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1

Developing Professional Skills in Journalism through Blogs  

ERIC Educational Resources Information Center

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

Hodgson, Paula; Wong, Dora

2011-01-01

2

The importance of human skills in project management professional development  

Microsoft Academic Search

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

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

2010-01-01

3

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

ERIC Educational Resources Information Center

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

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

2012-01-01

4

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

5

Introducing Professional and Career Development Skills in the Marketing Curriculum  

ERIC Educational Resources Information Center

According to recent studies in academic journals, business practitioners have expressed the view that marketing graduates lack certain professional and career skills. In addition, informal discussions with campus recruiters have suggested that their experience is very similar. This exploratory study reports the results of a survey of the…

Kelley, Craig A.; Bridges, Claudia

2005-01-01

6

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

7

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

ERIC Educational Resources Information Center

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

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

2010-01-01

8

Evaluation of District-Provided Professional Development on Critical Thinking Skills  

ERIC Educational Resources Information Center

Critical thinking skills are often not being taught or used in classrooms. Instead, more testing has become the norm, leaving students less equipped to discern information and become well-informed, conscientious citizens. Based on research concerning the importance of critical thinking skills and professional development for teachers, this study…

Bedosky, Michael J.

2013-01-01

9

Critical Skills of IS Professionals: Developing a Curriculum for the Future  

Microsoft Academic Search

A study was conducted to determine the expected skills and knowledge required for Information Systems professionals in three general staffing groups: programmers, analysts, and end-user support. A survey instrument was developed asking respondents to rate the importance of each knowledge\\/skill area three years from now for each of the staffing groups. The results show that Information Systems knowledge relating to

Marilyn L. Wilkins; Cheryl L. Noll

10

Developing Professional Skills in STEM Students: Data Information Literacy  

ERIC Educational Resources Information Center

Undergraduate STEM students are increasingly expected to have some data use skills upon graduation, whether they pursue post-graduate education or move into industry. This project was an initial foray into the application of data information literacy competencies to training undergraduate students to identify markers of data and information…

Zilinski, Lisa D.; Sapp Nelson, Megan; Van Epps, Amy S.

2014-01-01

11

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

PubMed Central

Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept. Students in the early years of their medical course may benefit from further opportunities to practise basic communication skills on a one-to-one basis with patients. PMID:21708000

2011-01-01

12

Professional Development and Skill Building inProfessional Development and Skill Building in Medical and Life Science: Management  

E-print Network

?Are Leaders Born or Made? Pre 20th Century ­ Great ManTheory 1900-1950 ­ TraitTheory 1950's ­ h l: Management StylesFollow-up: Management Styles US & European Business Leaders: ESTJ (21%), ENTJ (15%), ISTJ/communicates 4. Measurement 5 D l l (i l di lf)5. Develops people (including self) #12;Are "Leaders" Born or Made

Puglisi, Joseph

13

Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates  

ERIC Educational Resources Information Center

Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis.…

Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers

2009-01-01

14

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

ERIC Educational Resources Information Center

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 article, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on…

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

2011-01-01

15

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

E-print Network

ral ssBioMed CentBMC Medical Education Open AcceDebate Developing essential professional skills: a framework for teaching and learning about feedback Penny Henderson, Anne C Ferguson-Smith and Martin H Johnson* Address: Department of Anatomy... , University of Cambridge, Downing Street, Cambridge, CB2 3DY, UK Email: Penny Henderson - ph286@cam.ac.uk; Anne C Ferguson-Smith - afsmith@mole.bio.cam.ac.uk; Martin H Johnson* - mhj@mole.bio.cam.ac.uk * Corresponding author Abstract Background...

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

2005-04-01

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

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

PubMed Central

MyTeachingPartner (MTP) is a web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial indicated that for English-only classrooms, teachers receiving a high level of support had students who made greater gains in language and literacy skills than teachers who only received access to a curricular supplement. Three implications are drawn from these findings: (1) on-going, video-based consultation holds promise not only for altering teacher-child interactions, but also improving children's learning, (2) technology allows teachers to receive intensive, effective support from a distance, and (3) there is still much to be learned about how professional development can support effective teaching of language and literacy skills to children whose home language is not English. PMID:23105917

Cabell, Sonia Q.; Downer, Jason T.

