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1

Soccer skill development in professionals.  

PubMed

The purpose of this study was to investigate the relationship between the development of the technical skill dribbling during ages 14-18 and adulthood playing level. The results gained insight in the required level of the technical skill dribbling during adolescence to be capable of becoming a professional soccer player. Talented players (n=131), aged 14-18 were measured while they were part of a developmental soccer program, testing took place annually. The players were identified as professional (n=54) or amateur (n=77) later on in their career (age>20). In total 238 measurements of dribbling performance were assessed by means of the Shuttle Dribble Test. A longitudinal model estimated the development for optimal dribbling performance (peak dribbling) and for dribbling performance under fatigue (repeated dribbling), for players ultimately reaching professional status and for players reaching amateur status. The longitudinal results showed that during adolescence the talented players who ultimately became professionals were on average 0.3 s faster on 30m peak dribbling performance and on average 1 second faster on 3 x 30m repeated dribbling performance than the players who ultimately turned amateur (p=0.001). It is concluded that during adolescence dribbling performance can assist in identifying the best players for the future. PMID:19440952

Huijgen, B C H; Elferink-Gemser, M T; Post, W J; Visscher, C

2009-08-01

2

Coherence and the development of professional knowledge and skills  

Microsoft Academic Search

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 teaching and professional practice) affect the development of professional knowledge

Jens-Christian Smeby; Kåre Heggen

2012-01-01

3

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

4

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

5

Findings from research on divorce: implications for professionals' skill development.  

PubMed

Results from research on divorce are synthesized, and practical implications for the development of conceptual, perceptual, and executive skills for educators, lawyers, mental health clinicians, health care professionals, social policy planners, and the media are presented. An interdisciplinary approach to intervention is proposed, and recommendations for future research on divorce are made. PMID:6610363

Leahey, M

1984-04-01

6

An Integrated Approach to Developing Professional and Technical Skills in Engineering Undergraduates  

Microsoft Academic Search

The general consensus in industry, government, and academia is that engineers will need more highly developed professional skills to succeed in the new millenium. Of the ABET EC2000 eleven basic outcomes, six relate to professional skills such as communication, teamwork, and understanding broader issues related to engineering. Thus, engineering programs must find ways to more effectively develop students' professional skills,

Thomas A. Litzinger

7

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

8

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

ERIC Educational Resources Information Center

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

Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

2011-01-01

9

Professional Development: A Skills Approach to a Writing Workshop  

ERIC Educational Resources Information Center

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

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

2014-01-01

10

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

11

Developing professional skills and social capital through computer supported collaborative learning in university contexts  

Microsoft Academic Search

This study aimed to compare the efficacy of collaborative learning in face-to-face and online university courses in developing professional skills and social capital. One hundred and sixty-six psychology majors learnt professional skills in seminars taught by the same teacher online and face-to-face. The different groups of participants achieved similar growth in level of professional knowledge, social self-efficacy, self-efficacy for problem

Donata Francescato; Minou Mebane; Rita Porcelli; Carlo Attanasio; Marcella Pulino

2007-01-01

12

Development of proximal formative assessment skills in video-based teacher professional development  

NASA Astrophysics Data System (ADS)

Developing skills for proximal formative assessment is a primary goal of the academic-year professional development course offered by the Energy Project at SPU. We have adapted a video club model (Sherin & Han, 2004) in which groups of teachers watch and discuss video of classroom interactions. In this paper, we use a framework developed by Sherin & Han to analyze teacher reasoning about student understanding in an episode of video from our course. Teachers in the video use evidence from student interactions to propose general models of student thinking about energy. Our analysis suggests that the video-based professional development supports teachers in developing their professional vision for teaching: practicing the selective attention to and reasoning about evidence of student understanding that is required for proximal formative assessment.

Close, Eleanor W.; Scherr, Rachel E.; Close, Hunter G.; McKagan, Sarah B.

2012-02-01

13

Development Of Proximal Formative Assessment Skills In Video-based Teacher Professional Development  

NSDL National Science Digital Library

Developing skills for proximal formative assessment is a primary goal of the academic-year professional development course offered by the Energy Project at SPU. We have adapted a video club model (Sherin & Han, 2004) in which groups of teachers watch and discuss video of classroom interactions. In this paper, we use a framework developed by Sherin & Han to analyze teacher reasoning about student understanding in an episode of video from our course. Teachers in the video use evidence from student interactions to propose general models of student thinking about energy. Our analysis suggests that the video-based professional development supports teachers in developing their professional vision for teaching: practicing the selective attention to and reasoning about evidence of student understanding that is required for proximal formative assessment.

Close, Eleanor W.; Scherr, Rachel E.; Close, Hunter G.; Mckagan, Sarah B.

2012-05-15

14

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

15

21st Century Learning Skills Embedded in Climate Literacy Teacher Professional Development  

NASA Astrophysics Data System (ADS)

Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st Century learning skills, the ESSEA program is based on the urgent need for professional development for pre- and in-service teachers of Earth science. The Revolution in Earth and Space Science Education (2001) cites the Glenn Report saying "...the way to interest children in mathematics and science is through teachers who are not only enthusiastic about their subjects, but who are also steeped in their disciplines and who have the professional training - as teachers - to teach those subjects well. Nor is this teacher training simply a matter of preparation; it depends just as much - or even more - on sustained, high-quality professional development" (p. 1). This treatise states that Earth and space sciences are in the greatest need for professional development. Teachers find themselves inadequately qualified to teach science and find that professional development is not available or lacking in quality. The ESSEA program addresses its educational priorities through enriching pre- and in-service Earth science teachers' backgrounds in Earth system science, specifically in the area of global climate change, and through developing educational materials in support of science education.

Myers, R. J.; Schwerin, T. G.; Blaney, L.

2011-12-01

16

Skill development among student affairs professionals in the National Association of Student Personnel Administrators Region III  

E-print Network

Student affairs practitioners develop a variety of skills in order to serve students and the institutions in which they work. This research study used a newly developed instrument to assess the perceived performance of a variety of skills...

Roberts, Darby Michelle

2004-09-30

17

A Collaborative Model for Developing Classroom Management Skills in Urban Professional Development School Settings  

ERIC Educational Resources Information Center

This article describes a school-university partnership that focuses on the development of classroom management skills for preservice teachers in an urban setting, through collaboration between mentors, principals, and a university supervisor. To prepare preservice teachers for the unique challenges of urban schools, three key elements were…

Dobler, Elizabeth; Kesner, Cathy; Kramer, Rebecca; Resnik, Marilyn; Devin, Libby

2009-01-01

18

APS/ACDP List of Professional Skills  

NSDL National Science Digital Library

In 2003, The American Physiological Society and the Association of Chairs of Departments of Physiology compiled a list of important professional development skills for physiology trainees. It is important to note that the list was developed with specific purposes in mind. The primary purpose of this list is to serve as a professional development tool for physiology trainees and their mentors.

APS Education Office (American Physiological Society Education Office)

2003-01-12

19

Investigation of instructional reading strategies,professional development and training,and reading assessments used at the secondary level to improve student reading skills.  

E-print Network

??The purpose of this study was to investigate instructional reading strategies,professional development and training, and reading assessments used to improve student reading skills in secondary… (more)

Brown III, Neal

2006-01-01

20

Professional practice skills for nurses.  

PubMed

Nurses work in a healthcare system in which different partners in care have different expectations of them. Demands to provide compassionate care that is patient-centred and responsive while adhering to budget constraints are contributing to 'compassion fatigue' and adversely affecting nurses' mood and effectiveness. This article discusses how an understanding of professional practice skills, communication skills and teamwork can help nurses to cope with these conflicting demands and compassion fatigue while performing their professional roles and responsibilities. This approach is discussed in the context of nursing discourse and related professional and government recommendations. PMID:25182923

Groves, Winnifred

2014-09-01

21

The Hiatt Career Center prepares students and alumni to develop skills to transform their unique backgrounds, liberal arts education and experiential learning into meaningful professional futures and relationships.  

E-print Network

backgrounds, liberal arts education and experiential learning into meaningful professional futures to develop skills to transform their unique backgrounds, liberal arts education and experiential learning, liberal arts education and experiential learning into meaningful professional futures and relationships

Snider, Barry B.

22

Professional Skills in the Engineering Curriculum  

ERIC Educational Resources Information Center

Faculty from the Department of Electrical and Computer Engineering and the College of Education at the University of Missouri (MU), Columbia, developed a novel course for engineering graduate students emphasizing pedagogy and professional skills. The two-semester course sequence, titled "Preparing Engineering Faculty and Professionals," includes…

Mohan, Ashwin; Merle, Dominike; Jackson, Christa; Lannin, John; Nair, Satish S.

2010-01-01

23

Professional Skills in the Engineering Curriculum  

Microsoft Academic Search

Faculty from the Department of Electrical and Computer Engineering and the College of Education at the University of Missouri (MU), Columbia, developed a novel course for engineering graduate students emphasizing pedagogy and professional skills. The two-semester course sequence, titled “Preparing Engineering Faculty and Professionals,” includes readings from books that cover several different areas: How People Learn, with focus on the

Ashwin Mohan; Dominike Merle; Christa Jackson; John Lannin; Satish S. Nair

2010-01-01

24

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

25

Critical Characteristics of Professional Development Coaches: Content Expertise or Interpersonal Skills?  

ERIC Educational Resources Information Center

Current recommendations for achieving high quality professional development for teachers include the creation of a professional learning community wherein each member of the educational community--student, teacher, parent, community, principal, and staff--is both teacher and learner. Key to the success of this approach, however, is the role of the…

Ertmer, Peggy A.; Richardson, Jennifer; Cramer, Jeffry; Hanson, Laura; Huang, Wenhao; Lee, Yekyung; O'Connor, Debra; Ulmer, John; Um, Eun Joon

26

Professional Development  

E-print Network

Professional Development An Introduction to Social Media: Networking on the Web Communicating for Excellence in Written Professional Communication Transforming Your Research into Commercially Viable and Debt Tomorrow in Focus: Saving for Your Ideal Retirement University Business and Financial Services

Sibille, Etienne

27

Professional development schools and early childhood education: interactive skills of students, playgroup and kindergarten teachers  

Microsoft Academic Search

This study examines professional development activities for students and teachers in two Dutch professional development schools (PDSs). The PDSs consist of a partnership between the kindergarten classes of the elementary school and accompanying playgroup (with children aged 4–6 and 2.6–4, respectively), a teacher’s training college and a research group and educational service agency attempting to improve the effects of early

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

2010-01-01

28

A professional challenge: the development of skill-mix in UK primary care dentistry.  

PubMed

The future health-care workforce and the changing skill-mix within occupational teams is a current topic of discussion. This paper contributes to the skill-mix debate by focusing on UK primary care dentistry, revealing unintended as well as intended consequences of a modularized, technocratic view of dentistry. In part one, relevant literature about dental therapists and skill-mix in dentistry is organized into a framework used to review factors operating at macro, meso and micro levels. Part two considers the role that education and training may play in realizing skill-mix change. Part three synthesizes conditions required for modifying skill-mix in UK primary dental care and sets out the dimensions of seven factors: funding focus, the profession's response, workforce, the practice, dentist's knowledge, dental therapist's motivations and patient attitude. A review of these factors could be used to inform the policy decisions of managers operating at the macro level, as well as more local staffing decisions. Without consideration of the complex interplay of these factors, skill-mix in dentistry will be slow to develop and could bring unwelcome consequences. PMID:22040946

Bullock, Alison; Firmstone, Vickie

2011-11-01

29

Professional Development  

E-print Network

Professional Development An Introduction to Social Media: Networking on the Web Annual Conflict Leadership and Effective Talent Development Managing Incivility and the Bystander Effect in the Workplace for Supervisors Organization Development Customer Service Training Group Dynamics Using Myers Briggs Type

Sibille, Etienne

30

Professional Skills Needed by Our Graduates  

ERIC Educational Resources Information Center

Accreditation agencies have outlined professional skills that should be possessed by engineering graduates. The question this paper addresses is "What professional skills do our recent graduates actually use and value as being important?" Young engineering professionals, as well as professionals in many different professions, were asked…

Woods, Donald R.; Briedis, Daina; Perna, Angelo

2013-01-01

31

Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers through Teacher Professional Development  

ERIC Educational Resources Information Center

In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the "business as usual" PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional strategies that…

Wasik, Barbara A.; Hindman, Annemarie H.

2011-01-01

32

Professional Development  

E-print Network

Professional Development An Introduction to Social Media: Networking on the Web COI Management and Effective Talent Development Managing Incivility and the Bystander Effect in the Workplace Leadership Workers' Compensation for Supervisors Health and Safety Health and Fitness Program Protecting Children

Jiang, Huiqiang

33

Professional Development  

E-print Network

Professional Development An Introduction to Social Media: Networking on the Web Basics Leadership Leadership and Effective Talent Development Ethical Leadership within Hyper- Competitive Keeping Human Resources Behavioral-Based Interviewing Compensation Administration for Supervisors

Sibille, Etienne

34

Professional Development  

E-print Network

Professional Development Advanced Public Speaking in a Nutshell An Introduction to Social Media for Excellence in Professional Communication Transforming Your Research into Commercially Viable Innovations and Achieving Your Long-Term Financial Goals University Business and Financial Services Basics of Federal

Sibille, Etienne

35

Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models  

Microsoft Academic Search

To date, there have been few causally interpretable evaluations of the impacts of preschool curricula on the skills of children\\u000a at-risk for academic difficulties, and even fewer studies have demonstrated statistically significant or educationally meaningful\\u000a effects. In this cluster-randomized study, we evaluated the impacts of a literacy-focused preschool curriculum and two types\\u000a of professional development on the emergent literacy skills

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

2011-01-01

36

Professional Development  

E-print Network

Professional Development Advanced Public Speaking in a Nutshell An Introduction to Social Media Presentation Identifying Opportunities for Using Social Media for Business Purposes Public Speaking Leadership and Ethics (COLE) Principles & Practices of Servant Leadership Leadership & Effective Talent

Sibille, Etienne

37

Shiningalighton... Develop valuable skills  

E-print Network

Pre-Law Shiningalighton... Develop valuable skills for law school "Injustice anywhere is a threat, not what to think. Though you might, of course, seek a pre-professional program in law at a large Administration 321: Public Policy 322: American Constitutional Law Psychology 160: Proseminar: Social Psychology

Bogaerts, Steven

38

Developing Geoscience Students' Quantitative Skills  

Microsoft Academic Search

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

C. A. Manduca; G. S. Hancock

2005-01-01

39

Implementing professional development  

Microsoft Academic Search

The professional development of educators is seen as an ingredient essential to creating effective schools and raising learners' performance. Since educators have the most direct contact with learners, and considerable control over what is taught and how it is taught, it is reasonably assumed that enhancing educators' knowledge, skills and attitudes is a critical step towards improving learner performance. To

G. M. Steyn

40

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

41

Cultivation of Professional Engineering Skills: Development of a Tutorial Method. Tertiary Education Research Centre Occasional Publication No. 12.  

ERIC Educational Resources Information Center

Skills tutorials for first year engineering students at the University of New South Wales, Australia, were introduced in order to develop an awareness of certain conceptual skills commonly exercised by practicing engineers. Particular skills include the manipulation of information in different forms, translation from one form to another,…

Boud, D. J.; Gray, T. G. F.

42

The Role the Collegiate American Marketing Association Plays in Professional and Entrepreneurial Skill Development  

ERIC Educational Resources Information Center

Professional student organizations offer members a wide range of learning opportunities for applied marketing experiences. Little research exists in the marketing education literature on the role student organizations play in preparing their members for life beyond school. Understanding what students seek as members of such organizations and how…

Peltier, James W.; Scovotti, Carol; Pointer, Lucille

2008-01-01

43

The Role the Collegiate American Marketing Association Plays in Professional and Entrepreneurial Skill Development  

Microsoft Academic Search

Professional student organizations offer members a wide range of learning opportunities for applied marketing experiences. Little research exists in the marketing education literature on the role student organizations play in preparing their members for life beyond school. Understanding what students seek as members of such organizations and how satisfied they are with their experiences is not only important for continued

James W. Peltier; Carol Scovotti; Lucille Pointer

2008-01-01

44

Developing 21st Century Skills through Effective Professional Development: A Study of Jamestown Polytechnic Charter School Organization  

ERIC Educational Resources Information Center

Literature has shown that professional development is most effective when it is ongoing, involves active, collective participation, and has coherence with the overall curriculum and teacher experience. This study was designed to examine the manner and extent to which Jamestown Polytechnic Charter School Organization designs and implements…

Olabuenaga, Gina

2010-01-01

45

Computer Based Instruction of Professional Psychological Skill Acquisition.  

ERIC Educational Resources Information Center

The developments in information technology and multimedia give new opportunities to increase the efficiency and quality of skills education. This paper presents three applications developed in the Netherlands to enhance professional skills learning in different areas of psychology: (1) BioPsy, an application developed to teach and train the…

van Ouwerkerk, R. J.; Hoebe, M. N.; Oldersma, F. L.; Meijman, T. F.; van Oudenhoven-van der Zee, K. I.

46

Quality and Generic (Professional) Skills  

Microsoft Academic Search

Feedback from employers of graduates indicates a need to include a focus on generic skills to complement disciplinary expertise. Educational research shows that such skills are most effectively taught in the disciplinary context. Therefore, in order to better meet the requirements of employers for graduates who are more 'fit for purpose', universities may need to change the curriculum and how

Barbara De La Harpe; Alex Radloff; John Wyber

2000-01-01

47

Professional Certificate in Management Skills  

E-print Network

· Manage change Module 2 Communications Skills: Tools for Managers A manager's ability to communicate is the vital skill for providing feedback, managing conflict and negotiating relationships. What you will learn: · Essentials to manage respectful interpersonal communication with employees, customers and colleagues · Apply

Carleton University

48

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. PMID:18581610

Wirth, Meg

2008-01-01

49

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

ERIC Educational Resources Information Center

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…

Cabell, Sonia Q.; Downer, Jason T.

2011-01-01

50

The Advance of Research and Evaluation Skills by EPs: Implications for Training and Professional Development  

ERIC Educational Resources Information Center

Research and evaluation has become increasingly important in many professions, including educational psychology, particularly as the profession moves to becoming more evidence-based in its practice. The recent move to a three year doctoral programme in England, Wales and Northern Ireland may be viewed as a positive one in developing research…

Eodanable, Miranda; Lauchlan, Fraser

2009-01-01

51

Preparing technical communicators for future workplaces: a model that integrates teaming, professional communication skills, and a software development process  

Microsoft Academic Search

This paper outlines a model that uses teaming as a framework to support professional communication and process to improve student performance, as measured by the quality of output. It describes a pedagogical approach used in a computer science undergraduate senior class that integrates teaming, professional communication and a software development process. The approach demonstrates the importance of team instruction and

Margaret R. Heil

1999-01-01

52

Communication Skills for Conservation Professionals.  

ERIC Educational Resources Information Center

This book provides in-depth guidance for students, scientists, managers, and professionals in achieving conservation goals through better communication. It introduces communication approaches--marketing and mass media, citizen participation, public information, environmental interpretation, and conservation education activities--and offers scores…

Jacobson, Susan K.

53

"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

54

A Tension for Spanish Teachers' Professional Development: "Skills to Carry out Your Job" or Continuing "...Personal Cultural Knowledge and Attributes"?  

ERIC Educational Resources Information Center

This article is a critical reflection on a study of the views of Spanish teachers in South Australian schools about their professional development (PD) needs and experiences. Officials responsible for designing Spanish specific PD were interviewed. Sixteen teachers were randomly selected from private, public, country and metropolitan middle…

Berniz, Katerin

2007-01-01

55

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. PMID:23144591

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

2012-01-01

56

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

57

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

58

Adaptation of Professional Skills in the Unit Operations Laboratory  

ERIC Educational Resources Information Center

We introduce the design of three consecutive unit operations laboratory (UOL) courses that retain the academic rigor of the course while incorporating skills essential for professional careers, such as ability to propose ideas, develop practical solutions, participate in teamwork, meet deadlines, establish communication between technical support…

Rende, Deniz; Rende, Sevinc; Baysal, Nihat

2012-01-01

59

Developing Scientists' "Soft" Skills  

NASA Astrophysics Data System (ADS)

A great deal of professional advice directed at undergraduates, graduate students, postdoctoral fellows, and even early-career scientists focuses on technical skills necessary to succeed in a complex work environment in which problems transcend disciplinary boundaries. Collaborative research approaches are emphasized, as are cross-training and gaining nonacademic experiences [Moslemi et al., 2009].

