches to teaching near-native ability in foreign languages. The 13 papers focus on the following: (1) "Principles and Practices in Teaching Superior-Level Language Skills: Not Just More of the Same" (Betty Lou Leaver and Boris Shekhtman); (2) "Toward Academic Level Foreign Language Abilities: Reconsidering…

Leaver, Betty Lou, Ed.; Shekhtman, Boris, Ed.

461

Developing Thinking Skills through the Use of Simple Computer Programming.  

ERIC Educational Resources Information Center

The article describes specific thinking skills that can be developed and used with BASIC programing, LOGO programing, and data processing with PFS:FILE. Experiences of the computer education program at the Austine School for the Deaf are cited. (CL)

Palmer, Philip P.

1985-01-01

462

Developing Export Management Competencies and Skills among Undergraduate Business Students.  

ERIC Educational Resources Information Center

Responses of 25 Northern Ireland business students who undertook client-sponsored projects in local businesses reported increased proficiency in conducting research, improved competence in export management, development of soft skills, and better ability to apply theory to practice. (SK)

Scharf, Fred; Bell, Jim

2002-01-01

463

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.

464

[The work placement for developing skills].  

PubMed

The implementation of the reform of nursing studies is a strategic part of the 2009-2013 care project of Millau General Hospital as it has modified the supervision of students on work placements and the organisation of caregivers. In order to make the ten-week work placements a rich learning experience, the teams of the hospital and nurse training institute have designed work placements and tools to provide the best possible support for the students and help them construct a professional identity. PMID:23776978

Fourcade, Brigitte; Marie, Isabelle; Resseguier, Patricia; Martin, Anne-Marie; Zbyr, Lydia; Gaquière, Céline

2013-05-01

465

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

ERIC Educational Resources Information Center

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

Belzer, Alisa

2005-01-01

466

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

467

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.

468

AACP Strategy for Addressing the Professional Development Needs of Department Chairs  

PubMed Central

Objectives. Characterize the skills and abilities required for department chairs, identify development needs, and then create AACP professional development programs for chairs. Methods. A 30-question electronic survey was sent to AACP member department chairs related to aspects of chairing an academic department. Results. The survey identified development needs in the leadership, management, and personal abilities required for effective performance as department chair. The information was used to prioritize topics for subsequent AACP development programs. Subsequent programs conducted at AACP Interim and Annual Meetings were well attended and generally received favorable reviews from participants. A list of development resources was placed on the AACP website. Conclusions. This ongoing initiative is part of an AACP strategy to identify and address the professional development needs of department chairs. Survey results may also inform faculty members and other academic leaders about the roles and responsibilities of department chairs.

Rodriguez, Tobias E.; Weinstein, George; Sorofman, Bernard A.; Bosso, John A.; Kerr, Robert A.; Haden, N. Karl

2012-01-01

469

Movement Skill Assessment of Typically Developing Preschool Children: A Review of Seven Movement Skill Assessment Tools  

PubMed Central

The importance of movement is often overlooked because it is such a natural part of human life. It is, however, crucial for a child’s physical, cognitive and social development. In addition, experiences support learning and development of fundamental movement skills. The foundations of those skills are laid in early childhood and essential to encourage a physically active lifestyle. Fundamental movement skill performance can be examined with several assessment tools. The choice of a test will depend on the context in which the assessment is planned. This article compares seven assessment tools which are often referred to in European or international context. It discusses the tools’ usefulness for the assessment of movement skill development in general population samples. After a brief description of each assessment tool the article focuses on contents, reliability, validity and normative data. A conclusion outline of strengths and weaknesses of all reviewed assessment tools focusing on their use in educational research settings is provided and stresses the importance of regular data collection of fundamental movement skill development among preschool children. Key pointsThis review discusses seven movement skill assessment tool’s test content, reliability, validity and normative samples.The seven assessment tools all showed to be of great value. Strengths and weaknesses indicate that test choice will depend on specific purpose of test use.Further data collection should also include larger data samples of able bodied preschool children.Admitting PE specialists in assessment of fundamental movement skill performance among preschool children is recommended.The assessment tool’s normative data samples would benefit from frequent movement skill performance follow-up of today’s children. Abbreviations MOT 4-6: Motoriktest fur vier- bis sechsjährige Kinder, M-ABC: Movement Assessment Battery for Children, PDMS: Peabody Development Scales, KTK: Körper-Koordinationtest für Kinder, TGDM: Test of Gross Motor Development, MMT: Maastrichtse Motoriektest, BOTMP: Bruininks-Oseretsky Test of Motor Proficiency. ICC: intraclass correlation coefficient, NR: not reported, GM: gross motor, LV: long version, SV: short version, LF: long form, SF: short form, STV: subtest version, SEMs: standard errors of measurement, TMQ: Total Motor Quotient, TMC: Total Motor Composite, CSSA: Comprehensive Scales of Student Abilities MSEL: Mullen Scales of Early learning: AGS Edition AUC: Areas under curve BC: Battery composite ROC: Receiver operating characteristic