2012-01-01

19

Developing Leadership Skills  

ERIC Educational Resources Information Center

Principals often think of professional development in terms of activities--attending a workshop, networking with colleagues at a conference, reading a professional article or book, and so on. Although these are all good things in and of themselves, genuine professional growth does not occur until knowledge and skills are put into practice at the…

Kinney, Patti

2008-01-01

20

An integrated approach to develop professional and technical skills for informatics engineering students  

Microsoft Academic Search

Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as professionals. This article describes the organisation and impact

João M. Fernandes; Natascha van Hattum-Janssen; António Nestor Ribeiro; Victor Fonte; Luís Paulo Santos; Pedro Sousa

2012-01-01

21

Job Skills of the Financial Aid Professional.  

ERIC Educational Resources Information Center

Describes the skills practiced by student financial aid professionals which are valued by all employers, including problem solving, human relations, computer programming, teaching/training, information management, money management, business management, and science and math. Also describes how to develop skills outside of the office. (EV)

Heist, Vali

2002-01-01

22

A grounded theory approach to effects of virtual facilitation on team communication and the development of professional skills  

Microsoft Academic Search

This article reports on a grounded theory study into the effects of virtual facilitation on team communication, a critical professional skill for engineering students. Facilitation may assist in that process because it encourages information sharing in order to promote effective teamwork. To aid in online team communications, a virtual facilitator has been developed. This research involves a quasi-experimental study of

Uyen Mai; Daniel Swift; Tracey Wiggins; Ray Luechtefeld

2011-01-01

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

The National Health Service Knowledge and Skills Framework and its implications for continuing professional development in nursing.  

PubMed

The National Health Service Knowledge and Skills Framework has been introduced as part of the Agenda for Change Reforms in the United Kingdom to link pay and career progression to competency. The purpose of this paper is to consider the implications for nurses, their managers and the impact on university departments delivering continuing professional development for nurses. The new system has the potential to increase the human resources management aspect of the clinical nurse managers' role and could have legal implications, for example if practitioners perceive that their needs for continuing professional development have been overlooked to the detriment of their pay and career aspirations. The new system also has implications for providers of continuing professional development in the universities and is likely to demand closer liaison between education providers and trust staff who commission education and training. The Knowledge and Skills Framework is of interest to nurses and nurse educators internationally because the system, if effective, could be introduced elsewhere. PMID:16616397

Gould, Dinah; Berridge, Emma-Jane; Kelly, Daniel

2007-01-01

25

Soft Skills and Creativity in IS Professionals  

Microsoft Academic Search

Although the soft (i.e. non-technical) skills of information systems (I\\/S) professionals are recognized as important for job performance, few attempts have been made to study systematically the concept of soft skills. We draw upon the pioneering work in the area of practical intelligence and creativity at the workplace to develop the concept of soft skills and to validate an instrument

Damien Joseph; Soon Ang; Sandra Slaughter

1999-01-01

26

The Effects of Professional Development Activities on the Skill Acquisition of Teachers.  

ERIC Educational Resources Information Center

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

Whitworth, Jerry E.

27

An Integrated Approach to Develop Professional and Technical Skills for Informatics Engineering Students  

ERIC Educational Resources Information Center

Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as…

Fernandes, Joao M.; Van Hattum-Janssen, Natascha; Ribeiro, Antonio Nestor; Fonte, Victor; Santos, Luis Paulo; Sousa, Pedro

2012-01-01

28

Professional Development  

E-print Network

Carnegie Mellon University 15 Google 14 National Institute of Health 11 Bank of America/Merrill Lynch 10 or alumni 5518 EVENTS Total Number of events (workshops, class presentations, job fairs, professional skills Program Nominees from Carnegie Mellon 16 nominees Lunch Attendees 300 attended JOB FAIRS Total Student

29

Professional Certificate in Management Skills  

E-print Network

case studies and personal work situations to hone communications skills Module 3a Finding and Keeping skills for managing projects, people, teams and performance. · Learn to how to effectively manage change to hone their management skills and develop a deeper understand of this area · Team leaders and employees