Gordon, Wendy

2014-02-01

60

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

61

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

62

Advancing Continuing Professional Development  

E-print Network

or enhancing professional knowledge and competence. The UCD Continuing Professional Development (CPD) Board different streams. Professor Niall Tubridy's YouTube videos on Neurology are an example of this

63

Identifying Perceived Professional Development Needs of Idaho Secondary CTE Teachers: Program Management Needs of Skilled and Technical Science Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to examine the perceived training needs of Idaho secondary skilled and technical science teachers for a set of non-instructional competencies specifically associated with duties related to program management. The population of this study consisted of skilled and technical science teachers employed by Idaho secondary…

Cannon, John G.; Kitchel, Allen; Duncan, Dennis W.

2010-01-01

64

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.

65

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

66

Professional Development and  

E-print Network

STUDENTS Permission to study in the School of Education and Human Development as a nondegree student. Students admitted in nondegree status may register for School of Education and Human Development courses358 Professional Development and Research The Division of Professional Development and Research

Suzuki, Masatsugu

67

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

68

Psychology students’ self-assessment of their professional skills  

Microsoft Academic Search

The aim of this study was to investigate how reliably psychology students assessed their professional skills and knowledge. Participants consisted of 117 students and were from three groups, namely: beginners, intermediate and advanced. They were asked to evaluate their skills in different areas of psychology using a questionnaire. Their skills in describing psychologists’ practice in two cases were also evaluated.

Tiuraniemi Juhani; Hatakka Mika; Keskinen Esko

2008-01-01

69

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

70

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

71

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

72

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

73

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

74

Revising Teaching Skills for Professional Empowerment  

ERIC Educational Resources Information Center

In a technology and media dominated era of education the role of teacher and there by the skills required to be mastered by each teacher need redefinition. The paper attempts to identify the list of essential teaching skills for the present age by retaining the significant ones and including those inevitable for present context. The skills

Nath, Baiju K.

2009-01-01

75

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

76

Professional Development To Go?  

ERIC Educational Resources Information Center

Looks at professional development ideas and opportunities for trainers. Stresses the need to keep up with the latest technologies. Discusses traditional and distance methods of getting the necessary training. (JOW)

Lorenzo, George

2001-01-01

77

Teaching the literacy of professionalism: when clinical skills are not enough.  

PubMed

Many RNs seeking their BSN degrees do not have well-developed nonclinical professional skills related to scholarship. To address this issue, faculty used the Community of Inquiry Framework to develop an elective, online course to help RN-BSN students explore professional growth through writing, presenting, and portfolio development. The authors discuss the course and its outcomes. PMID:22513772

Smith, Yvonne M; Caplin, Marcy

2012-01-01

78

Improving Professional Judgment and Performance Training for Open Job Skills.  

ERIC Educational Resources Information Center

This discussion of how to design a training program to teach professional judgment and performance focuses on a model for training police officers. Open job skills are explained, appropriate choices and actions are described, and the components and objectives of open job skill instruction are presented. (LRW)

Yelon, Stephen; Desmedt, John

1988-01-01

79

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

80

Professional Skills Self-Assessment Adapted from: myIDP at ScienceCareers.org  

E-print Network

Professional Skills Self-Assessment Adapted from: myIDP at ScienceCareers.org an online Individual Training and mentoring individuals 1 2 3 4 5 Seeking advice from advisors and mentors 1 2 3 4 5 Negotiating Skills Self-Assessment Adapted from: myIDP at ScienceCareers.org an online Individual Development Plan

Ferrari, Silvia

81

Building Professional Development Cadres  

NSDL National Science Digital Library

This chapter begins with a vignette based on several anecdotes that were relayed to the authors during their years working in the Los Angeles basin with a cadre of professional developers. This story sets the stage for exploring challenges tackled by thei

Lauffer, Dan; Lauffer, Hedi B.

2009-04-02

82

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

83

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.

84

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

85

Gender, Skill, and Earnings in Professional Golf  

Microsoft Academic Search

This article compares the PGA Tour to the LPGA by examining the relationship between skills and earnings on the two tours. Men on the PGA Tour play for bigger purses than do the women in the LPGA tournaments. But the men also play more rounds of golf over longer golf courses in front of more spectators and exhibit greater levels

Stephen Shmanske

2000-01-01

86

Developing Professionalism through Reflective Practice and Ongoing Professional Development  

ERIC Educational Resources Information Center

This article contributes to the debate on early years professionalism. It explores the impact of a continuous professional development (CPD) programme, in particular a module on professional practice, on early childhood care and education (ECCE) practitioners' identity as early years professionals. Action research informed the development of…

Bleach, Josephine

2014-01-01

87

Advanced Skills Teachers: Professional Identity and Status  

ERIC Educational Resources Information Center

The teaching profession continues to struggle with defining itself in relation to other professions. Even though public opinion positions teachers second only to doctors and nurses in terms of their professional status and prestige research in the UK suggests that teachers still believe that they have much lower status than other professions. With…

Fuller, C.; Goodwyn, A.; Francis-Brophy, E.

2013-01-01

88

EDFS 705: Reflective Practice and Professional Development Spring 2013  

E-print Network

EDFS 705: Reflective Practice and Professional Development Spring 2013 (Mondays 6:00-8:45 EDCTR 216' professional development, focuses on knowledge and skills linking ongoing reflective practice to improve pedagogy, student outcomes and professionalism. Educational research in the areas of teacher as researcher

Young, Paul Thomas

89

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

90

Sport expert's motor imagery: functional imaging of professional motor skills and simple motor skills.  

PubMed

Numerous studies provide evidence that motor skill acquisition is associated with dynamic changes in cortical and subcortical regions. Athletes are a professional population who are engaged in extensive motor training for long periods. However, the neural substrates of extreme level motor performance have not been clarified. We used kinesthetic imagery task to induce the mental representation of sport expert's extraordinary performance in view of the shared substrates of executing movement and motor imagery. For the first time, we compared, through functional magnetic resonance imaging (fMRI), the pattern of cerebral activations in 12 professional divers and 12 normal people without extensive training, during imagery of professional skills and imagery of simple motor skills. The sport experts showed significant activation in the parahippocampus during imagery of professional skills relative to the novices, which might reflect the representation adapted to experience-related motor tasks. No significant difference was found between experts and novices when they imagined simple motor skills. These results indicated the experts might utilize their kinesthetic imagery more efficiently than novices, but only for the activity in which they had expertise. The sport experts also demonstrated more focused activation patterns in prefrontal areas in both of imagery tasks, which may be relevant to higher order of motor control during motor imagery. Moreover, this study suggested that the brains of sport experts could be regarded as the ideal subjects to explore the relationship between cerebral plasticity and learning of complex motor skills. PMID:19686705

Wei, Gaoxia; Luo, Jing

2010-06-23

91

Breaking Professional Boundaries: What the MacCrate Report on Lawyering Skills and Values Means for TPC Programs  

ERIC Educational Resources Information Center

In 1992, the American Bar Association released the MacCrate Report, which listed the ten skills and four professional values that all attorneys need and critiqued law schools and state bars for not doing enough to teach and encourage the development of these skills and values. In response, law schools have significantly increased the skills-based…

Todd, Jeff

2008-01-01

92

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

93

Professional Academic Development through Professional Journal Dialogue  

ERIC Educational Resources Information Center

This paper presents the cooperative analysis by a lecturer and an academic development practitioner of a reflective journal dialogue over the 12 weeks of teaching a postgraduate course. Through a retrospective analysis of the journal the present paper explores the following issues: the framing of an inquiry; the personal-professional nexus; and…

Ruth, Damian; Naidoo, Kogi

2012-01-01

94

Skill Development in Graduate Education  

PubMed Central

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

2013-01-01

95

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.

96

Supporting Clinical Teachers: Developing Radiation Therapists’ Preceptorship Skills  

Microsoft Academic Search

Preceptorship is a valuable component of undergraduate radiation therapy education and allows students to develop clinical skills and professional attitudes under the supervision of experienced practitioners. Preceptor preparation in the form of continuing professional development is an important factor for successful preceptorship to occur. This article describes the development and evaluation of a short, flexible blended learning course by a

Amanda Bolderston; Cathryne Palmer; Carina Feuz; Kieng Tan

2010-01-01

97

BRANNA McCARTY SMITH PROFESSIONAL SKILLS  

E-print Network

, Ohio (1987-1991) Responsibilities: Crisis intervention and risk assessment; developing partnerships, Indiana (1997 ­ present) Responsibilities: Creating and presenting customized stress management workshops Service of Hancock County ­ Findlay, Ohio (1991-1997) Responsibilities: Collaborating with the juvenile

Ginzel, Matthew

98

Developing Technical Skill Assessments  

ERIC Educational Resources Information Center

One of the biggest challenges facing the career and technical education (CTE) community as it works to implement the 2006 Perkins Act is responding to more rigorous requirements for reporting on CTE students' technical skill attainment. The U.S. Department of Education suggested in non-regulatory guidance that states and locals use the number of…

Hyslop, Alisha

2009-01-01

99

Required Business Skills for Training Professionals.  

ERIC Educational Resources Information Center

Survey responses from 255 of 800 human resource development managers identified 8 business understandings/competencies for new trainers: preparing presentations, writing business correspondence, using computers, understanding employee behavior, making speeches/presentations, knowing principles of group process and organizational behavior, and…

Leach, James A.; Sandall, Darrel L.

1995-01-01

100

The importance of professional skills alongside scientific and technical excellence to underpin ethical geoscience practice  

NASA Astrophysics Data System (ADS)

There is consensus that reliable ground models, based on a sound understanding of the geology and surface processes are vital as a basis for natural hazard identification and risk assessment, and there is a great deal of skill and experience in the geoscience community with mapping, modelling and predicting natural hazards and their likely impacts. This presentation will highlight the contributions of geology and geomorphology in the identification of natural hazards and mitigation of their impacts. It will then consider a range of "professional skills" that are needed by geoscientists working with other specialists and non-specialists (e.g. engineers, emergency services, land-use planners, architects responsible for building codes, politicians, regulators, the public etc) alongside technical and scientific excellence. It will argue that development and application of both scientific/technical and professional skills is essential to ensure that the maps, models and other data relevant to natural hazards and environmental change are used to provide effective public protection through communication, land-use planning and planning for resilience. The professional skills of particular importance include interdisciplinary collaboration; project management; cost-benefit analysis; effective communication with specialists and non specialists (especially the public); and facilitative skills. All the technical, scientific and professional skills need to be applied competently and with the highest standards of ethical underpinning. The contribution will consider how this can be achieved (or at least facilitated) through professional training, award of professional titles, licensure etc, drawing on international examples of best practice in professional codes of conduct and regulation directed to the protection of the public.

Allington, Ruth; Fernandez-Fuentes, Isabel

2013-04-01

101

Developing Map Skills Using Computers.  

ERIC Educational Resources Information Center

Computer-assisted instruction can be valuable in the teaching and learning of skills associated with the reading and interpretation of maps. The purpose of this manual is to provide teachers with a resource guide for the development of students' map skills and understanding of world geography through the use of a computer. Several suggested…

New York City Board of Education, Brooklyn, NY. Div. of Computer Information Services.

102

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

103

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

104

Professional Development Design: Embedding Educational Reform in New Zealand  

ERIC Educational Resources Information Center

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

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

2009-01-01

105

Continuing Professional Development for LEA Staff. FEU Bulletin No. 1.  

ERIC Educational Resources Information Center

Objectives of the ongoing Continuing Professional Development for Local Education Authority (LEA) project in the United Kingdom are to enhance the skills of LEA staff by defining the future education curriculum, exploring definitions of quality, developing a program of continuing professional development (CPD) for curriculum managers at the LEA…

Further Education Unit, London (England).

106

Future focus for professional development.  

PubMed

Professional development has evolved from individually focused sabbaticals and professional leaves to institutionally focused programs with an interest in developing faculty members' ability to teach in various environments as well as to succeed in the many endeavors they undertake. We address various issues related to professional development in the medical school arena. Professional development in medical school takes place in a context where faculty are stretched to engage in research and service not only for their own sake but also to financially support their institutions. This obligates professional developers to acknowledge and address the environments in which teaching faculty work, and to use approaches to professional development that honor the time and efforts of teaching faculty. These approaches may be brief interventions that make use of principles of education, and may include online offerings. Professional development will be most effective when professional developers acknowledge that most faculty members aspire to excellence in teaching, but they do so in an environment that pushes them to address competing concerns. Offering professional development opportunities that fit within the workplace environment, take little time, and build upon faculty's existing knowledge will assist in enhancing faculty success. PMID:24246108

Roberts, Nicole K; Coplit, Lisa D

2013-01-01

107

Patients' assessment of professionalism and communication skills of medical graduates  

PubMed Central

Background Professionalism and communication skills constitute important components of the integral formation of physicians which has repercussion on the quality of health care and medical education. The objective of this study was to assess medical graduates’ professionalism and communication skills from the patients’ perspective and to examine its association with patients’ socio-demographic variables. Methods This is a hospital based cross-sectional study. It involved 315 patients and 105 medical graduates selected by convenient sampling method. A modified and validated version of the American Board of Internal Medicine’s (ABIM) Patient Assessment survey questionnaire was used for data collection through a face to face interview. Data processing and analysis were performed using the Statistical Package for Social Science (SPSS) 16.0. Mean, frequency distribution, and percentage of the variables were calculated. A non-parametric Kruskal Wallis test was applied to verify whether the patients’ assessment was influenced by variables such as age, gender, education, at a level of significance, p ? 0.05. Results Female patients constituted 46% of the sample, whereas males constituted 54%. The mean age was 36?±?16. Patients’ scoring of the graduate’s skills ranged from 3.29 to 3.83 with a mean of 3.64 on a five-point Likert scale. Items assessing the “patient involvement in decision-making” were assigned the minimum mean values, while items dealing with “establishing adequate communication with patient” assigned the maximum mean values. Patients, who were older than 45 years, gave higher scores than younger ones (p?professionalism and communication skills at a good level. Patients’ age and educational level were significantly associated with the rating level. PMID:24517316

2014-01-01

108

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

109

Editor's Roundtable: Developing inquiry skills  

NSDL National Science Digital Library

Inquiry skills cannot be taught in only one grade or taught only at the start of the year; and they cannot be taught by having students memorize a set of procedures and definitions for a pencil-and-paper test on "the scientific method." To become proficient in inquiry, students must repeatedly practice these skills in challenging, content-embedded investigations until doing science and thinking like scientists become second nature. This issue of Science Scope offers an excellent selection of articles about developing inquiry skills in middle school students.

Liftig, Inez

2008-09-01

110

The Dilemmas of Professional Development.  

ERIC Educational Resources Information Center

Offers several explanations for why research evidence on the characteristics of effective professional development programs are seldom seen in practice. Suggests that the American cultural norm of individualism is main reason. Discusses inquiry approach to professional development that accommodates teacher individualism. (Contains 17 references.)…

Richardson, Virginia

2003-01-01

111

Empowering Teachers through Professional Development  

ERIC Educational Resources Information Center

Professional development is an ongoing process, one that evolves as teachers assess and reexamine their teaching beliefs and practices. This article highlights some reasons for teachers to pursue professional development. It also suggests techniques that help teachers feel empowered and motivated in their English language classrooms. She includes…

Murray, Alice

2010-01-01

112

Professional development for registered nurses.  

PubMed

There is increasing recognition that health professionals should engage in continuing professional development and lifelong learning. In addition, planned changes to pre-registration nurse education mean that many registered nurses are considering, or will consider, further academic study. This article aims to demystify academic terminology and provide practical guidance on preparing for and accessing higher education. PMID:20162905

Casey, Deborah; Clark, Liz

113

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

114

ProfessionalcareerexPertiseacademiaexcitingconfidenceanalysisquantitativeresultsqualitativecommunicationsuPervisiontrainingcritical thinking skills methods information develoPment Publication Practical innovation intellectual inf  

E-print Network

research Passions learn new skills undertake a career in academia strengthen your employability Prospects children young People mentalhealth historyandculture brain and behaviour cognition and Perception College discipline; wishing to develop their skills in their chosen professional career; is passionate about

Martin, Ralph R.

115

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

116

Soccer endurance development in professionals.  

PubMed

The development of intermittent endurance capacity, its underlying mechanisms and role in reaching professional level in soccer was investigated. The sample included 130 talented youth soccer players aged 14-18, who became professional (n = 53) or non-professional (n = 77) players in adulthood. In total 229 Interval Shuttle Run Test (ISRT) scores were taken over five years. Players who became professionals improved from age 14 to 18 on average from 68 to 109 runs in contrast to players who remained amateurs (from 73 to 93 runs). A longitudinal model was developed using linear mixed models procedures. Intermittent endurance capacity can be predicted adequately with a two-level hierarchical model (p < 0.05). Anthropometric characteristics and playing position did not improve model fit (p > 0.05). The estimated ISRT score necessary to reach professional level is: ISRT=-375.77-62.89+(51.20+4.20)* age-1.50* age (2)+3.54* hours of soccer training+1.18* additional training hours. In conclusion, intermittent endurance capacity improves with age in talented youth soccer players. From age 15 players who reached the professional level show a faster development than their non-professional counterparts. This development is positively influenced by both soccer specific and additional training. PMID:20157870

Roescher, C R; Elferink-Gemser, M T; Huijgen, B C H; Visscher, C

2010-03-01

117

Role of TVA's Skills Development.  

ERIC Educational Resources Information Center

This package from the Tennessee Valley Authority (TVA) describes projects undertaken by TVA's Skills Development Program, an effort to help national, state, and local officials improve education. The program includes several futuristic instructional labs that TVA helped to design and install in Morgan County, Tennessee. Instructional labs have…

Tennessee Valley Authority, Knoxville.

118

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

NASA Astrophysics Data System (ADS)

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 implementation. Teachers found the TSI modes of inquiry easily accessible and effectively implemented them (modes correspond to the inquiry mechanisms of investigation, such as product evaluation, authoritative, inductive, deductive, and descriptive). On the other hand, the TSI phase structure (i.e. learning cycle) was most helpful for teachers novice to inquiry teaching, suggesting that modification of the PD is needed to promote more in-depth use of the phases in the TSI framework. In terms of content, teacher interest in energy science was high, which resulted in implementation of energy science activities across a range of disciplines. However, teachers' confidence in teaching energy science through inquiry was low compared to similar TSI PD courses on other subjects (mean perceived pedagogical content knowledge = 8.96 ± 2.07 SD for energy compared to 15.45 ± 1.83, 16.44 ± 1.81 and 15.63 ± 1.69, for elementary astronomy, high school aquatic science, and college aquatic science, respectively). These data support current findings on the complexities of teaching and understanding energy science content and suggest the need for additional teacher PD opportunities in energy science in order to provide opportunities for teachers to increase both their content knowledge and their confidence in teaching energy science.

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

2013-06-01

119

Your Professional Development Tool Kit  

E-print Network

-time) providing processing and customer service This year ­ Shawn and 2 other Benefits Administrators from Benefits Operations and Services #12;33 Employee Eligibility Benefits eligible employees must meet;5 What Do We Mean By "Development"? Skill learning Development plans Education Stretch assignments

Jackson, Daniel

120

The effect of Problem/Project-Based Learning on a desired skill set for construction professionals  

NASA Astrophysics Data System (ADS)

The purpose of this study was to investigate if a Problem/Project-Based Learning (PBL) approach can affect certain non-technical, "soft" skills of construction engineers. Such skills include leadership, adaptability, and stress management. In mixed design research, quantitative and qualitative data are assembled and analyzed collectively. For this study, two separate assessment tools were used for the quantitative portion, while open-ended written reflections and a partially closed-ended senior questionnaire were implemented for the qualitative portion. A hypothetical model was used to investigate certain soft skills based on prior research documenting need. Skills investigated were confidence, stress coping, leadership, communication skills, adaptability, and management skills. Descriptive statistics, open-ended final written reflections, and a partially closed-ended senior questionnaire were used to analyze the data. PBL is a process in which the students are challenged to develop realistic solutions on open, less structured, real world type problems. The results of this study performed with the combined count of nearly 60 students suggest that PBL can influence several soft skills of senior construction engineers. Specifically, these findings demonstrate the following: (a) PBL appears to affect students' soft skills; (b) students appear to recognize the realism and "real world" applicability that PBL brings to their skill development; and (c) the data suggest that the experience is holistic and offers opportunities for balanced growth in several ways. Some key competencies such as communication and leadership indicated significant enhancements. Although this study was limited to one academic year of the university's construction engineering program, it provides interesting insight to changes within the time period investigated. This study should be replicated in other construction engineering environments to investigate a larger population sample. In addition, industry, professional consultants, and academic entities are encouraged to review current learning methods to ensure that they are implementing the findings and methodology offered in this study.