Cools, Wouter; Martelaer, Kristine De; Samaey, Christiane; Andries, Caroline

2009-01-01

470

The Paradox of Teacher Professional Development Programs for Behaviour Management: Comparing Program Satisfaction alongside Changes in Behaviour Management Practices  

ERIC Educational Resources Information Center

A teacher professional development program using applied behavioural techniques was delivered to primary school teachers. Teachers (N = 78) rated the program highly and reported improved knowledge and skills in managing disruptive student behaviour. Objective measures of teacher (n = 32) pre- and post-workshop data revealed significant changes in…

Giallo, Rebecca; Hayes, Louise

2007-01-01

471

The "Self-Regulated Learning Opportunities Questionnaire": A Diagnostic Instrument for Teacher Educators' Professional Development  

ERIC Educational Resources Information Center

Many recent studies have stressed the importance of students' self-regulated learning (SRL) skills for successful learning. Although primary teacher educators are aware of the importance of SRL for their students, they often find it difficult to implement SRL opportunities in their teaching. To support teacher professional development, an SRL…

Vrieling, E. M.; Bastiaens, Th. J.; Stijnen, P. J. J.

2013-01-01

472

Professional Training as a Strategy for Staff Development: A Study in Training Transfer in the Lebanese Context  

ERIC Educational Resources Information Center

Purpose: Research studies on training-job relevance continuously discuss the extent of transfer being found limited. This study aims to focus on exploring trainees' perceptions about the effects of a "Western" professional training program on their skill development and how cultural factors specific to Lebanon influence the learning.…

Dirani, Khalil M.

2012-01-01

473

Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms  

ERIC Educational Resources Information Center

As the workforce in state-funded pre-kindergarten programs continues to grow in the United States, the promise of these and other early education opportunities (e.g., Head Start) depends in large part on in-service professional development and training in key instructional and interaction skills. In this paper, we describe effects of…

Pianta, Robert C.; Mashburn, Andrew J.; Downer, Jason T.; Hamre, Bridget K.; Justice, Laura

2008-01-01

474

What Are the Required Outcomes of Education--Professional Competencies, Personal Attributes and Social Skills.  

ERIC Educational Resources Information Center

Although students need to be competent in a wide range of work knowledge, skills, and abilities, they also need to be "capable" human beings to take their place as contributors to the Australian community. Capability has been described as having confidence in one's ability to acquire and apply knowledge, new skills, and understanding, with…

Gow, Kathryn

475

Developing Professional Community in New and Restructuring Urban Schools.  

ERIC Educational Resources Information Center

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

Kruse, Sharon D.; Louis, Karen Seashore

476

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

ERIC Educational Resources Information Center

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

Sofras, Pamela Anderson; Emory-Maier, Ambre

2005-01-01

477

Professional Development and Instructional Practice: Conceptions and Evidence of Effectiveness  

ERIC Educational Resources Information Center

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

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

2009-01-01

478

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

479

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

480

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

481

Positioning Adult Educators in Discourses of Professional Development  

ERIC Educational Resources Information Center

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

Nicoll, Katherine; Edwards, Richard

2012-01-01

482

Teacher Professional Development for the Less Commonly Taught Languages.  

ERIC Educational Resources Information Center

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

Johnston, Bill; Janus, Louis

483

A Professional Development Unit for Reflecting on Program Evaluator Competencies  

ERIC Educational Resources Information Center

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

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

2006-01-01

484

A Productive System of Early Years Professional Development  

ERIC Educational Resources Information Center

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

Hordern, Jim

2013-01-01

485

Research Report on the Implementation of Professional Development in Kentucky.  

ERIC Educational Resources Information Center

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

Daniel, Patricia L.; Stallion, Brenda K.

486

Towards an Etiological Model of Self-Directed Professional Development.  

ERIC Educational Resources Information Center

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

Bouchard, Paul

487

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

488

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

ERIC Educational Resources Information Center

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

Beach, Richard

2012-01-01

489

The Collaborative Apprenticeship Model: Situated Professional Development within School Settings  

ERIC Educational Resources Information Center

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

Glazer, Evan M.; Hannafin, Michael J.

2006-01-01

490

Effects of professional development on the knowledge and classroom practices of elementary school science teachers  

NASA Astrophysics Data System (ADS)

The purpose of this study was to determine the effects of professional development on the knowledge and classroom practices of teachers of science in kindergarten through Grade 5. These teachers, trained to be generalists in the content areas, were strongly prepared in pedagogical practices, reading skills, basic language arts, and mathematics content areas. Science reform has led to more content-specific science standards that were difficult for these unprepared teachers to address without professional development. The researcher implemented a professional development program that used a collaborative model involving 8 teachers in Grade 4. The researcher conducted the professional development, assisted at times by personnel from the New Jersey State Department of Education. The new standards were learned, reinforced, and adopted. The data that were analyzed to determine the effects of the professional development came from a comparison of student achievement of the classes of 2 sets of teachers in Grade 4, one of which was the control set ( n = 8). The other was the experimental set (n = 8). The researcher administered pre- and postintervention content tests to both groups to measure teacher knowledge. In addition, the researcher reviewed lesson plans, conducted observations, and administered surveys to determine whether professional development in science impacted teacher practices in the classroom. This limited study suggested that teacher instruction did not significantly differ after professional development intervention. It also suggested that teacher content knowledge did not significantly increase due to the intervention. The researcher believes that local factors influenced the outcome and recommends a more systemic program that includes the involvement of all stakeholders.