Carleton University

30

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

Microsoft Academic Search

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 \\

Barbara A. Wasik; Annemarie H. Hindman

2011-01-01

31

Professional Development  

E-print Network

Professional Development An Introduction to Social Media: Networking on the Web Basics New New New #12;2 Professional Development AN INTRODUCTION TO SOCIAL MEDIA: NETWORKING ON THE WEB People Workplace Bullying Career Development Developing Your Career at the University of Pittsburgh

Sibille, Etienne

32

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! Is That Really Harassment? Please Respect My Generation Workplace Bullying Career Development Developing Your

Sibille, Etienne

33

Professional Development for Professional Developers  

ERIC Educational Resources Information Center

During the last year, SETDA tackled the question, "How do you provide professional development to those who typically develop and/or provide the opportunities to others?" Although providing professional development opportunities for administrators and teachers is a primary responsibility of many SETDA members, many state educational technology…

Wolf, Mary Ann

2004-01-01

34

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

35

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

ERIC Educational Resources Information Center

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

Campbell, Philippa H.; Sawyer, L. Brook

2009-01-01

36

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

37

Transforming Professional Development to Professional Learning  

ERIC Educational Resources Information Center

This article reviews teacher professional development norms as they are shifting toward collaborative practice. It is posed that passive and individual practices are inadequate to prepare teachers to integrate the academic skills that learners need for both workforce and college readiness. Promising practices in professional development are…

Stewart, Chelsea

2014-01-01

38

Personal Professional Development  

NASA Astrophysics Data System (ADS)

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

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

2009-04-01

39

Professional development  

NASA Astrophysics Data System (ADS)

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

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

2013-03-01

40

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

41

Enhancing early literacy skills for preschool children: bringing a professional development model to scale.  

PubMed

A quasi-experimental, statewide intervention targeting preschool teachers' enhancement of children's language and early literacy was evaluated. Across 2 years and 20 Head Start sites, 750 teachers participated (500 target, 250 control), with 370 classrooms randomly selected to conduct pre- and posttest assessments (10 randomly selected children per class). The inability to randomize children to classrooms was addressed by examining children's performance for teachers who were control teachers in Year 1 and target teachers in Year 2. We also compared teachers with 2 years of training with teachers with 1 year of training and with control teachers. Greater gains were found for children in target classrooms than for those in control classrooms for all skills, but particularly for language skills, in Year 2, and this varied by program site. The presence of a research-based early literacy curriculum, higher levels of teacher education, and full-day versus half-day programs were significant moderators of intervention effectiveness. The challenges of implementing a statewide initiative across programs that varied in their readiness to implement a cognitively rich experience for preschool children are discussed. PMID:16895156

Landry, Susan H; Swank, Paul R; Smith, Karen E; Assel, Michael A; Gunnewig, Susan B

2006-01-01

42

Illinois Occupational Skill Standards. Meeting Professional Cluster.  

ERIC Educational Resources Information Center

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

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

43

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

44

Building leadership skills and promoting workforce development: evaluation data collected from public health professionals in the field of maternal and child health.  

PubMed

Professional development, including training and leadership skill building, is important for maternal and child health (MCH) epidemiologists. Current workforce development and training opportunities vary, but lack an emphasis on linking leadership competencies with MCH epidemiology. This paper describes efforts at the annual MCH Epidemiology Conference (the "Conference") to promote leadership activities and workforce development, and recommendations to enhance professional development. An evaluation of attendee opinions on Conference workforce development activities was conducted during the 2009 and 2010 Conferences (70 and 66 % response rates, respectively). Frequencies and percentages were calculated overall and by attendee profession. Qualitative responses to questions regarding workforce and professional development were classified by theme in 2009, and a categorical question was developed for the 2010 evaluation. A combined 38 % of Conference attendees in 2009 and 2010 were MCH epidemiologists and 62 % were other MCH professionals. Attendees recommended more support and access to training, mentoring, and resources including job opportunities. Continuing education (41 %), special knowledge and skills-building training (51 %), and development of online resources for training (57 %) were highly recommended by attendees. Career (47 %) and leadership (49 %) mentoring by senior-level professionals in the field were also highly recommended. Promotion of leadership can be achieved by integrating the concept of leadership into the Conference itself; by publishing and disseminating MCH epidemiologic research in scientific, program, and policy settings; and by communicating the importance of epidemiologic findings to stakeholders and other non-scientific audiences. PMID:22923283