Sirotiak, Todd L.

121

Professional Learning Communities & Teacher-Directed Professional Development  

ERIC Educational Resources Information Center

In an online interview, Giselle Martin-Kniep defines a "Professional Learning Community" (PLC) as "a forum for continually improving learning," "an organizational lifestyle change" through which all stakeholders hone their skills to promote student achievement. Participants in a PLC become "critical friends" who advise, support, and "cheer on" one…

Zeppieri, Roseanne

2008-01-01

122

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

123

The Development of Cognitive Skills through Archaeology.  

ERIC Educational Resources Information Center

Explains methods for structuring student participation in an archaeological expedition to develop the students' self-worth and to increase appreciation for history as it relates to the students' lives. Skills acquired may include: (1) earth science; (2) mathematics; (3) map reading skills; (4) communication skills; (5) writing skills; (6)…

Danes, Lois M. J.

1989-01-01

124

Career development: enhancing your networking skills.  

PubMed

Can you walk into a room full of strangers and chat easily, get to know people, and let them get to know you? Networking is not just a job search strategy; it is a critical professional career development enrichment strategy that can help you build your knowledge and expertise. When you need help, do you have a network of available people or do you know how to develop a network to assist you? Networking sounds easy and we tend to think it should come naturally. However, networking is a learned skill that just about everyone struggles with at some time or another (1). This article provides a how- to network process, summarized in Table 1, that will enhance your career development. PMID:12592872

Gumbus, Andra; Lussier, Robert N

2003-01-01

125

Building Research Capacity of Medical Students and Health Professionals in Rural Communities: Leveraging a Rural Clinical School's Resources to Conduct Research Skills Workshops  

ERIC Educational Resources Information Center

The paper reports on a project where the objective was for the Rural Clinical School, The University of Queensland, Australia, to design an acceptable model of research skills workshops for medical students and rural health professionals. Eight, interactive research skills workshops focused on skill development were conducted in rural Queensland,…

Lasserre, Kaye E.; Moffatt, Jennifer J.

2013-01-01

126

Preschool Educators' Sustained Professional Development in Young Children's Mathematics Learning  

ERIC Educational Resources Information Center

This paper investigates the effects of a sustained professional development project in South Australia in which a small group of preschool educators worked with the authors to develop their own knowledge and skills in facilitating young children's mathematical learning. Through the development of an approach to pedagogy that linked the mandated…

Perry, Bob; Dockett, Sue; Harley, Elspeth

2007-01-01

127

Preschool Educators' Sustained Professional Development in Young Children's Mathematics Learning  

Microsoft Academic Search

This paper investigates the effects of a sustained professional development project in South Australia in which a small group of preschool educators worked with the authors to develop their own knowledge and skills in facilitating young children's mathematical learning. Through the development of an approach to pedagogy that linked the mandated learning outcomes for preschools in South Australia to powerful

Bob Perry; Sue Dockett; Elspeth Harley

128

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

129

Educational Technology Professional Development Program.  

ERIC Educational Resources Information Center

The California State University (CSU) has established the Educational Technology Professional Development Program, designed to encourage institutions of higher education and K-12 organizations to work together to help teachers use technology in their classrooms. The program is intended to help teachers reach the highest level of competency in the…

Ivers, Karen S.

130

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.

131

Proposal for Professional Development Schools.  

ERIC Educational Resources Information Center

This paper discusses the reluctance of Israeli inservice teachers to assume the role of mentor to student teachers in their classrooms, proposing an alternative Professional Development School (PDS) model as a starting point for rethinking ways to recruit teachers into this role. In this model, two student teachers assume full responsibility for 1…

Rajuan, Maureen

132

Development, Validation and Implementation of Continuous Professional Development Programmes for Community Pharmacists  

PubMed Central

In India, structured continuous professional development modules are not available to update the knowledge and skills of the practicing community pharmacists. A prospective study was designed to develop, validate and implement continuous professional development modules and to assess the impact of training programme on knowledge and skills of community pharmacists. Modules were developed by referring to standard texts and data bases and were validated for the content. The impact of training programme on pharmacists’ knowledge and skills was assessed using suitably designed pre and post training knowledge attitude and practice questionnaires, pre and post training questionnaires for individual continuous professional development training sessions, pre and post training patient counseling skill assessment, blood pressure measurement skill assessment and capillary blood glucose check-up skill assessment check-lists. Data was analyzed by applying suitable statistical methods using InStat version 3.01 statistical software. Fourty eight community pharmacists were enrolled in to the study. A statistically significant (P<0.05) improvement was observed in post training knowledge attitude and practice scores and in post training scores of individual training sessions. A statistically significant (P<0.05) improvement was also observed in post training scores of professional skills such as Patient counseling, capillary blood glucose recording and blood pressure measurement skills. The study findings conclude that continuous training updates the knowledge and skills in practicing the pharmaceutical care in their pharmacies. PMID:21694985

Adepu, R.; Shariff, A.

2010-01-01

133

GPS Workshops at UTSC: Winter Term 2014 For information about the Graduate Professional Skills program and how UTSC workshops count for credit in that  

E-print Network

GPS Workshops at UTSC: Winter Term 2014 For information about the Graduate Professional Skills://www.sgs.utoronto.ca/currentstudents/Pages/Professional-Development.aspx (look under "GPS Offerings"). Except for Graduate Professional Day offerings, please register and lunch are included. Attendance at three sessions and a written assessment of each is required for GPS

Boonstra, Rudy

134

Teaching office-based couples counseling skills: enhancing residents professional and personal relationship skills.  

PubMed

Effective communication skills are essential for: 1) developing therapeutic physician-patient relationships; 2) negotiating within healthcare teams; and 3) maintaining meaningful personal relationships. This article describes a behavioral science seminar designed to teach residents the fundamentals of couple dynamics and familiarize them with a variety of tools for enhancing communication skills. The seminar consists of a didactic portion, a review of learning materials and instructional DVD, and group discussion. Learning objectives include: a) recognizing the developmental stages of relationships; b) identifying potential communication barriers; and c) use of communication skills tools in three contexts including patient care, healthcare teams, and personal relationships. The seminar is conducted for third-year residents on an annual basis; concepts and materials are reinforced throughout all 3 years of training. PMID:25084857

Stern, Patricia J; Carlton, Janice C

2014-01-01

135

Developing research skills in medical students: AMEE Guide No. 69.  

PubMed

This Guide has been written to provide guidance for individuals involved in curriculum design who wish to develop research skills and foster the attributes in medical undergraduates that help develop research. The Guide will provoke debate on an important subject, and although written specifically with undergraduate medical education in mind, we hope that it will be of interest to all those involved with other health professionals' education. Initially, the Guide describes why research skills and its related attributes are important to those pursuing a medical career. It also explores the reasons why research skills and an ethos of research should be instilled into professionals of the future. The Guide also tries to define what these skills and attributes should be for medical students and lays out the case for providing opportunities to develop research expertise in the undergraduate curriculum. Potential methods to encourage the development of research-related attributes are explored as are some suggestions as to how research skills could be taught and assessed within already busy curricula. This publication also discusses the real and potential barriers to developing research skills in undergraduate students, and suggests strategies to overcome or circumvent these. Whilst we anticipate that this Guide will appeal to all levels of expertise in terms of student research, we hope that, through the use of case studies, we will provide practical advice to those currently developing this area within their curriculum. PMID:22905661

Laidlaw, Anita; Aiton, Jim; Struthers, Julie; Guild, Simon

2012-01-01

136

Developing Science Process Skills through Directed Inquiry.  

ERIC Educational Resources Information Center

The Directed Inquiry Approach to Learning Science Process Skills and Scientific Problem Solving [DIAL(SPS)2] is described. Concept mapping, advance organizers, Vee diagrams, the theme approach, and focusing are used to help students develop science process skills. (KR)

Germann, Paul J.

1991-01-01

137

Practical Skills and Personality Development  

ERIC Educational Resources Information Center

Declarers of above average, average, and below average Practical Skills on the ACT Student Profile Report were compared on the basis of OPI personality scale scores by means of multivariate analysis of covariance. Results indicated significant differences by level of Practical Skill and no significant interaction between sex and practical skill

Rose, Harriett A.; Elton, Charles F.

1973-01-01

138

Developing Professionals: Student Experiences of a Real-Client Project  

ERIC Educational Resources Information Center

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

Fitch, Kate

2011-01-01

139

Integrating professional behavior development across a professional allied health curriculum.  

PubMed

Professional behaviors are an integral part of clinical practice in all allied health and medical fields. A systematic process for instruction, the education, and development of professional behaviors, cannot be taught in the same way that memorization of human anatomy or medical terminology is taught. One cannot expect professional behaviors to just appear in an individual upon graduation and entry into a health care field. Professional behavior development is an essential component of physical therapy professional education and is clearly defined through the guiding documents of the American Physical Therapy Association, which include 'A Normative Model of Physical Therapist Professional Education,' 'Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists,' and the 'Guide to Physical Therapist Practice.' Building a comprehensive and progressive curricular thread for professional behaviors can pose a challenge for a professional program and the core faculty. This paper will present a curricular model of weaving professional behaviors into a core entry-level professional curriculum using a specific curricular thread, activities for different levels of students, and assessment at each point in the path. This paper will demonstrate the potential for universal application of a professional behaviors. PMID:19759999

Tsoumas, Linda J; Pelletier, Deborah

2007-01-01

140

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

141

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

142

Healthcare professionals and management development  

Microsoft Academic Search

Discusses the impact of a self-governing hospital trust’s accredited management development programme designed for health-care professionals responsible for managing natural clinical groups. The programme was a dual qualification: a level 5 national vocational qualification in management, and a diploma in management. Identifies key issues resulting from this type of programme. Discusses participants’ evaluation of the two different formats for management

John Loan-Clarke

1996-01-01

143

Developing a Workplace Skills Course: Lessons Learned  

Microsoft Academic Search

The business community and educators have expressed concern about the deficiencies in students' skills, in particular communication, teamwork, thinking, and problem-solving skills. This article discusses the experience of implementing a course designed to develop and hone those skills, the faculty and student reaction to it, and the lessons learned. The article will provide a perspective for other educators who may

Norma C. Holter; Donald J. Kopka

2001-01-01

144

Study of Skill Development through Distance Education.  

ERIC Educational Resources Information Center

Examines the extent of attainment of managerial skills through distance education, the impact of multimedia on career of learners and the influence of acquired managerial skills on the managerial performance. Findings revealed that the multimedia materials helped greatly in the development of managerial skills, which facilitates the performance of…

Sreekumar, S. S.

1998-01-01

145

Developing students' English reading skills by developing teachers' teaching skills through action research  

Microsoft Academic Search

The importance of reading skills for a child's success cannot be emphasized enough. Effective reading skills give people the opportunity to learn new information about the world; reading opens doors to factual information about any subject. It is an important skill that needs to be developed in children. The purpose of this study was to develop students' English reading skills

Muhammad Nawaz

2010-01-01

146

From Professional Development to Professional Learning  

ERIC Educational Resources Information Center

"Training" certainly fit the factory model of education. To others, the word conjured images of what one does to animals, getting them to sit, roll over, and play dead. Few educators now describe their learning experiences as training. The word "development" may be an improvement, but just a small one. It evokes images of what someone does to…

Easton, Lois Brown

2008-01-01

147

MyTeachingPartner: An Innovative Model of Professional Development  

ERIC Educational Resources Information Center

Professional Development is an ideal way to ensure that early childhood teachers have the skills and knowledge they need to improve student achievement. Unfortunately, many teachers report that the workshops and in-services typically offered are of minimal value because they often do not relate to what is actually going on in their classrooms…

Hadden, D. Sarah; Pianta, Robert C.

2006-01-01

148

Multiplying the Effect of Professional Development: Teachers Training Teachers  

ERIC Educational Resources Information Center

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

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

2013-01-01

149

A Professional Development Program Evaluation: Teacher Efficacy, Learning, and Transfer  

ERIC Educational Resources Information Center

Although professional development is an important means of improving both teachers' skills and student outcomes, there is a dearth of high quality empirical research on the efficacy of such efforts. The efficacy of the Challenging Behavior Process was assessed using a mixed method approach which included the use of pre-, post-, and follow-up…

Tomonari, Dana Anne Miyuki

2012-01-01

150

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.

151

California State University Long Beach Employee Professional Learning & Development Plan  

E-print Network

consult with Staff Human Resources to determine the length and assessment periods of the plan. The length and Instructions A Professional Learning & Development Plan can be utilized to provide an employee with career an employee is required to learn new skills that are substantive and essential to his or her current position

Sorin, Eric J.

152

I’m an information professional - but what next?Where can your IP skills take you?  

Microsoft Academic Search

Personal statement, based on the author’s career path, demonstrating how to acquire new skills, roles and responsibilities, initially within a corporate environment, while still remaining fundamentally a business information professional. Emphasizes the need to seize opportunities, be ready to diverge and accept challenges outside the comfort zone. Stresses the importance of networking, and demonstrates how this can result in development

Helen Day

2006-01-01

153

Improved Professional Development Through Teacher Leadership  

Microsoft Academic Search

Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district's professional development model, which was evaluated to determine its potential in developing teacher leaders. This district's professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally

Wesley D. Hickey; Sandra Harris

154

Professional development and change in a learning organization.  

PubMed

There is a growing tendency for learning in the workplace to be seen as a managerial function rather than as the responsibility of educationalists. As managers prepare to take a more active role in facilitating professional education, they need to consider the extent to which their organizational arrangements help or hinder the learning of professional skills. There is a potential risk that the development of important clinical practice skills may be inadvertently overlooked, because of the kind of organizational arrangements in force. This paper outlines alternative approaches to organizational development, explaining the basis for implementing 'holographic principles' when planning a system. A situational analysis carried out in an inner-city community provider unit revealed an alternative, more directive and fragmented arrangement. The analysis is used to illustrate how a focus on developing the organization as a learning environment during periods of rapid and multiple change can also help to promote clinical nursing skills. PMID:7602006

Cowley, S

1995-05-01

155

An interventional model to develop health professionals in West Africa  

PubMed Central

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

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

2014-01-01

156

A Skills Perception Inventory for Evaluating Postgraduate Transferable Skills Development  

ERIC Educational Resources Information Center

This article reports on the development, application and results of a skills evaluation inventory which was specifically designed to provide quantitative feedback on the effects of a three-day residential training course attended by PhD students early in their research careers. The course was developed at Imperial College London, partly in…

Alpay, Esat; Walsh, Elaine

2008-01-01

157

Teacher Professional Leadership in Support of Teacher Professional Development  

ERIC Educational Resources Information Center

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

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

2011-01-01

158

Teacher professional leadership in support of teacher professional development  

Microsoft Academic Search

Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject

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

2011-01-01

159

Professional Doctoral Theses by Explication as Professional Management Development  

ERIC Educational Resources Information Center

Purpose: This paper aims to explain the nature, and identify the quality criteria of a doctoral thesis by explication for professional management development. Design/methodology/approach: A working definition of a professional doctoral explication thesis (DET) is proposed and substantiated by five experts. The paper takes a practical, educational…

Zuber-Skerritt, Ortrun

2007-01-01

160

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

161

Destination Arts Research Assistant Research & Professional Development  

E-print Network

Destination Arts Research Assistant Research & Professional Development Faculty of Education, York opportunities to support arts education initiatives in Ontario and beyond. RESEARCH PROJECT: All I FOR APPLICATIONS: August 27, 2014 or until filled DESTINATION ARTS, Research and Professional Development

162

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

163

Differentiating Teacher Professional Development with Design  

ERIC Educational Resources Information Center

Much research supports the benefits that quality professional development plays in impacting teacher quality. Experiences in professional development can affect a teacher's growth, the application of varied instructional techniques, and increase student learning. When professional development is well-planned, it can provide purpose, collaboration,…

MacFarlane, Bronwyn

2012-01-01

164

Professional Development Initiative. Proposal for Action  

ERIC Educational Resources Information Center

With the support of the Education Cabinet, the Z. Smith Reynolds Foundation launched the Professional Development Initiative in early 2004. The Initiative's Implementation Work Group focused on four key areas to enhance North Carolina's system of professional development for K-12 teachers. Those areas were: (1) Professional Development Online…

Center for Child and Family Policy, Duke University (NJ1), 2004

2004-01-01

165

Children's School October 2011 Professional Development Outreach  

E-print Network

Children's School October 2011 Professional Development Outreach Professional Development is a high priority at the Children's School because it supports our continuous quality improvement. For our high quality staff, much of our growth comes from preparing professional development experiences for other

166

An interpretative phenomenological analysis of how professional dance teachers implement psychological skills training in practice  

Microsoft Academic Search

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 revealed that all teachers used psychological skills training techniques such as goal setting

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

2011-01-01

167

Soft Skills: The New Curriculum for Hard-Core Technical Professionals  

ERIC Educational Resources Information Center

In this article, the authors talk about the importance of soft skills for hard-core technical professionals. In many technical professions, the complete focus of education and training is on technical topics either directly or indirectly related to a career or discipline. Students are generally required to master various mathematics skills,…

Bancino, Randy; Zevalkink, Claire

2007-01-01

168

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

169

Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model  

ERIC Educational Resources Information Center

Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

Santana Arroyo, Sonia

2013-01-01

170

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

171

Professional Development Coaches: Perceptions of Critical Characteristics  

ERIC Educational Resources Information Center

Current recommendations for achieving high-quality professional development for teachers include the creation of a professional learning community. Key to the success of this approach, however, is the role of the peer mentor or coach. This study examined the experiences and perceptions of 31 professional development coaches in order to highlight…

Ertmer, Peggy A.; Richardson, Jennifer; Cramer, Jeffry; Hanson, Laura; Huang, Wenhao; Lee, Yekyung; O'Connor, Debra; Ulmer, John; Um, Eun Joon

2005-01-01

172

On the Problem of Motor Skill Development  

ERIC Educational Resources Information Center

As a way to address the serious obesity epidemic in the United States, many physical education classes have become fitness centers designed to raise heart rates and burn calories. An unintended consequence of this emphasis on fitness, however, is the lack of attention to motor skill development. Motor skills do not develop miraculously from one…

Clark, Jane E.

2007-01-01

173

Developing Friendship Skills: Key to Positive Mainstreaming.  

ERIC Educational Resources Information Center

Introduces a model that incorporates the skills needed for developing friendships, with the purpose being to help students with disabilities and their nondisabled peers develop the skills necessary for forming lasting friendships. Concludes that positive mainstreaming will be achieved only when nondisabled students accept peers with disabilities.…

Evans, Elizabeth; Richardson, Rita C.

1989-01-01

174

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

ERIC Educational Resources Information Center

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

Neary, Siobhan

2014-01-01

175

For Better or Worse? The Marriage of Key Skills Development and On-line Learning.  

ERIC Educational Resources Information Center

Analysis of the University of Glamorgan's electronic learning module on employability and professional development demonstrates the feasibility of teaching transferable, "soft" skills online. Advantages compared with face-to-face include transparency, flexibility, development of information technology skills, openness, and teamwork; disadvantages…

Jones, Norah; Fitzgibbon, Karen

2002-01-01

176

Developing ICT skills of visually impaired learners  

Microsoft Academic Search

The purpose of this study is to reveal problems that visually impaired learners (VIL) encounter during developing information and communication technologies (ICT) skills and to suggest solutions for these problems. In this qualitative descriptive case study research, 10 VIL examined in point of their ICT skills in Izmir, Turkey. The actions of VIL while using computer were captured by screen

Ömer ?im?ek; Eralp Altun; Alev Ate?

2010-01-01

177

Developing Life Skills RAMFAM Association Meeting  

E-print Network

CE, Student Financial Services #12;"Although we are here first and foremost as students, college is so much · Life Skill Themes from 2012 Biennial Survey · Tips for Developing these Skills ­ Student testimonials;2012 Biennial Survey Themes · Managing stress · Making responsible choices & Problem-solving · Living off campus

Stephens, Graeme L.