Minuskin, Sondra

491

COIL on wheels: a library professional development roadshow.  

PubMed

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

Hoberecht, Toni; Brown, Emily

2010-07-01

492

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

493

A Systems Approach to Scaffold Communication Skills Development  

PubMed Central

Objectives To implement a communication skills development (CSD) system and evaluate its effectiveness in a clinical communications course. Design Students conducted baseline interviews and wrote SOAP notes, and based on faculty, patient, self- and peer assessments, set goals for improvement of their communication skills. Students participated in various activities to scaffold their learning, several of which took place in a web-based environment to enhance access and function for both students and faculty members. Quantitative and qualitative analyses were performed. Assessment Students' communication skills improved as evidenced by assessment scores. Student and faculty comments offered additional evidence of the effectiveness of standardized patient interviews, learning strategies, and assessment methods. Conclusion The CSD system effectively integrated various types of learning activities and feedback processes. The use of scaffolding strategies appeared to enhance the development of students' communication skills.

Er, Nelson L.

2008-01-01

494

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

495

From youth worker professional development to organizational change.  

PubMed

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

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

2013-01-01

496

Transferable Skills within Research Degrees: A Collaborative Genre-Based Approach to Developing Publication Skills and Its Implications for Research Education  

ERIC Educational Resources Information Center

Recognition is increasing that Ph.D. graduates require transferable skills for employment within or outside academia, and professional written communication skills form an important subset which contributes to many other skill categories. Writing journal articles for publication is a key task within candidatures and research workplaces, so…

Cargill, Margaret

2004-01-01

497

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

ERIC Educational Resources Information Center

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

Halton, Michael J.

2004-01-01

498

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

Microsoft Academic Search

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

Pruthikrai Mahatanankoon

2007-01-01

499

Improved clinical and laboratory skills after team-based, malaria case management training of health care professionals in Uganda  

PubMed Central

Background Deployment of highly effective artemisinin-based combination therapy for treating uncomplicated malaria calls for better targeting of malaria treatment to improve case management and minimize drug pressure for selecting resistant parasites. The Integrated Management of Malaria curriculum was developed to train multi-disciplinary teams of clinical, laboratory and health information assistants. Methods Evaluation of training was conducted in nine health facilities that were Uganda Malaria Surveillance Programme (UMSP) sites. From December 2006 to June 2007, 194 health professionals attended a six-day course. One-hundred and one of 118 (86%) clinicians were observed during patient encounters by expert clinicians at baseline and during three follow-up visits approximately six weeks, 12 weeks and one year after the course. Experts used a standardized tool for children less than five years of age and similar tool for patients five or more years of age. Seventeen of 30 laboratory professionals (57%) were assessed for preparation of malaria blood smears and ability to interpret smear results of 30 quality control slides. Results Percentage of patients at baseline and first follow-up, respectively, with proper history-taking was 21% and 43%, thorough physical examination 18% and 56%, correct diagnosis 51% and 98%, treatment in compliance with national policy 42% and 86%, and appropriate patient education 17% and 83%. In estimates that adjusted for individual effects and a matched sample, relative risks were 1.86 (95% CI: 1.20,2.88) for history-taking, 2.66 (95%CI: 1.60,4.41) for physical examination, 1.77 (95%CI: 1.41,2.23) for diagnosis, 1.96 (95%CI: 1.46,2.63) for treatment, and 4.47 (95%CI: 2.68,7.46) for patient education. Results were similar for subsequent follow-up and in sub-samples stratified by patient age. Quality of malaria blood smear preparation improved from 21.6% at baseline to 67.3% at first follow-up (p < 0.008); sensitivity of interpretation of quality control slides increased from 48.6% to 70.6% (p < 0.199) and specificity increased from 72.1% to 77.2% (p < 0.736). Results were similar for subsequent follow-up, with the exception of a significant increase in specificity (94.2%, p < 0.036) at one year. Conclusion A multi-disciplinary team training resulted in statistically significant improvements in clinical and laboratory skills. As a joint programme, the effects cannot be distinguished from UMSP activities, but lend support to long-term, on-going capacity-building and surveillance interventions.

2012-01-01

500

Skill Development of Plant Operators in the Chemical Industry  

NASA Astrophysics Data System (ADS)

In the chemical industry, most of the chemical products are manufactured by operating equipment and changing raw materials chemically and physically. Knowledge and skills regarding the raw materials and the products are required to manufacture the products of good quality safely. Furthermore the knowledge and skills concerning the chemical process, the equipment and other treated materials are needed to operate plant appropriately. The way of plant operation partially depends on the type of process such as continuous process and batch process. As a plant operator is promoted to an upper position, required to improve one's skills. To operate plant safely, the base action to prevent an error of judgment, and the adaptive action based on the rule and principle i.e. KNOW-WHY are also required. In this paper, it reports on some cases of the skill development of plant operators in Omuta Works.

Sakata, Kouichi