178

Developing Teaching Skills in Physical Education.  

ERIC Educational Resources Information Center

This textbook attempts to clarify the nature of teaching during the field experience or simulation of that experience for student teachers. The text takes a data-based approach to the development of teaching skills. It is divided into seven chapters. The first chapter, "Systematic Improvement of Teaching Skills," is a narrative description of…

Siedentop, Daryl

179

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

180

Looking Beyond Content: Skill development for engineers  

E-print Network

Current concerns over reforming engineering education have focused attention on helping students develop skills and an adaptive expertise. Phenomenological guidelines for instruction along these lines can be understood as arising out of an emerging theory of thinking and learning built on results in the neural, cognitive, and behavioral sciences. We outline this framework and consider some of its implications for one example: developing a more detailed understanding of the specific skill of using mathematics in modeling physical situations. This approach provides theoretical underpinnings for some best-practice instructional methods designed to help students develop this skill and providesguidance for further research in the area.

Redish, Edward F

2008-01-01

181

Training for Collaboration: Collaborative Practice Skills for Mental Health Professionals  

ERIC Educational Resources Information Center

The purpose of the study was to identify skills that mental health practitioners need for successful collaborative practice in medical settings. Known experts in the field of collaborative health care completed a survey designed to elicit their suggestions about what is needed for successful collaborative care practice. Through qualitative…

Bischoff, Richard J.; Springer, Paul R.; Reisbig, Allison M. J.; Lyons, Sheena; Likcani, Adriatik

2012-01-01

182

LEARNING AND DEVELOPMENT Management and Professional Staff  

E-print Network

to Managers of Management and Professional Staff on the Learning and Development benefits supported and services which support the ongoing development of our employees. Learning and development opportunitiesLEARNING AND DEVELOPMENT GUIDELINES for Management and Professional Staff February 2014 #12;2 Table

Habib, Ayman

183

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

184

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

185

Teaching Death Management Skills: Health Professionals Confront Patient Avoidance Behavior.  

ERIC Educational Resources Information Center

Health professionals tend to view dying patients with two intertwined attitudes. On one hand the patient possesses an irreversible pathological condition and the doctor is obliged to help that patient embrace death with as much dignity as possible. On the other hand, the patient's imminent death is daily testimony to the limits of the doctor's…

Lanham, Raymond; And Others

186

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

187

Personalizing Professional Growth. Staff Development That Works.  

ERIC Educational Resources Information Center

This book presents ways in which a program of individualized professional development can be designed to function within the existing public school administrative and contractual structure. Eight models for professional development are presented, with a ninth option combining approaches: instruction-centered staff development, focused-training…

Marczely, Bernadette

188

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

189

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

190

Increasing student confidence in technical and professional skills through project based learning  

NASA Astrophysics Data System (ADS)

This work focuses on developing undergraduate students' technical and professional skills through a project-based spiral curriculum in the Agricultural & Biological Engineering department at Purdue that can be implemented campus wide. Through this curriculum, Purdue engineers will be prepared for leadership roles in responding to the global technological, economic, and societal challenges of the 21st century by exposure to the relationships between engineering and its impacts on real world needs and challenges. Project-based learning uses projects as the focus of instruction and has shown increased understanding, motivation, and confidence through application of engineering principles to real-world problems. The strength of a spiral curriculum is that it continually revisits basic ideas and themes with increasing complexity and sophistication. The proposed spiral curriculum incorporates the target attributes of the Purdue Engineer of 2020 through project based courses during sophomore, junior, and senior year. These courses will build on concepts taught during first year engineering as well. The Engineer of 2020 (NAE and Purdue) target attributes include strong technical and professional skills to solve societal and technological burdens. A prototype course has been developed, taught, and evaluated during the previous two fall semesters in the sophomore level of the Biological and Food Process Engineering curriculum. The target students met 3 hours a week in a traditional lecture setting plus 2 hours a week in a project based lab setting. The control group met only 3 hours a week in a traditional lecture setting. Peer and self assessment results from student surveys show increased confidence in every area surveyed. Focus groups revealed student reactions to the course. Students enjoyed the course but felt it difficult to handle ambiguity with project work. Future work includes course revisions to the content, assessment, and pedagogy of the prototype class, development of the remaining project courses in the curriculum, and increasing graduate student instruction in the courses to gain teaching and leadership experience.

Robinson, Alice L.

191

Strategic human resources management is irrelevant when it comes to highly skilled professionals in the Canadian new economy  

Microsoft Academic Search

The goal of this paper is to explain the commitment behaviour of highly skilled professionals in Canadian business-to-business (B2B) technology services companies that do not have a formal and explicit managerial commitment strategy and to emphasize the need to take the organizational context into consideration when developing a theory that seeks to account for differences in employee's organizational commitment. Our

Stéphanie Chasserio; Marie-Josée Legault

2009-01-01

192

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

193

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

194

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

Microsoft Academic Search

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

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

2009-01-01

195

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

ERIC Educational Resources Information Center

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

Brown, Jennifer A.; Woods, Juliann J.

2012-01-01

196

Continuing Professional Development: Suggestions for Effective Practice  

ERIC Educational Resources Information Center

Some of the recent debates and discourses about higher education have embraced the development of shared aims and values within the professional context. The opportunity to engage in critical reflexive pedagogy is being widely acknowledged as an important element in the continuing professional development in the sector. In this paper a case study…

Fleming, Scott; Shire, Jo; Jones, Dai; Pill, Amanda; McNamee, Mike

2004-01-01

197

The ASE's Continuing Professional Development Programme  

ERIC Educational Resources Information Center

ASE's Continuing Professional Development (CPD) programme is designed and run by people--teachers--who understand the pressures. They realise that the solution to good professional development is not to give the teacher extra work to do, but to draw added value from the tasks which the teacher is engaged in already or soon will be--and,…

Haigh, Gerald

2003-01-01

198

Critical Issues in Early Childhood Professional Development  

ERIC Educational Resources Information Center

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

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

2005-01-01

199

Ohio Physical Educators' Perceived Professional Development Needs  

ERIC Educational Resources Information Center

This dissertation describes research designed to investigate the influence of select teacher and school characteristics on the perceived professional development needs of in-service physical educators in the state of Ohio. Data were collected using a self-report survey instrument comprised of the Professional Development Needs…

Hovatter, Rhonda

2010-01-01

200

OHRM Professional Development & Learning Management PROGRAM SCHEDULE  

E-print Network

OHRM Professional Development & Learning Management PROGRAM SCHEDULE Spring 2013 (February 2013 Wednesday, March 13, 9:00 AM ­ 5:00 PM Location: Central Office at 41 st Street Managerial Styles (PDP461;OHRM Professional Development & Learning Management PROGRAM SCHEDULE Spring 2013 (February 2013 ­ June

Qiu, Weigang

201

OHRM Professional Development & Learning Management PROGRAM SCHEDULE  

E-print Network

OHRM Professional Development & Learning Management PROGRAM SCHEDULE Fall 2013 (September 2013: Using Styles, Graphics, Symbols, Charts & Translation (WTT131A) For All Staff Friday, October 18, 9 Professional Development & Learning Management PROGRAM SCHEDULE Fall 2013 (September 2013 ­ January 2014) www

Qiu, Weigang

202

Professional Development Delivered Right to Your Door  

ERIC Educational Resources Information Center

During the past five years, the authors have collaborated to provide elementary school teachers with professional development that focuses on both mathematical content and pedagogy. All the professional development was created in keeping with the best practices. Many conversations evolved around the role of a coach and the most effective ways to…

Breyfogle, M. Lynn; Spotts, Barbara

2011-01-01

203

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

204

Significant Trends in Professional Development  

ERIC Educational Resources Information Center

Six trends are given that point to changing roles and responsibilities for vocational education professional personnel in the years ahead. A rationale is built up to support this thesis and a description of how these six trends are being implemented. (Editor/HD)

Adams, Dewey A.

1976-01-01

205

Developing a Professional Learning Community  

ERIC Educational Resources Information Center

Professional Learning Communties (PLCs) school reform movement that is grounded in decades of research. The purpose of this research was to investigate whether or not a PLC would help in cultivating a culture of learning and collaboration at a small charter school in Delaware. The research involved interviews of teachers, administrators and a data…

Herrera, Charmaine M.

2012-01-01

206

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

207

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

208

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

209

Looking beyond the Undergraduate Classroom: Factors Influencing Service Learning's Effectiveness at Improving Graduate Students' Professional Skills  

ERIC Educational Resources Information Center

This study provides a greater understanding of which factors influence the effectiveness of service learning projects at improving graduate students' professional skills. Data for this study was gathered from students in eight Master of Public Administration (MPA) courses taught during two semesters at a large state university. Younger students…

Lu, Yi; Lambright, Kristina T.

2010-01-01

210

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

211

Life skills development through sport: current status and future directions  

Microsoft Academic Search

This review is designed to summarize and critique current life skills through sport research. In particular, life skills are defined, the conditions needed to examine life skills development are explored, and the possible theoretical explanations of how, when, under what conditions and why life skills develop in sport participants are discussed. A heuristic model of coaching life skills is offered.

Daniel Gould; Sarah Carson

2008-01-01

212

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

213

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

214

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

215

Developing professionalism within a regulatory framework in England: challenges and possibilities  

Microsoft Academic Search

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 professional roles, as routes to creating a

Linda Miller

2008-01-01

216

Extension's Capacity to Deliver Quality Early Childhood Professional Development  

ERIC Educational Resources Information Center

In recent years much attention has focused on the role of enhancing a teacher's professional knowledge and skills in helping to improve the quality of early care experiences for young children birth-5. In the study reported here, an environmental scan of the early childhood professional development programs offered within the Extension system…

Durden, Tonia R.; Mincemoyer, Claudia C.; Gerdes, Jennifer; Lodl, Kathleen

2013-01-01

217

Human Resource Consulting Education: Professional Development for the Personnel Consulting Industry.  

ERIC Educational Resources Information Center

Interviews and surveys of 200 personnel consultants revealed an urgent need for basic and ongoing professional development education and for national competence standards and accreditation. Skill needs clustered in three categories: recruitment, selection, and sales/marketing. Professional education should recognize lifelong learning, take…

Bone, John

1996-01-01

218

Early Childhood Educators Teaching and Learning in Professional Learning Communities: A New Approach to Professional Development for Preschool Teachers in a Southern California School District  

ERIC Educational Resources Information Center

Early childhood education teachers have been challenged with the demands for accountability in literacy and English language development, as well as kindergarten readiness skills of preschool children. Researchers have studied professional learning communities (PLCs) as a framework for professional development and student achievement. However, few…

Fairfield, Robin

2011-01-01

219

The Development of University Leaders: Supporting the Professional Development Needs of University Presidents  

Microsoft Academic Search

Leading the modern university requires skills that many presidents lack, particularly if they have pursued a traditional academic career prior to the presidency. Although subordinate administrative positions such as deanships provide some preparation and training, ongoing professional development is critical to ensuring the president's ability to manage an increasingly complex institution. Preparing the University Leader The career path of the

Isabella D. Losinger

220

Pantomime: Developing Imaginative Performance Skills.  

ERIC Educational Resources Information Center

Having defined pantomime as the art of communicating ideas and emotions without dialogue, this report stresses the role of the body in suggesting an idea, impression, sensation, or character and offers a series of exercises to help develop the muscular coordination and graceful movement characteristic of good pantomime technique. The first series…

Ratliff, Gerald Lee

221

Low compression tennis balls and skill development.  

PubMed

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 PointsLCB may aid skill learning in tennis.Qualitative indicators.Statistical evidence not conclusive.Further studies of larger groups recommended. PMID:24357952

Hammond, John; Smith, Christina

2006-01-01

222

Mapping the MIS Curriculum Based on Critical Skills of New Graduates: An Empirical Examination of IT Professionals  

ERIC Educational Resources Information Center

MIS curricula research almost always focuses on either curriculum issues or the critical skills required of new MIS graduates, rarely both. This study examines both by determining the critical skills required of new graduates, from the perspective of IT professionals in the field, then uniquely mapping those skills into a comprehensive yet…

Downey, James P.; McMurtrey, Mark E.; Zeltmann, Steven M.

2008-01-01

223

Work, Skills Development for Employability and Education for Sustainable Development  

ERIC Educational Resources Information Center

This article focuses on the radical changes taking place in skills development for work and life, and their implications for the content of education and schooling. It examines skills development for employability and workforce education, with particular reference to technical and vocational education and training (TVET). In turn, it is argued…

Maclean, Rupert; Ordonez, Victor

2007-01-01

224

What Learner-Centered Professional Development Looks like: The Pilot Studies of the InterMath Professional Development Project  

ERIC Educational Resources Information Center

In recent years professional developers have reached a consensus about what constitutes effective professional development, referred to in the literature as "learner-centered professional development." InterMath is a professional development project that was developed to address the recommendations for high quality professional development for…

Orrill, Chandra Hawley

2006-01-01

225

Methods and Strategies: Developing Investigative Skills Purposefully  

NSDL National Science Digital Library

Members of a team of educators and university students participating in the project, Pittsburgh Partnership for Energizing Science in Urban Schools, addressed the issue of helping students develop investigative skills within the context of an introductory science unit for fourth graders. The unit focuses on data-collection techniques and is a component of the district's required curriculum. It contains four hands-on investigations, each involving a different technique: rubbing, carbon printing, chromatography, and reflecting. The approach described here can be used as a model to transform the skills learned in a science classroom from general to investigative ones.

Wittfeldt, Claudia; Cartier, Jennifer; Paul, John; Pellathy, Stephen L.

2007-11-01

226

Interpersonal Skills Development with Special Education.  

ERIC Educational Resources Information Center

Investigated with 17 special education practicum students was the effectiveness of structured experiences designed to foster interpersonal skill development. Administered as pre- and post-tests were the Helping Relationship Inventory, the Personal Orientation Inventory, and the Firo-B. Following a group workshop, the Ss differed significantly from…

Brown, Nina W.; And Others

227

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

228

Skill Development in India: An Examination  

ERIC Educational Resources Information Center

Skill development has been a major policy agenda of the Indian government in the past few years. This paper sheds light on the current scenario and labour market outcomes of vocationally trained population. The paper is based on data from two recent rounds of nationally representative employment and unemployment survey. The paper shows that 2.4%…

Agrawal, Tushar

2014-01-01

229

Developing and Assessing College Student Teamwork Skills  

ERIC Educational Resources Information Center

Some form of team-oriented work is employed in most, if not all, organizations today. It would seem, then, that an important role for higher education should involve developing critical teamwork skills among students so as to prepare them for success in life. This very point was highlighted in a 2009 poll conducted on behalf of the Association of…

Hughes, Richard L.; Jones, Steven K.

2011-01-01

230

Developing Electronic Performance Support Systems for Professionals.  

ERIC Educational Resources Information Center

This paper discusses a variety of development strategies and issues involved in the development of electronic performance support systems (EPSS) for professionals. The topics of front-end analysis, development, and evaluation are explored in the context of a case study involving the development of an EPSS to support teachers in the use of…

Law, Michael P.; And Others

231

Professional Development and Learning Management CUNY PROFESSIONAL DEVELOPMENT PROGRAM  

E-print Network

and changing priorities, developing effective office routines, better communication, increased motivation in their work day. Participants will identify unproductive work habits and learn a wide array of time management as the cornerstones of developing productive work habits. Participants will identify strategies that fit their work

Qiu, Weigang

232

COLLEGE OF ENGINEERING DOCTORAL STUDENT PROFESSIONAL DEVELOPMENT FUND Date________________  

E-print Network

, INCLUDING completion of the COE Doctoral Student Professional Development form (on reverse side). 3. On the COE Doctoral Student Professional Development form (reverse), the Graduate Student Senate indicatesCOLLEGE OF ENGINEERING DOCTORAL STUDENT PROFESSIONAL DEVELOPMENT FUND Date

Houston, Paul L.

233

Development of white matter and reading skills.  

PubMed

White matter tissue properties are highly correlated with reading proficiency; we would like to have a model that relates the dynamics of an individual's white matter development to their acquisition of skilled reading. The development of cerebral white matter involves multiple biological processes, and the balance between these processes differs between individuals. Cross-sectional measures of white matter mask the interplay between these processes and their connection to an individual's cognitive development. Hence, we performed a longitudinal study to measure white-matter development (diffusion-weighted imaging) and reading development (behavioral testing) in individual children (age 7-15 y). The pattern of white-matter development differed significantly among children. In the left arcuate and left inferior longitudinal fasciculus, children with above-average reading skills initially had low fractional anisotropy (FA) that increased over the 3-y period, whereas children with below-average reading skills had higher initial FA that declined over time. We describe a dual-process model of white matter development comprising biological processes with opposing effects on FA, such as axonal myelination and pruning, to explain the pattern of results. PMID:23045658

Yeatman, Jason D; Dougherty, Robert F; Ben-Shachar, Michal; Wandell, Brian A

2012-10-30

234

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

235

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

236

Homeopathy as elective in undergraduate medical education - an opportunity for teaching professional core skills  

PubMed Central

Aim: The evaluation of medical students' perceptions regarding an elective study course in Homeopathy in which small groups have participated annually for six years, at the Institute for General Practice and Family Medicine at the Otto Von Guericke University, Magdeburg. The course was assessed in terms of concept, delivery, and influence on students' professional development. Methodology: Since the autumn term of 2008/09, three group discussions have been conducted with thirty of the course participants (3 total electives). These discussions were semi-structured and guided by central topics; the analysis was qualitative and guided by content. Results: The overall concept and implementation of the course were very successful. The main learning themes, that is, an emphasis on a more holistic and individual view of patients and the importance of a cooperative partnership between doctor and patient, were positively rated, regardless of the students' attitudes towards homeopathy. Their assessment was based on their previous experience and a comparison with conventional medical education. Conclusion: Homeopathy as an elective subject is not only useful for acquiring specific knowledge in integrative medicine, but also important as a means of developing physicians' core skills that are often not well considered in conventional medical education. PMID:24575158

Lehmann, Bianca; Kremer, Brigitte; Werwick, Katrin; Herrmann, Markus

2014-01-01

237

Pre-Professional Skills Test Scores as College of Education Admission Criteria  

Microsoft Academic Search

The authors examined aspects of concurrent, predictive, and consequential validity evidence of the Pre-Professional Skills Test (PPST) scores as college of education admission criteria. American College Test (ACT) scores and PPST subtest scores of 372 graduates, and PPST scores, undergraduate grade point averages (GPAs), and student-teaching ratings of 1,062 graduates of a southwestern urban teacher education program were investigated. Findings

Audrey Mikitovics; Kevin D. Crehan

2002-01-01

238

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

239

Principles for Professional Development: AFT's Guidelines for Creating Professional Development Programs That Make a Difference.  

ERIC Educational Resources Information Center

Professional development for teachers is a continuous process of individual and collective examination of practice. This publication first identifies reasons why traditional staff development often fails and several prerequisites for effective professional development. These include establishing real stakes for students; providing incentives for…

American Federation of Teachers, Washington, DC.

240

Why Do Contractors Contract? The Experience of Highly Skilled Technical Professionals in a Contingent Labor Market.  

ERIC Educational Resources Information Center

A study of why 52 highly skilled technical contractors accepted contingent employment found that contracting paid better than permanent employment. However, they felt anxiety and estrangement; networks were developed to address needs such as training. Highly skilled contingent workers form a triad with employing companies and intermediaries such…

Kunda, Gideon; Barley, Stephen R.; Evans, James

2002-01-01

241

We offer the following online soft-skills training courses that allow members to further their personal and professional development. These self-paced trainings range from 30 to 60  

E-print Network

Communication Conflict Intervention Presentation Skills Providing Effective Feedback Applying Leadership and Avoiding Burnout Recognizing and Managing Anger Time Management Delegating Managing Projects

Aalberts, Daniel P.

242

Business Problems Analysis: An integrated skills development  

Microsoft Academic Search

Business Problems Analysis (B.P.A.), a skills based course, is a core component of the B.A. Buslness Studies Degree at Hatfield Polytechnlc. Thls course, which has been running for six years, has very little formal input, rather, students, individually and in groups, experience a range of tasks which are designed to develop their personal competences. These competences are needed throughout working

Ian Spurr; Jerry Forrester

1991-01-01

243

Business problems analysis: An integrated skills development  

Microsoft Academic Search

Business Problems Analysis (B.P.A.), a skills based course, is a core component of the B.A. Buslness Studies Degree at Hatfield Polytechnlc. Thls course, which has been running for six years, has very little formal input, rather, students, individually and in groups, experience a range of tasks which are designed to develop their personal competences. These competences are needed throughout working

Ian Spurr; Jerry Forrester

1991-01-01

244

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

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

Center for Professional Development and Business Research  

E-print Network

Exhibition Hall, Brown Room, The Ranch, Loveland The Ranch is located directly adjacent to I-25, just NorthCenter for Professional Development and Business Research Certificate in Supply Chain Management analysis, sourcing strategy development, supplier selection and evaluation, supplier integration, supplier

Rutledge, Steven

247

Young Adult Literature and Professional Development  

Microsoft Academic Search

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 their own work in this area, the authors

Jacqueline Bach; Laura Hensley Choate; Bruce Parker

2011-01-01

248

Postgraduate and Professional Development College of Education  

E-print Network

(Literacy) PGDipED(Literacy) 15 Postgraduate Diploma in Education (Teaching and Learning Languages) PGDip in Health Sciences PGDipHealSc 32 Postgraduate Diploma in Specialist Teaching (Complex Educational NeedsDevelop. Postgraduate and Professional Development College of Education 2014Education #12;Contents

Hickman, Mark

249

Postgraduate and Professional Development College of Education  

E-print Network

(Literacy) PGDipED(Literacy) 15 Postgraduate Diploma in Education (Teaching and Learning Languages) PGDip Support CertLS 25 Doctor of Philosophy in Health Sciences PhD 26 Master of Education with CertificateDevelop. Postgraduate and Professional Development College of Education 2013Education #12;Contents

Hickman, Mark

250

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

251

Personal Development Competency Project Professional Services  

E-print Network

36 Learning resources: a professional's toolkit 53 The PDP Support Centre 54 Learning Styles 54 provision will need to become more flexible and take account of individual learning styles and circumstances. · Learning and development system Staff Learning and Development (SLD) offer a number of courses aimed

Bearhop, Stuart

252

Embracing Coaching as Professional Development  

ERIC Educational Resources Information Center

Because the author and his colleagues at the Center for Leadership and Learning Communities believe that instructional coaching is one of the most exciting developments in education in a long time, they have examined the questions this new strategy has raised for education leaders: Should coaching replace some traditional forms of teacher…

Driscoll, Mark J.

2008-01-01

253

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

254

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

255

Pathways to Play: Developing Play Skills in Young Children.  

ERIC Educational Resources Information Center

Play skills are vital to a child's overall healthy development. However, the training many caregivers receive may not include extensive information on play skills. This book presents a play checklist to help caregivers observe children's play skills, pinpoint play skills on which children need to work, and plan goals for improving those play…

Heidemann, Sandra; Hewitt, Deborah

256

The effects of professional development related to classroom assessment on student achievement in science  

NASA Astrophysics Data System (ADS)

This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

Mazzie, Dawn Danielle

257

Mentoring Cambodian and Lao health professionals in tobacco control leadership and research skills  

PubMed Central

Design The aim of the programme was to ultimately affect public health practice and policy in the Kingdom of Cambodia and Lao People's Democratic Republic (Lao PDR) by training key health professionals to conduct tobacco control research. Setting Encouraged by the World Health Organization's Framework Convention on Tobacco Control, a global partnership formed to build effective leadership to develop and guide national tobacco control agendas. The partners were the Ministries of Health (Cambodia and Lao PDR), non?government organisations (Adventist Development and Relief Agency in Cambodia and Laos) and an academic institution (Loma Linda University, Loma Linda, California, USA). Subjects 16 health professionals, 10 from Cambodia and 6 from Lao PDR, were selected by local advisory committees to enter a two?year, intensive tobacco research graduate certificate and research training programme. Intervention We developed a “Global Tobacco Control Methods” (GTCM) 28 unit certificate programme that was offered in five sessions from September 2003 to September 2005 at the National Institute of Public Health, Phnom Penh, Cambodia. As part of their coursework, the 16 trainees actively participated in the development and implementation of two research projects. In the first project, “Healthy Doc Healthy Patient” (HDHP), trainees adapted an existing, self?administered questionnaire designed to assess health practices and beliefs of medical students in Cambodia and Lao PDR. The second project involved the design of a national prevalence of tobacco use and health beliefs study in Cambodia using a multi?stage, cluster sample method. Trainees were sponsored to attend and present at international tobacco control conferences to enhance their awareness of the tobacco epidemic. Results As of September 2005, 14 trainees (8 from Cambodia and 6 from Lao PDR) completed the courses in the GTCM certificate programme. The HDHP study sampled four medical school classes (years 3, 4, 5 and 6) in both Cambodia (n??=??330, 71.1% response rate) and Lao PDR (n??=??386, 87.3% response rate). As part of the Cambodian adult tobacco prevalence study in Cambodia, 13?988 adults (ages ??18 years) were interviewed from all 22 provinces during the summer of 2005. Over the two years, more than half of the trainees participated substantially in local and regional tobacco control and research activities. Programme challenges included the trainees' limited English language and computer proficiency skills, both of which improved during the two years. Conclusions With the successful completion of the certificate programme, the remaining two years of the grant will be used to prepare the trainees for positions of leadership within their Ministries of Health and other agencies to implement effective tobacco control policies based on locally?derived research findings. PMID:16723675

Ferry, L Hyder; Job, J; Knutsen, S; Montgomery, S; Petersen, F; Rudatsikira, E; Singh, P

2006-01-01

258

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.

259

Instructional Technology Professional Development Evaluation: Developing a High Quality Model  

ERIC Educational Resources Information Center

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

Gaytan, Jorge A.; McEwen, Beryl C.

2010-01-01

260

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

261

Promoting Professional Development in Undergraduate Engineering Using Laboratory Team Projects: A Case Study  

NSDL National Science Digital Library

Good professional communication skills and the ability to work in teams are critical skills demanded by engineering companies. Further, in order to maintain competitiveness and to work in the global marketplace, engineering companies are increasingly supporting the creation and use of professional standards that are developed by engineering societies. Unfortunately, many undergraduates have historically received little or no education regarding this aspect of engineering. This paper describes the efforts to provide students with laboratory-based projects which provide students with significant exposure to professional engineering standards and practices. These projects require the students to read professional standards that pertain to the particular topic under study and to operate vehicles while using professional automotive engineering tools.

Davis, Gregory; Hoff, Craig

2011-06-27

262

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

263

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

264

Skills-Focused Career Development. Facilitator's Manual and Personal Skill Profile.  

ERIC Educational Resources Information Center

This facilitator's manual, together with the SkillScan deck of cards for career counseling, uses proven concepts, techniques, and exercises to help counselors and trainers help clients do the following: (1) develop career options based on skills; (2) evaluate career change opportunities to optimize their skills and interests; and (3) prepare…

Beckhusen, Lesah

265

The physiotherapy undergraduate curriculum : a case for professional development.  

E-print Network

??This study focuses on physiotherapy professional development and professional education and the multitude of theoretical, practical and political forces that shape and influence physiotherapy education.… (more)

Ramklass, Serela Samita.

2006-01-01

266

Professional Development for School Library Media Professionals: Elements for Success  

ERIC Educational Resources Information Center

The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being…

Brown, Carol A.; Dotson, Lana Kaye; Yontz, Elaine

2011-01-01

267

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

268

Professional Development Training. ACTWU Insurance Department.  

ERIC Educational Resources Information Center

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

Martin, Sabrina Budasi

269

The Promise of Community in Professional Development.  

ERIC Educational Resources Information Center

This paper examines a Midwestern site of the National Writing Project for teachers, a professional development summer institute that fosters collaborative learning, increases teacher confidence and enthusiasm, and promotes reflection. The examination involves observations of and interviews with 19 Midwestern Writing Project (MWP) participants and…

Hicks, Jean Wolph

270

Supply Chain Management Strategy PROFESSIONAL DEVELOPMENT SEMINAR  

E-print Network

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

Gilchrist, James F.

271

Professional Development of International Teaching Assistants  

ERIC Educational Resources Information Center

The volume is organized around three aspects of professional development for international teaching assistants: Part 1: Grounding Practice in Research and Researching Practice; Part 2: Beginnings, Challenges, and Growth; and Part 3: Collaborative Practices and Partnerships Across Disciplines. Change, progress, and commitment are themes that are…

Kaufman, Dorit, Ed.; Brownworth, Barbara, Ed.; Burton, Jill, Ed.

2006-01-01

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

Development of Teaching Objectives in Professional Ethics  

ERIC Educational Resources Information Center

Described is the process involved in the development of teaching objectives for a university graduate course in professional ethics, limited to the human service professions of education, business administration, social work, and the ministry. A model of the five-step process is presented, and a bibliography is provided. (JMD)

Klimes, Rudolf E.

1978-01-01

274

Shared Leadership in a Professional Development Center.  

ERIC Educational Resources Information Center

The Puget Sound Professional Development Center (PSPDC) was established in 1989 as a partnership between the University of Washington and four middle schools. PSPDC has created collaborative and substantial teacher leadership roles. In performing the role of teacher leader coordinator (TLC), teachers: (1) were fully participating members of the…

Romerdahl, Nancy Sue

275

Rural Outreach and Early Childhood Professional Development  

ERIC Educational Resources Information Center

In an attempt to meet the growing professional development needs of early childhood practitioners in North Carolina, Winston-Salem State University (WSSU) is reaching out to the rural areas of North Carolina by offering programs that will certify North Carolina teachers in birth through kindergarten education (BKE). In this article, the author…

Warren, Claudia; Hamlin, Kay

2005-01-01

276

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

277

Lesson Study for Professional Development and Research  

ERIC Educational Resources Information Center

In this paper we demonstrate that "lesson study" may be adapted from its primary use as a professional development strategy for use as a research strategy, especially to identify principles of good lesson design. We report on a project undertaken in two Australian secondary schools where lesson study research was used to investigate the design of…

Pierce, Robyn; Stacey, Kaye

2011-01-01

278

Inquiry and Accountability in Professional Development Schools  

ERIC Educational Resources Information Center

To provide a deeper understanding of issues related to collaborative reconstruction and simultaneous renewal, the author provides a historical perspective of professional development schools (PDSs) and an overview of the National Council for Accreditation of Teacher Education PDS standards and assessment process, with a focus on inquiry and…

Trachtman, Roberta

2007-01-01

279

Conditions for Student Teacher Professional Development  

ERIC Educational Resources Information Center

The rapidly changing nature of Europe and of education and culture that includes conditions for student teacher professional development is generated by the democracy transition from opportunity to choose towards qualities and purposes in the context of cultural and educational globalization. Conditions of contribution applied to enhance student…

Zascerinska, Jelena

2010-01-01

280

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

281

A Professional Development Framework for Online Teaching  

ERIC Educational Resources Information Center

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

Baran, Evrim; Correia, Ana-Paula

2014-01-01

282

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

283

The Professional Development of Graduate Teaching Assistants.  

ERIC Educational Resources Information Center

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

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

284

Simultaneous Renewal through Professional Development School Partnerships  

ERIC Educational Resources Information Center

The authors describe the premises, processes used, and outcomes of a K-16 simultaneous renewal model, as implemented through the Kansas State University Professional Development School Partnership Project. The goal of this partnership is to improve K-12 teaching and learning while improving a university teacher-preparation program through…

Shroyer, Gail; Yahnke, Sally; Bennett, Andrew; Dunn, Cindi

2007-01-01

285

Designing Professional Development around the Common Core  

E-print Network

Designing Professional Development around the Common Core Standards for Mathematical Practice Preparation of Teachers: The Impact of the Common Core State Standards Initiative January 7, 2012 #12;The Standards for Mathematical Practice #12;The Standards for Mathematical Practice "varieties of expertise

Belding, Juliana

286

Professional Development in Tough Financial Times  

ERIC Educational Resources Information Center

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

Gandel, Paul B.; Golden, Cynthia

2004-01-01

287

Moving toward Teamwork through Professional Development Activities  

ERIC Educational Resources Information Center

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

Fitzgerald, Meghan M.; Theilheimer, Rachel

2013-01-01

288

Professional Development for Mid-level Mathematics.  

ERIC Educational Resources Information Center

The purpose of this investigation was to identify the changes in (n=8) inservice teachers' conceptions or knowledge structures of mathematics and subject specific pedagogy as the teachers participated in a two-year pilot professional development program and began teaching middle school mathematics. Data collection consisted of a questionnaire,…

Scholz, Janet M.

289

Professional Development They Will Cheer for!  

ERIC Educational Resources Information Center

Provides suggestions for media specialists to conduct effective and motivating professional development for teachers. Highlights include making examples that teachers can use in their classrooms, small- versus large-group instruction, providing a printed agenda and handouts, using an instructional assistant, sticking to a schedule while breaking…

Skeele, Linda

1999-01-01

290

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

291

Professional Development through Faculty Learning Communities  

ERIC Educational Resources Information Center

Faculty learning communities (FLC) provide opportunities for professional development and personal growth within university settings. Some FLC are structured; others are unstructured. Faculty at a mid-sized Midwestern state university were asked a series of close- and open-ended questions that examined the reasons for and benefits from their…

Glowacki-Dudka, Michelle; Brown, Michael P.

2007-01-01

292

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

293

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

294

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

NASA Astrophysics Data System (ADS)

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 this secondary science PDS? How do mentor teachers' perceive teaching science through inquiry in the context of this secondary science Professional Development School? In what ways do mentor teachers view themselves as participants in a community of learners within the PDS context? Seven secondary science mentor teachers were purposefully selected as participants based on their commitment to mentor a pre-service science education intern for one school year. The primary sources of data were two semi-structured interviews, one taken early in the school year, and the other taken near or at the end of the school year. Other sources of data were participant mentor journal entries, focus group notes, written mentor responses to an inquiry prompt and professional development prompt, and the Secondary Science Professional Development Handbook which the participant/focus group generated. These additional data sources were used to help reach consensus as well as add richness to the study. Data were analyzed initially using the grounded theory qualitative software ATLASti (1997), to discover codes and patterns of connectivity. Results of initial analysis were compared with subsequent data analysis, and member check for clarification and consensus. Mentors in this study identified six dimensions which influenced their professional development. Five of these enhanced their practice. These were: benefits, roles, goals, preparation, and support. Participants also identified barriers which inhibited their professional growth. The most significant of these was isolation. In addition, multiple and diverse patterns of connectivity which cut across all six of the previous dimensions and changed with time were identified. These were: (1) Mentors' reflection on their practice, and (2) Mentors' focus and self-view which connected them to their interns and their practice. The theory generated from this study is: Mentor teachers' professional development is mediated by interns in the context of a science PDS. The three supporting assertions for this theory are: (1) Mentors' reflection, focus and self-view influenced the extent of their professional development, (2) The PDS partnership mentor/intern pair successfully negotiated and collaborated, but in isolation, and (3) Mentor/intern pairs developed models of teaching science through inquiry. This study's finding were used as a basis of recommendations for research and practice.

Kreamer, Sherry Maureen

295

A Coordinated Approach to Curricular Review and Development in Undergraduate Geoscience Programs: Using a Matrix to Identify and Track Skills and Skill Development  

NASA Astrophysics Data System (ADS)

One approach to curriculum review and development is to construct a matrix of the desired skills versus courses in the departmental curriculum. The matrix approach requires faculty to articulate their goals, identify specific skills, and assess where in the curriculum students will learn and practice these skills and where there are major skills gaps. Faculty members in the Geology Department at Carleton College developed a matrix of skills covered in geology courses with the following objectives: 1) Geology majors should begin their "senior integrative exercise" having practiced multiple times all of the formal steps in the research process (recognizing problems, writing proposals, carrying out a project, reporting a project in several ways); 2) Geology majors should learn and practice a variety of professional and life skills life (e.g. computer skills, field skills, lab skills, and interpretive skills).The matrix was used to identify where in the curriculum various research methods and skills were addressed and to map potential student experiences to the objectives. In Carleton's non-hierarchical curriculum, the matrix was used to verify that students have many opportunities to practice research and life skills regardless of the path they take to completion of the major. In William and Mary's more structured curriculum, the matrix was used to ensure that skills build upon each other from course to course. Faculty members in the Geology Department at the College of William and Mary first used this approach to focus on teaching quantitative skills across the geology curriculum, and later used it in terms of teaching research, communication, and information literacy skills. After articulating goals and skills, faculty members in both departments developed more specific skill lists within each category of skills, then described the current assignments and activities in each course relative to the specific components of the matrix and discussed whether to add assignment or activities. We have found that much conversation among faculty and change within courses happens simply as a result of compiling the matrix. One effect of the use of the matrix is that faculty in the department know fairly specifically what skills students are learning and practicing in their other geology courses. Moreover, some faculty members are better suited by background or inclination to teach certain sets of skills. This coordinated approach avoids unnecessary duplication and allows faculty to build on skills and topics developed in previous courses. The matrix can also be used as a planning tool to identify gaps in the curriculum. In our experience, the skills matrix is a powerful organizational and communication tool. The skills matrix is a representation of what the department believes actually happens in the curriculum. Thus, development of a skills matrix provides a basis for departmental discussions of student learning goals and objectives as well as for describing the existing curriculum. The matrix is also a graphic representation, to college administrators and outside evaluators, of the "intentionality" of an entire curriculum, going beyond single courses and their syllabi. It can be used effectively to engage administration in discussions of departmental planning and needs analysis.

MacDonald, R.; Savina, M. E.

2003-12-01

296

Mentoring for Business Engagement as Continuing Professional Development of University Academic Staff  

ERIC Educational Resources Information Center

This paper reports an innovative continuing professional development (CPD) project for academic staff in a UK university. The aim of the project is to develop academics' skills in relating to the business environment. The project has a number of strands, but the principal focus of this paper is upon a mentoring initiative. Much CPD in universities…

Helyer, Ruth; Lee, Dionne

2012-01-01

297

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

298

Soft Skills Assessment: Theory Development and the Research Agenda  

ERIC Educational Resources Information Center

Soft skills have become a subject of increasing interest in lifelong learning. Soft skills development is intended to enable and enhance personal development, participation in learning and success in employment. The assessment of soft skill is therefore widely practised, but there is little in the way of research or evidence on how well this…

Gibb, Stephen

2014-01-01

299

The Construction of a Pun Generator for Language Skills Development  

E-print Network

The Construction of a Pun Generator for Language Skills Development Ruli Manurung School, to develop their linguistic skills. The STANDUP system was designed in consultation with potential users speech and limited motor skills (as often results from cerebral palsy); these individuals often have

Ritchie, Graeme

300

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

301

Developing Skills in Second Year Biological Science Undergraduates  

ERIC Educational Resources Information Center

Development of skills in bioscience undergraduates is seen as desirable by academic staff, students and employers, and this is reflected across most degree programmes. However, providing the opportunity for students to practise skills may alone be insufficient for their development. With an evident discrepancy between the skills expected of…

Robinson, Rosanna L.; McDonald, James E.

2014-01-01

302

Developing Historical Writing Skills: A Scope and Sequence.  

ERIC Educational Resources Information Center

Describes a series of writing assignments which may be used to develop writing skills among secondary level history students. The assignments are sequenced to begin with lower level intellectual skills and build student confidence. (BSR)

Hall, Deborah C.

1987-01-01

303

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

304

DEV ELOPMENT Learning to be Professional: Helping Students & Residents Develop their Professional Identities  

E-print Network

& Residents Develop their Professional Identities Thursday, December 12th, 2013 CyberMed Classrooms 210/211 Mc these processes; discuss their role as a model of professional identity; and develop a plan to supportDEV ELOPMENT FAC ULTY Learning to be Professional: Helping Students & Residents Develop

Kambhampati, Patanjali

305

Professional development using student-led, community-based activities.  

PubMed

As a community health education center affiliated with an academic institution, we recognize that by investing in the professional development of our students, we not only maximize our own outcomes but those of our students as well. Our project, Creating Community Connections, was developed to aid the work of our Center in characterizing the evolving community landscape following Hurricane Katrina while providing opportunities for students to engage in experiential learning. Students in the project could gain skills in program planning and community assessment, as well as leadership and communications. Twenty-three students worked on the project during its 2 years, developing data collection tools, organizing and conducting key informant interviews, facilitating focus groups and community forums, managing data, and summarizing project findings for community presentations. Participation in this project allowed our students to grow as public health leaders and researchers while gaining a greater appreciation for community collaboration. PMID:21617412

Martin, Ashley E; Cunningham, Stacey C; Magnus, Jeanette H

2011-01-01

306

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.

307

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

308

Professional Development Short Course for Mathematics Teachers  

E-print Network

and navigation, students are often at a loss to see why it is all so important. In this talk I will be looking experiences with us and how it has impacted on his professional development as a teacher. 9:15am ­ 9:30am ­ Milan Pahor 11:45am ­ 12:00pm Seminar 3 ­ David Houghton Webster Theatre A, Robert Webster Building

Blennerhassett, Peter

309

A Consumer Guide to Professional Development  

NSDL National Science Digital Library

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

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

2008-04-01

310

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

311

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

312

Developing the "why" facet of medical professionalism.  

PubMed

Numerous articles have been published that discuss medical professionalism from the perspective of "what-to-be" and "what-to-do". In this paradigm, for doctors to effectively execute the "right" attitudes and behaviors, they must incorporate a "know-how" attitude or "reflective practice" into their professional lives. However, definitions of "what" change over time in an evolving social context. For physicians to be able to continue incorporating the right new attitudes and behaviors, they must also develop a "know-why" perspective. The health care market follows the criteria of a "market for lemons". The high degree of information asymmetry seen in health care is a strong risk factor for adverse selection, producing an excess of defective articles of commerce in the market. In this case, the processes of signaling and screening, two known solutions for adverse selection in general, cannot bridge the information gap between patients and doctors, since patients must put their lives and their privacy into doctors' hands. Professionalism, therefore, is used by doctors to win the trust of patients, their caregivers and society at large. This is the "why"-level intellect, in which the physician sets developing public trust as a goal for his own self-actualization and develops it in conjunction with altruism. This is a key to success for the physician as a doctor and as a person. PMID:18218567

Nomura, Hideki

2008-01-01

313

Cognitive Expertise, Emotional Development and Reflective Capacity: Clinical Skills for Improved Pain Care  

PubMed Central

The overarching goal of medical training is to nurture the growth of knowledgeable, caring and insightful clinicians guided by the ideals of medical professionalism. Recent definitions of professional competence identify essential clinical skills, including cognitive expertise, emotional competence, and reflective capacity. This modern framework reflects the increasingly complex nature of the patient-clinician interaction, in which the clinician must exchange diagnostic information while supportively engaging the patient on a deeper, affective level. The affective dimension can be particularly potent when pain is the primary symptom, as it is for the majority of medical visits. Unfortunately, however, current models of professionalism, used as an early guide for medical trainees to develop an understanding of the clinical exchange, largely focus on interactions in the cognitive domain. To emphasize the importance of emotions in professional development, we propose the Cognitive and Emotional Preparedness Model (CEPM), which describes the clinical encounter occurring on two channels, one cognitive and the other emotional, and stresses the importance of multidimensional development in preparing the clinician to 1) communicate clinical information, 2) provide emotional support, and 3) actively reflect on experiences for continued improvement. Together, acquisition of knowledge, emotional development, and reflective skill will improve the clinical interaction. Perspective The proficiency of medical trainees in developing clinical skills profoundly shapes patient satisfaction and treatment outcomes. This article reviews the cognitive, emotional and reflective development of medical trainees and presents a model illustrating how clinical development impacts pain care. For improved efficacy, pain education should be calibrated to students' developmental needs. PMID:18984501

Murinson, Beth B.; Agarwal, Aakash K.; Haythornthwaite, Jennifer A.

2008-01-01

314

Current and Future Professional Development Needs of the Language, Literacy and Numeracy Workforce. An Adult Literacy National Project Report  

ERIC Educational Resources Information Center

The question of how the skills and knowledge of the adult language, literacy and numeracy workforce can be improved is particularly relevant in view of the ongoing debate on how language, literacy and numeracy skills should be taught. This study reflects on the professional development needs of the three sectors--vocational trainers, specialist…

Mackay, Sandra; Burgoyne, Ursula; Warwick, Diane; Cipollone, Jackie

2006-01-01

315

Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development  

ERIC Educational Resources Information Center

Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in…

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.

2013-01-01

316

Perceptual skill in soccer: Implications for talent identification and development  

Microsoft Academic Search

In this review, key components of perceptual skill in soccer are identified and implications for talent identification and development highlighted. Skilled soccer players can recall and recognize patterns of play more effectively than their less skilled counterparts. This ability to encode, retrieve and recognize sport-specific information is due to complex and discriminating long-term memory structures and is crucial to anticipation

A. M. Williams

2000-01-01

317

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

318

Adult Basic Skills: Developing a Local Action Plan.  

ERIC Educational Resources Information Center

This document presents advice from the United Kingdom's Basic Skills Agency regarding developing local action plans. The first 20% of the document defines basic skills and discusses the following action plan components: (1) an estimate of the area's need for basic skills training; (2) a target to reduce the area's estimated scale of need; (3)…

Basic Skills Agency, London (England).

319

Comprehensive Development Plan in Office Skills. Final Performance Report.  

ERIC Educational Resources Information Center

The Waubonsee Community College Comprehensive Development Plan in Office Skills served 208 students by assessment of basic skills and referral to appropriate programs or help with job skills and referral to employment during the 18-month grant period from December 1988 through June 30, 1990. The target population was minority women or economically…

Waubonsee Community Coll., Sugar Grove, IL.

320

South Africa's Economic Development Trajectory: Implications for Skills Development  

ERIC Educational Resources Information Center

This article argues that skills development in South Africa must be aligned to the economic and political imperatives of reducing unemployment and poverty, while fostering growth and international competitiveness. The legacy of a resource-based economy, overlaid by apartheid policies, has resulted in widespread poverty, inequality and unemployment…

Mayer, Marina J.; Altman, Miriam

2005-01-01

321

Movement skill assessment of typically developing preschool children: A review of seven movement skill assessment tools  

Microsoft Academic Search

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 life- style. Fundamental

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

2008-01-01

322

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. PMID:24319389

Stuart, Ann E.

2013-01-01

323

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

324

The socially skilled teacher and the development of tacit knowledge  

Microsoft Academic Search

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers

Julian G. Elliott; Steven E. Stemler; Robert J. Sternberg; Elena L. Grigorenko; Newman Hoffman

2011-01-01

325

Effect of an Internet-Based Professional Development Program on Teachers' Assessment Literacy for All Students  

ERIC Educational Resources Information Center

This quasi-experimental study examined the effectiveness of Assessing One and All (AOA), a Web-based teacher professional development program. AOA was designed to enhance teachers' assessment literacy and skills in general and inclusive educational assessment practices. Fifty-five teachers from Arizona, South Carolina, and Wisconsin participated…

Huai, Nan; Braden, Jeffery P.; White, Jennifer L.; Elliott, Stephen N.

2006-01-01

326

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

327

American Business Meets American Gothic: Professional Development in the Art Museum  

ERIC Educational Resources Information Center

Professional development in the art museum setting represents an opportunity for corporate and for-profit enterprises to enhance employees' skills in observation, creative thinking, teamwork, and sensitivity in diversity. Using original works of art as a point of departure for in-depth discussion of what appears as narrative content, participants…

Sullivan, Brendan; Morse, Annie

2011-01-01

328

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

Microsoft Academic Search

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 to determine what specifically coaches do to promote teacher practices. Though

Sarika S. Gupta; Janese Daniels

2012-01-01

329

Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model  

ERIC Educational Resources Information Center

This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the…

Brand, Brenda R.; Moore, Sandra J.

2011-01-01

330

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

Microsoft Academic Search

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 conceptualization, diagnosis, and treatment planning. The method is illustrated

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

2006-01-01

331

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

332

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

PubMed Central

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

Muramoto, Myra L.; Lando, Harry

2014-01-01

333

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

PubMed Central

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

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

2009-01-01

334

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

335

Early Childhood Laboratory Professional Development Visits and Observational Opportunities  

E-print Network

Early Childhood Laboratory Professional Development Visits and Observational Opportunities The SFA Early Childhood Laboratory is a public childcare for Infants through Pre- Kindergarten. We minutes) Materials related to the requested area of focus included Additional professional development

Long, Nicholas

336

Skill Development for Volunteering in Rural Communities  

ERIC Educational Resources Information Center

This paper examines the skills required of volunteers in the voluntary sector organisations that operate in three rural Tasmanian communities. It reports how volunteers acquire those skills and reveals the challenges faced by voluntary sector organisations in rural communities whose industries and, following from this, community members have a…

Kilpatrick, Sue; Stirling, Christine; Orpin, Peter

2010-01-01

337

The Development of Children's Early Memory Skills  

ERIC Educational Resources Information Center

A multitask battery tapping nonverbal memory and language skills was used to assess 60 children at 18, 24, and 30 months of age. Analyses focused on the degree to which language, working memory, and deliberate memory skills were linked concurrently to children's Elicited Imitation task performance and whether the patterns of association varied…

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

2011-01-01

338

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

339

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

340

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

341

Turning into Teachers before Our Eyes: The Development of Professional Identity through Professional Dialogue  

ERIC Educational Resources Information Center

This paper examines the development of professional identity in early career teachers enrolled in an "add-on year" of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional readings…

Mantei, Jessica; Kervin, Lisa

2011-01-01

342

How to Be a Good Professional: Existentialist Continuing Professional Development (CPD)  

ERIC Educational Resources Information Center

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…

Mulvey, Rachel

2013-01-01

343

Wait 'Till Ya Hear This One: Professional Development through Anecdotes.  

ERIC Educational Resources Information Center

This paper describes the evolution of an anecdote-based model of professional development. The nature of professional development is discussed, including case-based instruction and the use of anecdotes. The context for this investigation is presented; this professional development program was targeted to K-12 mathematics teachers who desire to…

Cennamo, Katherine S.

344

Professional Development in Education: New Paradigms and Practices.  

ERIC Educational Resources Information Center

Professional development is a crucial component in nearly every modern proposal for educational improvement. This book contains a collection of essays by individuals well known for their work in the professional development of educators. Each essay is a systematic effort to illustrate the conceptual grounds from which each professional-development

Guskey, Thomas R., Ed.; Huberman, Michael, Ed.

345

A Model for Research-Based State Professional Development Policy  

ERIC Educational Resources Information Center

Federal, State and school-based professional development has become a multi-million dollar educational enterprise in Australia. Yet there are no published models for the making of systems-level professional development policy. Reviewing the literature on the characteristics of effective professional development programs, this paper proposes a…

Luke, Allan; McArdle, Felicity

2009-01-01

346

OFFICE OF THE DEAN PROFESSIONAL DEVELOPMENT LEAVE 2015/2016  

E-print Network

of Applicant Date HEAD: My signature certifies that I approve the Professional Development Leave requestOFFICE OF THE DEAN PROFESSIONAL DEVELOPMENT LEAVE � 2015/2016 The Professional Development Leave not receive FDL will count as FDLs. Department heads who have completed a full term of service and who are so

Bermúdez, José Luis

347

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

348

Professional Development Planning and Design. Issues in Science Education.  

ERIC Educational Resources Information Center

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

Rhoton, Jack; Bowers, Patricia

349

Transforming Identities: Understanding Teachers across Professional Development and Classroom Practice  

ERIC Educational Resources Information Center

Despite the prevalence of professional development in schools and the variability in its implementation, little research has been conducted on how professional development makes its way into the classroom. Even when teachers participate in high-quality professional development, there remains a large and often undocumented variability in how…

Battey, Dan; Franke, Megan L.

2008-01-01

350

Teaching clinical ethics as a professional skill: bridging the gap between knowledge about ethics and its use in clinical practice.  

PubMed Central

Ethical reasoning and decision-making may be thought of as 'professional skills', and in this sense are as relevant to efficient clinical practice as the biomedical and clinical sciences are to the diagnosis of a patient's problem. Despite this, however, undergraduate medical programmes in ethics tend to focus on the teaching of bioethical theories, concepts and/or prominent ethical issues such as IVF and euthanasia, rather than the use of such ethics knowledge (theories, principles, concepts, rules) to clinical practice. Not surprisingly, many students and clinicians experience considerable difficulty in using what they know about ethics to help them make competent ethical decisions in their day-to-day clinical practice. This paper describes the development of a seminar programme for teaching senior medical students a more systematic approach to ethical reasoning and analysis and clinical decision-making. PMID:7608948

Myser, C; Kerridge, I H; Mitchell, K R

1995-01-01

351

Development of a simulation and skills centre in East Africa: a Rwandan-Canadian partnership  

PubMed Central

Simulation replicates clinical experiences without patient risk; it remains uncommon in lower-income countries. We outline the creation of Rwanda's first centre for simulation and skills training. We secured funding for renovations, equipment and staff; curricula were developed, tested, and refined; local clinicians were trained to teach. In 13 months the centre provided 2,377 learning-encounters and 822 hours of training to Rwandan health care professionals. Our strategy represents an adaptable model for simulation and skills centre development in low-resources settings

Livingston, Patricia; Bailey, Jonathan; Ntakiyiruta, Georges; Mukwesi, Christian; Whynot, Sara; Brindley, Peter

2014-01-01

352

Developing reading skills among five year old children through stories  

Microsoft Academic Search

Reading is an important activity for any learner. Without reading skills, the journey of the learner is likely to be full of hurdles. This is especially true when it concerns learning English as a second language. In developing countries, there is a significant need to develop reading skills. Because of the rote-memory approach to learning in developing countries, learners lag

Latifa Rahman

2006-01-01

353

A Space Science Teacher Professional Development Program  

NASA Astrophysics Data System (ADS)

Recent adoption of state/national science education standards by school districts in the US has created a need for effective teacher professional development in space science at elementary middle and high school level. Particularly at the elementary and middle school levels majority of teachers teaching the Astronomy/Space Science content have had little education in the area regardless of when they obtained their certification. To meet this growing need the Office of Space Science Education has developed a program to offer teachers background content knowledge through summer workshops and periodic school year meetings for a small number of teachers from Wisconsin and Illinois. The program has included lectures by experts tours of observatories (professional and amateur) science museums and planetariums and on-line learning. A highlight of the program has been introducing teachers to hands-on observing through remotely accessible telescopes. Another aspect has been to make them aware of the many resources available to them through NASA missions. The most significant benefit for the teachers however has been the creation of a peer group and the support it offers in sharing curriculum and lesson plans. This effort has been supported by a NASA/IDEAS grant

Limaye, Sanjay S.; Pertzborn, Rosalyn A.

354

Developing nurse educators' computer skills towards proficiency in nursing informatics.  

PubMed

The purpose of this paper is to assess nurse educators' competence development in nursing informatics (NI) and to compare their competence to the NI competence of other healthcare professionals. Electronic health records (EHR) have been in use for many years. However, the adoption of the nursing care plan finally made it possible for nurses in Finland to develop a model for structured documentation with nursing terminology. A total of n?=?124 (n?=?85 pre-test and n?=?39 post-test) participants from Universities of Applied Sciences (UAS), hospitals, hospitals' information management and health centres were surveyed with a e-questionnaire designed to assess the development of their NI competences during the nursing documentation development project. The questionnaire included 145 structured questions and 6 open questions. Data analysis focused on classification and comparison of NI competences through data description and statistical parameters using figures and tables. The basic NI competences of the nurse educators were good at the end of project and the nurse educators had better information literacy and information management competences than other participants. The information retrieval skills varied greatly, but they improved evenly towards the end. The nurse educators mastered better evidence-based nursing and use of nursing process models in their work. PMID:24152130

Rajalahti, Elina; Heinonen, Jarmo; Saranto, Kaija

2014-01-01

355

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

356

Perspective: Medical education in medical ethics and humanities as the foundation for developing medical professionalism.  

PubMed

Medical education accreditation organizations require medical ethics and humanities education to develop professionalism in medical learners, yet there has never been a comprehensive critical appraisal of medical education in ethics and humanities. The Project to Rebalance and Integrate Medical Education (PRIME) I Workshop, convened in May 2010, undertook the first critical appraisal of the definitions, goals, and objectives of medical ethics and humanities teaching. The authors describe assembling a national expert panel of educators representing the disciplines of ethics, history, literature, and the visual arts. This panel was tasked with describing the major pedagogical goals of art, ethics, history, and literature in medical education, how these disciplines should be integrated with one another in medical education, and how they could be best integrated into undergraduate and graduate medical education. The authors present the recommendations resulting from the PRIME I discussion, centered on three main themes. The major goal of medical education in ethics and humanities is to promote humanistic skills and professional conduct in physicians. Patient-centered skills enable learners to become medical professionals, whereas critical thinking skills assist learners to critically appraise the concept and implementation of medical professionalism. Implementation of a comprehensive medical ethics and humanities curriculum in medical school and residency requires clear direction and academic support and should be based on clear goals and objectives that can be reliably assessed. The PRIME expert panel concurred that medical ethics and humanities education is essential for professional development in medicine. PMID:22373629

Doukas, David J; McCullough, Laurence B; Wear, Stephen

2012-03-01

357

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. PMID:16404465

Roper, Fred W.

2006-01-01

358

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

359

Literacy Coaching as a Component of Professional Development  

ERIC Educational Resources Information Center

Current debates concerning effective professional development for teachers of early reading have focused on the potential benefits of a literacy coach in providing sustained support and guidance for teachers' learning from a professional development program. In this study, we compare the response of first-grade teachers to a model of professional

Carlisle, Joanne F.; Berebitsky, Dan

2011-01-01

360

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.

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

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

363

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

364

Data-Driven Professional Development: The Professional Development Plan for a Reading Excellence Act School  

ERIC Educational Resources Information Center

The purpose of this article is to describe the professional development plan for an elementary school receiving federal funding through the Reading Excellence Act (REA). The Reading Excellence Act provided the school with a two-year plan for literacy improvement. During the first year of the grant, assessment-driven instruction and flexible…

Hayes, Latisha L.; Robnolt, Valerie J.

2007-01-01

365

The Role of Goals and Belief Systems in the Acquisition of Ill-Defined Professional Skills: A Case Study.  

ERIC Educational Resources Information Center

This case study contributes to the debate about professional education and the nature of complex interpersonal skills. Preservice training programs make certain assumptions about how students acquire practical knowledge and consequently about how such knowledge is best taught. Students form their own beliefs, which in turn exercise considerable…

Hansen, Edmund

366

Online Course Increases Nutrition Professionals' Knowledge, Skills, and Self-Efficacy in Using an Ecological Approach to Prevent Childhood Obesity  

ERIC Educational Resources Information Center

Objective: To assess the impact of an online continuing education course on the knowledge, skills, and self-efficacy of nutrition professionals to use an ecological approach to prevent childhood obesity. Design: Quasi-experimental design using intervention and delayed intervention comparison groups with pre/post-course assessments. Setting: Online…

Stark, Christina M.; Graham-Kiefer, Meredith L.; Devine, Carol M.; Dollahite, Jamie S.; Olson, Christine M.

2011-01-01

367

Critical appraisal of the literature on economic evaluations of substitution of skills between professionals: a systematic literature review  

Microsoft Academic Search

Objective Substitution of skills has been introduced to increase health service efficiency, but little evidence is available about its cost-effectiveness. This systematic review aims to identify economic evaluations of substitution between professionals, to assess the quality of the study methods applied and to value the results for decision making. Methods Publications between January 1996 and November 2006 were searched in

Angelique T. M. Dierick-van Daele; Cor Spreeuwenberg; Emmy W. C. C. Derckx; Job F. M. Metsemakers; Bert J. M. Vrijhoef

2008-01-01

368

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

369

Learning to teach science in a professional development school program  

NASA Astrophysics Data System (ADS)

The purpose of this study was to determine the effects of learning to teach science in a Professional Development School (PDS) program on university elementary education preservice teachers' (1) attitudes toward science, (2) science process skills achievement, and (3) sense of science teaching efficacy. Data were collected and analyzed using both quantitative and qualitative methods. Quantitative data were collected using the Science Attitude Inventory (North Carolina Math and Science Education Network (1994), the Test of Integrated Process Skills, TIPS, (Dillashaw & Okey, 1980), and the Science Teaching Efficacy Belief Instrument, STEBI, form B (Enochs & Riggs, 1990). A pretest posttest research design was used for the attitude and process skills constructs. These results were analyzed using paired t test procedures. A pre-experimental group comparison group research design was used for the efficacy construct. Results from this comparison were analyzed using unpaired t test procedures. Qualitative data were collected through students' responses to open-ended questionnaires, narrative interviews, journal entries, small messages, and unsolicited conversations. These data were analyzed via pattern analysis. Posttest scores were significantly higher than pretests scores on both the Science Attitude Inventory and the TIPS. This indicated that students had improved attitudes toward science and science teaching and higher process skills achievement after three semesters in the science-focused PDS program. Scores on the STEBI were significantly higher for students in the pre-experimental group when compared to students in the comparison group. This indicates that students in the science-focused PDS program possessed more efficacious beliefs about science teaching than did the comparison group. Quantitative data were supported by analysis of qualitative data. Implications from this study point to the effectiveness of learning to teach science in a science-focused PDS program with respect to attitudes toward science, science process skills achievement, and sense of science teaching efficacy. In addition, qualitative data indicated that the most effective components of the science-focused PDS program rests largely on the fact that students learned to teach in a collaborative cohort team and that students spent extended periods of time in clinical internships and student teaching.

Hildreth, David P.

1997-09-01

370

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

Code of Federal Regulations, 2013 CFR

...PROGRAMS Professional Development Program § 263.4 ...costs may a Professional Development program include? (a) A Professional Development program may include, as... (1) Fully finance a student's educational...

2013-07-01

371

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

...PROGRAMS Professional Development Program § 263.4 ...costs may a Professional Development program include? (a) A Professional Development program may include, as... (1) Fully finance a student's educational...

2014-07-01

372

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

Code of Federal Regulations, 2011 CFR

...PROGRAMS Professional Development Program § 263.4 ...costs may a Professional Development program include? (a) A Professional Development program may include, as... (1) Fully finance a student's educational...

2011-07-01

373

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

Code of Federal Regulations, 2012 CFR

...PROGRAMS Professional Development Program § 263.4 ...costs may a Professional Development program include? (a) A Professional Development program may include, as... (1) Fully finance a student's educational...

2012-07-01

374

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

Code of Federal Regulations, 2010 CFR

...PROGRAMS Professional Development Program § 263.4 ...costs may a Professional Development program include? (a) A Professional Development program may include, as... (1) Fully finance a student's educational...

2010-07-01

375

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

376

Teachers' professional development needs and current practices at the Alexander Science Center School  

NASA Astrophysics Data System (ADS)

This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support meetings, classroom coaching/Big Lab co-teaching, summer institutes, and off-campus conferences and seminars. Results indicated that the effectiveness of the six venues was closely tied to the level of collaborative planning that took place between the Alexander Science Center School and the associated California Science Center. Examination of teachers' and stakeholders opinions reflect that after a year-and-a-half of operations, the school's professional development program is perceived as disjointed and ineffective, but that the foundation of a sound program has been established.

Gargus, Gerald Vincent

377

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

378

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

379

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.

380

Multiple Perspective: When Child Development Professionals Raise Twins  

ERIC Educational Resources Information Center

Do child development professionals have expectations about what it will be like to parent twins based on their professional experiences? Does their professional knowledge influence their approach to caregiving? And do their personal experiences as parents of twins change their research interests or how they work with children and families? To…

Stark, Deborah Roderick; Harden, Brenda Jones; Chazan-Cohen, Rachel; Cohen, Daniel J.; Rice, Kathleen Fitzgerald

2006-01-01

381

Teachers' Professional Development Experiences: Implications for Teaching Practice  

ERIC Educational Resources Information Center

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

Vail, Teresa M.

2011-01-01

382

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

383

Development of Professional Identity through Socialization in Graduate School  

ERIC Educational Resources Information Center

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

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

2014-01-01

384

Innovation in teaching software development skills  

E-print Network

topics to cover, or how they get grouped into courses/threads/concentrations/majors 4 #12;Common state and questions is a good idea Keeping students off Facebook: good question. Ideas: set expectations walk around lost Want students to test whether they can put to use the skills/techniques they just learned Even

Pugh, Bill

385

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

386

Development of Emergent Math and Literacy Skills.  

ERIC Educational Resources Information Center

The purpose of the present study was to determine whether individual differences in children's learning of emergent mathematics and literacy skills existed, and, if they did exist, whether they could be predicted from different child/environment characteristics. Eighty-one three- to five-year-old children took pretests, received training at four…

Malofeeva, Elena V.; Ciancio, Dennis; Day, Jeanne D.

387

Better Than Toys: Real Life Skill Development.  

ERIC Educational Resources Information Center

In educating children with disabilities, training for independence should begin early, and the "technology" may be very simple. This paper lists activities designed to increase gross, fine motor, cognitive, and eye-hand coordination skills needed for independent living. It encourages caregivers to engage young children in active learning…

Ensign, Arselia, Ed.

1995-01-01

388

Changing Professional Views of Continuing Professional Development Doctorates in Educational Psychology  

ERIC Educational Resources Information Center

Continuing professional development (CPD) doctorate programmes may not be the only learning and development opportunities which universities and other organisations can provide for educational psychology practitioners (EPs). However, as Morris and Brightman pointed out in 2006, they are likely to continue as important sources for professional

Cameron, R. J.; Frederickson, Norah; Lunt, Ingrid; Lang, Jane

2008-01-01

389

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

PubMed Central

This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing professional development. The tension between the practitioner's quest for lifelong learning is set against professional body demands, leading to the conclusion that these are not necessarily mutually exclusive. Consideration is given to propositional, practical and procedural knowledge, and to overall competence. The article explores an existentialist approach to professional learning, and concludes that, along with personal agency, this could usefully be adopted by career practitioners to weather turbulent times. PMID:24009404

Mulvey, Rachel

2013-01-01

390

Developing the skills required for evidence-based practice  

Microsoft Academic Search

The current health care environment requires practitioners with the skills to find and apply the best currently available evidence for effective health care, to contribute to the development of evidence-based practice protocols, and to evaluate the impact of utilizing validated research findings in practice. Current approaches to teaching research are based mainly on gaining skills by participation in the research

Beverley French

1998-01-01

391

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

392

Development and Initial Validation of the Performance Skills Questionnaire (PSQ)  

ERIC Educational Resources Information Center

The objective of this study was to develop and test the psychometric properties of the Performance Skills Questionnaire (PSQ), addressed to measure performance skills of preschoolers, as reported by their parents. Participants included 231 children ranging in age from 4 to 6 years old, with mild to moderate developmental disabilities and 240…

Bart, Orit; Rosenberg, Limor; Ratzon, Navah Z.; Jarus, Tal

2010-01-01

393

Developing Thinking Skills That Are Basic to Citizenship.  

ERIC Educational Resources Information Center

Focusing on thinking skills which are basic to citizenship, the paper reviews definitions of citizenship from Plato to the present, discusses scholarly thinking about citizenship, lists general principles of skill development, and presents two brief sample lessons. Citizenship is interpreted as social interaction which is based upon global…

Northup, Terry; Barnes, Buckley

394

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

395

Motivating Law Students to Develop Competent Legal Research Skills  

Microsoft Academic Search

The results of a recent survey indicate that most law students do not consider learning legal research skills important. This article addresses ways in which academic law librarians can help counter negative attitudes toward legal research. The article also contains suggestions for helping motivate law students to develop competent legal research skills. The author encourages academic law librarians to assert

Kory D. Staheli

1995-01-01

396

Literacy skill retention in adult students in developing countries  

Microsoft Academic Search

The literature on adult literacy programs in developing countries contains many references to the phenomenon of relapse into illiteracy. The contention that literacy skills will be lost rests on an assumption that there is nothing with which new readers can practice their skills in rural Third World villages, and relapse into illiteracy is used as a justification for making post-literacy

John P. Comings

1995-01-01

397

KinderSkills. An Intergenerational Motor Development Program.  

ERIC Educational Resources Information Center

The KinderSkills program, in which parents serve as motor development teachers of their children, has operated for five years. A recent innovation was to add grandparents to the program to see if the motor skill levels of the grandparents also would improve. This program is described and evaluated. (MT)

Carson, Linda M.; Ostrow, Andrew C.

1986-01-01

398

Arctic skills College of Rural and Community Development  

E-print Network

Arctic skills College of Rural and Community Development Department of Emergency Services and Public Safety 907-455-2895 www.uaf.edu/rural/ Minor only The minor in arctic skills is designed for anyone who lives and works in a northern climate and wishes to learn to cope with the outdoor arctic

Hartman, Chris

399

SOCIAL: An Integrative Framework for the Development of Social Skills  

Microsoft Academic Search

Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social skills. Here, a developmental biopsychosocial model (SOCIAL) is offered that incorporates the

Miriam H. Beauchamp; Vicki Anderson

2010-01-01

400

Strategies for Developing Effective Teaching Skills in the Affective Domain  

ERIC Educational Resources Information Center

Perhaps more than any other academic discipline, physical education holds the highest potential for teaching affective skills. By its very nature, the typical physical education setting offers countless teachable moments and opportunities to capitalize on the development of affective skills. The seeming lack of attention given to affective…

Hansen, Ken

2009-01-01

401

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

402

Developing professionalism in the electrical engineering classroom  

Microsoft Academic Search

The authors share their experience in teaching electrical engineering students the ethical, social, safety, and economic considerations in engineering practice. The exercises take the form of a trial where the students have to defend their judgments. The approach is found to be successful in helping students to understand the true meaning of being an engineering professional. Professional ethics and hypothetical

W. L. Cooley; P. Klinkhachorn; R. L. McConnell; N. T. Middleton

1991-01-01

403

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. PMID:20673914

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

2010-01-01

404

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

405

Migration of Highly Skilled Indians: Case Studies of IT and the Health Professionals. OECD Science, Technology and Industry Working Papers, 2004/6  

ERIC Educational Resources Information Center

This paper describes the results of two specific primary surveys, one of IT professionals in the city of Bangalore and their role in making the city a corridor for international mobility of Indian professionals, and the second survey of health professionals (doctors and nurses) in the city of New Delhi. In these surveys, highly skilled Indians…

Khadria, Binod

2004-01-01

406

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

407

Systematic development of a communication skills training course for physicians performing work disability assessments: from evidence to practice  

Microsoft Academic Search

Background  Physicians require specific communication skills, because the face-to-face contact with their patients is an important source\\u000a of information. Although physicians who perform work disability assessments attend some communication-related training courses\\u000a during their professional education, no specialised and evidence-based communication skills training course is available for\\u000a them. Therefore, the objectives of this study were: 1) to systematically develop a training course

H Jolanda van Rijssen; Antonius JM Schellart; Johannes R Anema; Wout EL de Boer; Allard J van der Beek

2011-01-01

408

Assessing outcomes and perceived benefits of a professional development seminar series.  

PubMed

Objective. To evaluate the outcomes of alumni who were enrolled in a professional development seminar series during their doctor of pharmacy program. Design. A weekly development seminar series was administered over 5 semesters with the goal of bringing academic advisees together to help develop performance-based abilities, prepare them for entry into the profession after graduation, and provide exposure to different career opportunities. Assessment. A survey instrument containing 39 Likert-type scale items, 2 open-ended questions, and a 10-item demographic survey was created and content-validated to assess the effect of the seminar series on alumni advisees' perceived outcomes and professional development since their graduation. The survey was electronically forwarded to advisees from the graduating classes of 2005 to 2012, and response data was collected with Qualtrics, a web-based survey service. A total of 36 percent of alumni responded to the survey. Respondents cited exposure to career alternatives and opportunities, development of presentation and communication skills, networking, and the importance of advisor/mentor relationships as benefits of the seminar series. Conclusion. The professional development seminar series has demonstrated a positive impact on alumni advisees' career development and professional outcomes, most notably relating to career path exposure, communication skills, and advisor/mentor relationships. PMID:25386015

Zueger, Patrick M; Katz, Norman L; Popovich, Nicholas G

2014-10-15

409

Assessing Outcomes and Perceived Benefits of a Professional Development Seminar Series  

PubMed Central

Objective. To evaluate the outcomes of alumni who were enrolled in a professional development seminar series during their doctor of pharmacy program. Design. A weekly development seminar series was administered over 5 semesters with the goal of bringing academic advisees together to help develop performance-based abilities, prepare them for entry into the profession after graduation, and provide exposure to different career opportunities. Assessment. A survey instrument containing 39 Likert-type scale items, 2 open-ended questions, and a 10-item demographic survey was created and content-validated to assess the effect of the seminar series on alumni advisees’ perceived outcomes and professional development since their graduation. The survey was electronically forwarded to advisees from the graduating classes of 2005 to 2012, and response data was collected with Qualtrics, a web-based survey service. A total of 36 percent of alumni responded to the survey. Respondents cited exposure to career alternatives and opportunities, development of presentation and communication skills, networking, and the importance of advisor/mentor relationships as benefits of the seminar series. Conclusion. The professional development seminar series has demonstrated a positive impact on alumni advisees’ career development and professional outcomes, most notably relating to career path exposure, communication skills, and advisor/mentor relationships. PMID:25386015

Zueger, Patrick M.; Katz, Norman L.

2014-01-01

410

Perceptions of Mentor Teachers in a Professional Development School  

Microsoft Academic Search

The professional development school (PDS) is an innovative teacher education\\u000aprogram, designed to foster simultaneous teacher and student development in K-12 schools and teacher training institutions. Built as a partnership between professional education institutions and K-12 schools, the program aims at preparing new teachers, promoting the professional development of practicing teachers, and improving student performance through the application of inquiry-based

Gertrude Nalumansi

2011-01-01

411

Soft Skills at the Malaysian Institutes of Higher Learning  

ERIC Educational Resources Information Center

This article discusses human capital development through the seven soft skills elements which comprise communication skills, critical thinking and problem solving skills, team work, lifelong learning and information management skills, entrepreneurship skills, ethics, and professional moral and leadership skills. The Ministry of Higher Education,…

Shakir, Roselina

2009-01-01

412

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

413

Will Skills Save Us? Rethinking the Relationships between Vocational Education, Skills Development Policies, and Social Policy in South Africa  

ERIC Educational Resources Information Center

This paper examines experiences with "skills development" in South Africa to contribute to broader debates about "skills" and the relationships between vocational education and development. Numerous policy interventions and the creation of new institutions and systems for skills development in South Africa are widely seen as having failed to lead…

Allais, Stephanie

2012-01-01

414

Understanding Mathematics Teachers' Beliefs about Professional Learning Communities and Professional Development  

ERIC Educational Resources Information Center

This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…

Garner, Arthur L., Jr.

2011-01-01

415

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

416

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

Microsoft Academic Search

The increasing availability and use of technology applications for teaching emergent literacy skills in early childhood education\\u000a settings nationwide requires that early childhood education professionals develop skills with readily available software programs.\\u000a This paper provides general recommendations in using Microsoft®\\u000a PowerPoint™ to support emergent literacy skill development for young children at-risk or who have disabilities. Specific suggestions\\u000a are presented in

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

2008-01-01

417

Conceptualizing the Work of Leading Mathematical Tasks in Professional Development  

ERIC Educational Resources Information Center

Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based…

Elliott, Rebekah; Kazemi, Elham; Lesseig, Kristin; Mumme, Judith; Carroll, Cathy; Kelley-Petersen, Megan

2009-01-01

418

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

419

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.

420

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

421

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

422

The Future of Engineering Education III: Developing Critical Skills  

NSDL National Science Digital Library

This article addresses techniques to help students develop problem-solving, writing, teamwork, self-assessment, change-management, and lifelong learning skills. Target Audience: 2-4 Year College Faculty/Administrators

Felder, Richard M., 1939-; Rugarcia, Armando; Stice, James E. (James Edward); Woods, Donald R.

2009-12-16

423

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

424

Negotiation Theory & Practice I Professional Development and Skill Building in  

E-print Network

RulesWIN Rules Bonus rounds Bonus factors in rounds 5 (3X), eight (5X) and ten (10X) Rule of silence N l i iNo pre-play communication Rule of silence in effect after quartet formation, except 2" before options Consider OPENING frame and process #12;Goal: Create and Claim Value for the L g TLong Term 3-D

Puglisi, Joseph

425

Providing Practicing Teachers Classroom Management Professional Development in a Brief Self-Study Format  

Microsoft Academic Search

This study examined the impact of a time efficient self-study method for providing practicing teachers with job-embedded professional development targeting specific classroom management skills. The training method employed print packets and videotapes that provided models of effective classroom management strategies for instruction-giving, praise, and time out. Participants were three master’s level speech therapists certified to teach speech and language delayed

Natalie J. Slider; George H. Noell; Kashunda L. Williams

2006-01-01

426

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

427

Evaluation of the flipped classroom approach in a veterinary professional skills course  

PubMed Central

Background The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick’s effectiveness of training framework. Methods This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach’s alpha, Kruskal–Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. Results A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0.001). Conclusion This study demonstrates that learners seem to prefer a flipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of multiple-choice items delivered during a written examination.

Moffett, Jenny; Mill, Aileen C

2014-01-01

428

Are declines in physical performance associated with a reduction in skill-related performance during professional soccer match-play?  

Microsoft Academic Search

The aim of this study was to determine whether declines in physical performance in a professional soccer team during match-play were associated with reductions in skill-related performance. Computerized tracking of performance in midfield players (n = 11) showed that total distance and distance covered in high-speed running (>14.4 km · h) were greater in the first versus second half of games (both P < 0.001) and in

Christopher Carling; Gregory Dupont

2011-01-01

429

Influence of opposition team formation on physical and skill-related performance in a professional soccer team  

Microsoft Academic Search

This study examined the influence of opposition team formation on physical and skill-related performance in a professional soccer team. Performance in 45 French League 1 matches played over three competitive seasons (2007–2008, 2008–2009, and 2009–2010) was analysed using multi-camera computerized tracking. Players (n=21) in the reference team (using a 4-3-3\\/4-5-1 formation) were analysed in matches against three opposition team formations:

Christopher Carling

2011-01-01

430

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

431

Professional Development Needs of English Language Teachers in Malaysia  

ERIC Educational Resources Information Center

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

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

2011-01-01

432

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

433

Professional Development Workshops for Student Teachers: An Issue of Concern  

ERIC Educational Resources Information Center

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

Hsu, Amy; Malkin, Fran

2013-01-01

434

Information system professionals' attitudes: Development tools and concepts  

Microsoft Academic Search

There has been much reliance and publicity on CASE tools and other structured system development methodologies. However, successful use of information system (IS) development tools is partly dependent on the satisfaction of IS professionals. In a survey of 264 certified computer professionals, the two common tools of structure charts and CASE are found to be lacking, even though the underlying

Debbie B. Tesch; Gary Klein; Marion G. Sobol

1995-01-01

435

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

436

The Arctic Climate Modeling Program: Professional Development for Rural Teachers  

ERIC Educational Resources Information Center

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

Bertram, Kathryn Berry

2010-01-01

437

The Antecedents of Teacher Satisfaction with Professional Development Programs  

ERIC Educational Resources Information Center

Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students' learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical…

Nir, Adam E.; Bogler, Ronit

2008-01-01

438

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

439

Chapter 4.1: Graduate Career and Professional Development1  

E-print Network

, and international internships Metrics · Data from graduate school placement survey, · Number of workshop offeringsChapter 4.1: Graduate Career and Professional Development1 Objectives & Goals Objective: Increase and improve career & professional development opportunities for graduate students Our two goals related

440

The Virtual Extension Annual Conference: Addressing Contemporary Professional Development Needs  

ERIC Educational Resources Information Center

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

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

2014-01-01

441

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

442

Problem Solving in Student Police Officers' Professional Development  

ERIC Educational Resources Information Center

Introduction: The success of human safety requires the ability of police officers in problem solving within continuing professional development to be considered. Aim of the study: To analyze problem based teaching and learning in tertiary education within continuing professional development. Materials and methods: The search for problem based…

Zascerinska, Jelena; Zascerinskis, Mihails

2011-01-01

443

Professional Identity Development: A Review of the Higher Education Literature  

ERIC Educational Resources Information Center

This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…

Trede, Franziska; Macklin, Rob; Bridges, Donna

2012-01-01

444

Teaching Teachers: Professional Development To Improve Student Achievement  

NSDL National Science Digital Library

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

Heather Hill, David C.

2005-01-01

445

Participatory research in an arts integration professional development program  

Microsoft Academic Search

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 (ART) Fellow initiative. Four teachers who had been in DFS for at

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

2012-01-01

446

Academic Professional Development Strategies to Facilitate Educational Changes in Universities  

ERIC Educational Resources Information Center

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

Gonzalez Alonso, Gloria Amparo

2009-01-01

447

Work-Based Learning and Continuing Professional Development  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to provide an evaluation of the key features of a work-based, competency-led curriculum model of continuing professional development for social workers and to present a revised model, which addresses the issues that arise for learners pursuing continuing professional and academic development (CPD) within a…

Sobiechowska, Paula; Maisch, Maire

2007-01-01

448

Professional School Counselors' Career Development Practices and Continuing Education Needs  

ERIC Educational Resources Information Center

This study explored the practices of professional school counselors in their delivery of career counseling. School counselors were found to spend significantly less time on career development than on personal-social and academic development. In addition, new professionals placed more priority on career counseling compared with their more…

Anctil, Tina M.; Smith, Carol Klose; Schenck, Paulette; Dahir, Carol

2012-01-01

449

The Organized Contradictions of Professional Development and School Improvement  

ERIC Educational Resources Information Center

"One of the most persistent findings from research on school improvement is, in fact, the symbiotic relationship between professional development and school improvement efforts" (Hawley & Valli, 1999, p. 129). These researchers, and others in the field, argue that there must be a direct relationship between the professional development of…

Sappington, Neil; Pacha, Joseph; Baker, Paul; Gardner, Dianne

2012-01-01

450

School Board Member Professional Development and Effects on Student Achievement  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is: does school board member professional development have an effect on student achievement? Design/methodology/approach: The standardized protocol for this study was to send…

Roberts, Kerry L.; Sampson, Pauline M.

2011-01-01

451

Professional development in national organizations: insights from Girls Incorporated.  

PubMed

The largest national youth organizations have targeted, comprehensive professional development systems. For one of them, Girls Incorporated, its mission "to inspire all girls to be strong, smart, and bold" drives sophisticated, evaluated professional development for affiliate staff and trustees. PMID:15732573

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

2004-01-01

452

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

453

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

454

Living Educational Theory Research as Transformational Continuing Professional Development  

ERIC Educational Resources Information Center

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

Whitehead, Jack; Huxtable, Marie

2013-01-01

455

Relational Restorative Justice Pedagogy in Educator Professional Development  

ERIC Educational Resources Information Center

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

Vaandering, Dorothy

2014-01-01

456

Social Work Enhancing Professional Development for a Brighter Tomorrow  

E-print Network

Master of Social Work Enhancing Professional Development for a Brighter Tomorrow #12;#12;The social work practice with children, ado- lescents, adults, elders, couples, families, and groups. Our and professional development. Mission Statement 1 #12;Master of Social Work Florida Atlantic University (FAU

Fernandez, Eduardo

457

Understanding Undergraduate Professional Development Engagement and Its Impact  

ERIC Educational Resources Information Center

Professional Development Engagement (PDE) is defined as "the level of undergraduate engagement in professional development." It reflects career-related work preparation for "life after college" and is a distinct externally-focused component of student engagement (SE). The increased college retention and subsequent job placement…

Blau, Gary; Snell, Corinne M.

2013-01-01

458

Undeniable Insights: The Collaborative Use of Three Professional Development Practices.  

ERIC Educational Resources Information Center

Describes the experiences of English as a Foreign Language (EFL) university professors who investigated reflective teaching and professional development by practicing what they preached. Over one academic year they taught their EFL classes utilizing three professional development procedures (journal writing, videotaping, and teaching portfolios).…

Bailey, Kathleen M.; Curtis, Andy; Nunan, David

1998-01-01

459

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 PMID:24149522

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

2009-01-01

460

Forming and Developing Your Professional Identity: Easy as PI.  

PubMed

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

Goltz, Heather Honoré; Smith, Matthew Lee

2014-11-01

461

Course helps professionals develop watershed protection plans: Texas water resources professionals gather  

E-print Network

tx H2O | pg. 6 Story by Ric Jensen Course helps professionals develop watershed protection plans | pg. 6 tx H2O | pg. 7 W ater resources professionals wanting training on watershed protection plan development are benefiting from a course... Short Course. The first of three currently scheduled week- long courses was June 2-6, 2008, at the Mayan Dude Ranch near Bandera. Forty-three people attended. Holistic watershed protection plans that actively involve stakeholders to preserve...

Jensen, Ric

2008-01-01

462

New Visions of Teacher Professional Development  

ERIC Educational Resources Information Center

Consistent with the conception of teaching as a learning profession, the authors' vision of a professional teacher workforce is one in which teachers do take responsibility for their own learning--their work. Supporting teachers' transition from workers to learners may require learning opportunities of a different type--work opportunities offered…

Randi, Judi; Zeichner, Kenneth M.

2004-01-01

463

SF STATE Extended Learning PROFESSIONAL DEVELOPMENT PROGRAM  

E-print Network

Education Provider (R.E.P.) of project management training. Our program is based on the Project Management Registered Education Provider Logo is a registered mark of the Project Management Institute, Inc. The Program titles or formal education in project management. This program is designed for current professionals

464

The Development of Professional Values of Journalists.  

ERIC Educational Resources Information Center

To determine the impact of college and professional experiences on journalists, interviews were conducted with graduating journalism majors at three universities in the springs of 1980 through 1982. Follow-up questionnaires were mailed in the summer following graduation. In another phase of the project, questionnaires were given to 485 journalists…

Becker, Lee B.; And Others

465

Ethics: The Stepchild of Professional Development.  

ERIC Educational Resources Information Center

A review of the subject index for "School Business Affairs" during 1990-94 reveals that only two articles have been published over the past five years exclusively on the subject of ethics. Lists the ASBO International's Code of Ethics and how organizations can move from a code of ethics to incorporating them into daily professional behavior. (MLF)

MacFeely, Richard W.

1995-01-01

466

Extended professional development for systemic curriculum reform  

NASA Astrophysics Data System (ADS)

Education standards call for adopting inquiry science instruction. Successful adoption requires professional development (PD) to support teachers, increasing the need for research on PD. This dissertation examines the question: What is the influence of high quality, curriculum aligned, long-term group workshops and related practice on teacher learning? I focus on the following subquestions: (1) What is the influence of high quality, curriculum aligned, long-term, group workshops on teacher knowledge and beliefs? (2) What is the impact of the workshops on teacher practice? (3) What is the influence of practice on student response? (4) What is the impact of practice and student response on teacher knowledge and beliefs? I focus on an instance of PD nested within a long-term systemic change initiative, tracing eleven science teachers' learning from workshops and associated enactments. The data included pre and post-unit interviews (n=22), two post-workshop interviews (n=17), workshop observations (n=2), classroom observations (n=24) and student work (n=351). I used mixed-methods analysis. Quantitative analysis measured teacher learning by comparing pre and post-unit interview ratings. Qualitative components included two case study approaches: logic model technique and cross-case synthesis, examining teacher learning within and across teachers. The findings suggested a teacher-learning model incorporating PD, teacher knowledge, beliefs, practice and student response. PD impacts teachers' knowledge by providing teachers with new knowledge, adapting previous knowledge, or convincing them to value existing knowledge they chose not to use. The workshops can influence beliefs, providing teachers with confidence and motivation to adopt the practice. Beliefs can mediate how knowledge manifested itself in practice that, in turn, impacts students' response. Student response influences the teachers' beliefs, either reinforcing or motivating change. This teacher-learning model suggests a PD design model for long-term systemic change, incorporating teacher practice and student response, providing guidance for teachers making adaptations that maintain reform. This dissertation responds to the call for empirical research linking PD to learning outcomes. These models are unique because practice becomes a continuum of PD, rather than outcome and stresses the importance of addressing teachers' beliefs. This PD design provides mechanisms for maintaining equivalence between the written and enacted curriculum, sustaining the integrity of the reform.

Kubitskey, Mary Elizabeth

467

Among health care professionals effective communication is vital to achieve the best patient outcomes possible. Improving communication and other teamwork skills will result in improved  

E-print Network

outcomes possible. Improving communication and other teamwork skills will result in improved performance Among health care professionals effective communication is vital to achieve the best patient. During emergencies and critical situations, communication among all health care team members

468

Foreign Language Teachers' Professional Development in Information Age  

NASA Astrophysics Data System (ADS)

Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers.

Fan, Xiying; Wu, Gang

469

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. PMID:22919099

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

2012-01-01

470

Elementary Physical Education and Math Skill Development  

ERIC Educational Resources Information Center

Physical education programs are essential to holistic development of children, because learning occurs within several domains. In addition to addressing the psychomotor objectives related to physical development, many physical education curriculums include learning objectives geared toward facilitating the cognitive development of children. One…

DeFrancesco, Charmaine; Casas, Betty

2004-01-01

471

Structuring a Project Management Course to Develop Team Skills  

NSDL National Science Digital Library

There is no escaping it. Working in industry requires working in teams. The industries hiring our graduates recognize this. TAC of ABET Criterion 2e requires it, stating graduates need an ability to function effectively on teams. How do we, as teachers, go about ensuring that our students learn how to work effectively on teams? How do we go about teaching them team work and team management skills? The traditional approach to developing team work and team management skills involves assigning students randomly to teams, giving them a project to work on, and expecting them to somehow magically learn to work effectively on teams. This they'll learn about teamwork if they work on teams approach fails to give students adequate preparation and insight into team work and team management skills. It doesn't work. Surveys of students reveal that they do not feel they knew how to effectively work on teams or how to be a team leader. This sentiment was echoed by respondents to last years project management survey. To effectively prepare students to work on teams, coordinated teambuilding and leadership skills training is needed. Beginning with a discussion of necessary project management and team skills, this paper will describe how to structure a project course to include techniques and exercises specifically designed to develop teamwork and team management skills and the benefits they provide.

Edmonson, Charlie P.; Summers, Donna

2012-04-05

472

Using Professional Learning Communities for the Development of Shared Governance  

ERIC Educational Resources Information Center

Among the many challenges of professional (faculty, administration, and staff) development is the implementation of shared governance. We propose a model involving professional learning communities that we are experimenting with in our College of Education. This new model provides faculty with decision-making power, a sense of cooperation and…

Phillips, William; Sweet, Charlie; Blythe, Hal

2011-01-01

473

Developing a Professional Learning Community among Preservice Teachers  

ERIC Educational Resources Information Center

This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

Bond, Nathan

2013-01-01

474

GEOGRAPHY 200B: GEOGRAPHICAL THOUGHT, RESEARCH, AND PROFESSIONAL DEVELOPMENT  

E-print Network

1 GEOGRAPHY 200B: GEOGRAPHICAL THOUGHT, RESEARCH, AND PROFESSIONAL DEVELOPMENT image source: www eventual components of a written proposal. THEME 2 GEOGRAPHY AS A PROFESSIONAL DISCIPLINE 1. Describe four prominent domains: geography as place, geography as space, geography as changes on the face

Lopez-Carr, David

475

The Impact of Professional Development Schools on Teacher Leadership  

ERIC Educational Resources Information Center

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

Cosenza, Michael N.

2010-01-01

476

Professional Development School Partnerships: An Instrument for Teacher Leadership  

ERIC Educational Resources Information Center

Professional development school (PDS) partnerships have the potential for great impact on the field of education. This study examined one PDS partnership school's activities in promoting teacher leadership. The study adds a new dimension to prospective outcomes of the NAPDS essentials related to establishing ongoing and reciprocal professional

Carpenter, Brittany D.; Sherretz, Christine E.

2012-01-01

477

Professional Sports Facilities, Franchises and Urban Economic Development  

Microsoft Academic Search

Local political and community leaders and the owners of professional sports teams frequently claim that professional sports facilities and franchises are important engines of economic development in urban areas. These structures and teams allegedly contribute millions of dollars of net new spending annually and create hundreds of new jobs, and provide justification for hundreds of millions of dollars of public

Dennis Coates; Brad R. Humphreys

2003-01-01

478

Expertise, Competence and Reflection in the Rhetoric of Professional Development  

ERIC Educational Resources Information Center

This article explores the rhetorical work done by discourses of professional development in education. In particular it outlines the ways in which the rhetoric of technical expertise, competence and reflective practice are deployed to mobilise professional practices and identities in particular ways and position certain practices and dispositions…

Edwards, Richard; Nicoll, Katherine

2006-01-01

479

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

480

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

481

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

482

AN INQUIRY INTO ELEMENTARY ENGLISH TEACHERS' PROFESSIONAL DEVELOPMENT  

Microsoft Academic Search

During the past few years, teaching English in elementary schools has been an important policy in Asian countries. This study aims to investigate how elementary English teachers develop their professional knowledge and how they teach English in their own contexts? Practical knowledge is described as type of professional knowledge that teachers themselves generate as a result of their experiences and

Chiou-hui Chou

2006-01-01

483

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

484

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

485

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

486

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

487

Engaging Beginning Teachers as Experts in Professional Development  

ERIC Educational Resources Information Center

Beginning teachers most often are viewed as needing significant support in all areas of teaching. As a result, professional development (PD) associated with induction programs typically is presented by experienced professionals. This article describes one induction program's attempt to draw on the strengths within its network, engaging new…

Fleming, Jane

2014-01-01

488

An evaluation of the effectiveness of the Teachers and Researchers Exploring and Collaborating Professional Development Program  

NASA Astrophysics Data System (ADS)

Research has shown that teachers' skills and knowledge are key determinants of students' opportunities to learn (Haycock, 2003). As highlighted in the National Science Education Standards (National Research Council, 1996) professional development must include experiences that engage teachers in active learning that builds their knowledge, understanding, and ability. The 2004 to 2006 Teacher and Researcher Exploring and Collaborating Professional Development Program (TREC) program funded by the National Science Foundation (NSF) and implemented by the Arctic Research Consortium of the United States (ARCUS) targeted well documented shortcomings in professional development by offering two to six weeks field research experiences in the Arctic Region for K-12 teachers as a collaborative approach between scientists and science teachers. This study described the extent of effectiveness of TREC with regard to teachers' abilities to teach science in terms of knowledge, attitudes, and skills and identified program components that were most effective. A mixed methods research design was used requiring the collection and systematic analysis of (1) archival data collected by the Arctic Research Consortium of the United States (ARCUS); and (2) participant survey. Data were analyzed and interpreted utilizing descriptive statistics, cross-tabulation and triangulation (Glaser & Strauss, 1967; Lincoln & Guba, 1985). The results of this study provides evidence that TREC was effective as a professional development program in refining science teachers' knowledge, skills, and confidence to teach science effectively, renewed their enthusiasm for teaching and promoted students' learning. Respondents reported that they introduced new topics in their science lessons, incorporated new hands-on activities, gave more emphasis to data collection, integrated more technology, assigned projects based on "real world" problems more frequently, and communicated the excitement of Polar research. The one program goal that was not reached was the development of sustained, long-term partnerships.

Kaden, Ute

489

Scientific reasoning skills development in the introductory biology courses for undergraduates  

NASA Astrophysics Data System (ADS)

Scientific reasoning is a skill of critical importance to those students who seek to become professional scientists. Yet, there is little research on the development of such reasoning in science majors. In addition, scientific reasoning is often investigated as two separate entities: hypothetico-deductive reasoning and argumentation, even though these skills may be linked. With regard to argumentation, most investigations look at its use in discussing socioscientific issues, not in analyzing scientific data. As scientists often use the same argumentation skills to develop and support conclusions, this avenue needs to be investigated. This study seeks to address these issues and establish a baseline of both hypothetico-deductive reasoning and argumentation of scientific data of biology majors through their engagement in introductory biology coursework. This descriptive study investigated the development of undergraduates' scientific reasoning skills by assessing them multiple times throughout a two-quarter introductory biology course sequence for majors. Participants were assessed at the beginning of the first quarter, end of the first quarter, and end of the second quarter. A split-half version of the revised Lawson Classroom Test of Scientific Reasoning (LCTSR) and a paper and pencil argumentation instrument developed for this study were utilized to assess student hypothetico-deductive reasoning and argumentation skills, respectively. To identify factors that may influence scientific reasoning development, demographic information regarding age, gender, science coursework completed, and future plans was collected. Evidence for course emphasis on scientific reasoning was found in lecture notes, assignments, and laboratory exercises. This study did not find any trends of improvement in the students' hypothetico-deductive reasoning or argumentation skills either during the first quarter or over both quarters. Specific difficulties in the control of variables and direct hypothetico-deductive reasoning were found through analysis of the LCTSR data. Students were also found to have trouble identifying and rebutting counterarguments, compared to generating initial arguments from scientific data sets. Although no overall improvement was found, a moderate, positive relationship was detected between LCTSR and argumentation scores at each administration, affirming the predicted association. Lastly, no difference was determined between biology majors and other students also enrolled in the courses. Overall, the results found here are similar to those classified in the literature for both hypothetico-deductive reasoning and argumentation, indicating that biology majors may be similar to other populations studied. Also, as no explicit attention was paid to scientific reasoning skills in the two courses, these findings complement those that illustrate a need for direct attention to foster the development of these skills. These results suggest the need to develop direct and explicit methods in order to improve the scientific reasoning skills of future biological scientists early in their undergraduate years.

Schen, Melissa S.

490

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

491

School-Based Teacher Professional Development to Transform the Teaching of Reading Comprehension: An Irish Case Study  

ERIC Educational Resources Information Center

Despite recent research indicating that students require explicit teaching in the key reading skill of comprehension in order to become successful readers, a significant gap in the research relates to teacher professional development (PD) in the area. A recent Irish study used gathered survey data to create a year-long PD programme for teachers in…

Concannon-Gibney, Tara; Murphy, Brian

2012-01-01

492

InSITEs into Practitioner Research: Findings from a Research-Based ESOL Teacher Professional Development Programme  

ERIC Educational Resources Information Center

This article describes an innovative continuing professional development (CPD) programme for experienced English for Speakers of Other Languages (ESOL) teachers, and a research study into its impact. The programme incorporates the principles of Practitioner Research (PR) and focuses in particular on the skills of data analysis and situated…

Davis, Matt; Kiely, Richard; Askham, James

2009-01-01

493

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

494

Predictors of Home-Based Child Care Providers' Participation in Professional Development Workshops and Coaching  

ERIC Educational Resources Information Center

Background: Little is known about factors that influence home-based child care providers' participation in professional development. Factors that predict participation in activities that are designed to promote the utilization and maintenance of skills taught are of particular interest. Objective: Our aim was to examine factors in the…

Rusby, Julie C.; Jones, Laura B.; Crowley, Ryann; Smolkowski, Keith; Arthun, Chris

2013-01-01

495

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

496

INTERNSHIP HANDBOOK Almost all employers tell us that professional experience, communication and practical decision making skills  

E-print Network

and practical decision making skills are some of the most important factors they evaluate when hiring new personnel. It is the goal of the CALS Career Services to help students gain these skills for their chosen career. Internships can be established for the summer, fall, or spring semesters. Full and part

497

Information Skills Toolkit: Collaborative Integrated Instruction for the Middle Grades. Professional Growth Series.  

ERIC Educational Resources Information Center

This toolkit provides tested lessons and a selection of alternative ideas for the middle grades to help adapt and integrate the teaching of information skills in a way that meets the needs of teachers and students. After an introductory section, eight chapters of Collaborative Integrated Skills Lessons are provided. The lessons are grouped by…

Logan, Debra Kay

498

Electronic Portfolios: A Demonstration of Multi-Level Communication Skills and Professional Accomplishments  

ERIC Educational Resources Information Center

The current downturn in the economy combined with the need for students to aptly verbalize their knowledge, skills, and abilities influences their search for employment and application to graduate school programs, making this topic timely. Finding ongoing methods for communication students to detail and reflect on their skills and abilities as…

Whitfield, Toni Selena

2011-01-01

499

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

500

Writing Well as an Essential Skill for Professionals in Parks, Recreation, and Tourism: Why Do We Need It and How Do We Do It?  

ERIC Educational Resources Information Center

Although writing is an important skill for all professionals, many students in parks, recreation, and tourism do not see the relevance of learning and applying the skills of writing well in parks, recreation, and tourism courses. This article outlines the reasons good writing is beneficial for students and provides concrete guidelines for how they…

Wells, Mary Sarah; Piatt, Jennifer A.; Paisley, Karen P.

2012-01-01