Kroelinger, Charlan D; Kasehagen, Laurin; Barradas, Danielle T; 'Ali, Zarinah

2012-12-01

45

Association of Polar Early Career Scientists Promotes Professional Skills  

NASA Astrophysics Data System (ADS)

As a partner organization of AGU, the Association of Polar Early Career Scientists (APECS; http://www.apecs.is) fully supports the views expressed in Wendy Gordon's Forum article "Developing Scientists' `Soft' Skills" (Eos, 95(6), 55, doi:10.1002/2014EO060003). Her recognition that beyond research skills, people skills and professional training are crucial to the success of any early-career scientist is encouraging.

Pope, Allen; Fugmann, Gerlis; Kruse, Frigga

2014-06-01

46

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

47

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

ERIC Educational Resources Information Center

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

Miller, Michael T.; Pope, Myron L.

48

Improving Preschoolers’ Language and Literacy Skills Through Web-Mediated Professional Development  

Microsoft Academic Search

MyTeachingPartner (MTP) is a Web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial indicated that for English-only classrooms, teachers receiving a high

Sonia Q. Cabell; Jason T. Downer

2011-01-01

49

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

Microsoft Academic Search

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

Roxanne Missingham

2006-01-01

50

Developing a skills-based competency course.  

PubMed

Skills-based competency programs evaluate whether participants can demonstrate knowledge, skills, and professional behaviors associated with a skill in a simulated or actual clinical setting. Critical elements for program development include accurate and precise outcome statements that delineate the skill to be performed and valid and reliable evaluation criteria that identify the critical behaviors necessary for safe and competent performance. PMID:23181403

Chappell, Kathy; Koithan, Mary

2012-12-01

51

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

NASA Astrophysics Data System (ADS)

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

Zender, Georgi Anne

52

"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

53

Missouri Professional Development Guidelines for Student Success.  

ERIC Educational Resources Information Center

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

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

54

Professional Development  

E-print Network

Leadership and Effective Talent Development Managing Incivility and the Bystander Effect in the Workplace Excel 2010 Fundamentals Microsoft Outlook 2010 Microsoft PowerPoint 2010 Fundamentals Personal Finance Administration Campus Security and the Clery Act Electronic Certification of Effort Everything You Wanted

Sibille, Etienne

55

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

ERIC Educational Resources Information Center

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

Becker, Craig; Loy, Marty

2004-01-01

56

Skills in Professional Geography: An Assessment of Workforce Needs and Expectations  

Microsoft Academic Search

This study compares the skills of professional geographers and the needs of employer organizations across major sectors of the U.S. workforce. Following a series of focus groups, two surveys were developed to explore: (1) the extent to which specific skills were performed by geographers in different professional positions, and (2) the value of and anticipated demand for those skills from

Michael Solem; Ivan Cheung; M. Beth Schlemper

2008-01-01

57

Using professional interpreters in undergraduate medical consultation skills teaching.  

PubMed

The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration; and 3) invest in faculty development for successful and sustainable delivery. PMID:25473325

Bansal, Aarti; Swann, Jennifer; Smithson, William Henry

2014-01-01

58

Supervising allied health assistants: a concerning skill gap in allied health professionals.  

PubMed

The purpose of this paper is to identify and discuss the problem of a skill gap in the training of allied health professionals. Allied health assistants are required to work under the supervision of allied health professionals. There is little evidence to suggest supervisory skills are routinely taught as part of the development of professional behavior. With increasing concern about a lack of supervisory skill, there is an opportunity for supervisory skills to be incorporated into the undergraduate curriculum. A combination of classroom and clinical experience is required to ensure this professional skill does not continue to be overlooked. PMID:24326922

Schmidt, David

2013-01-01

59

Professional Development for IT Leaders  

ERIC Educational Resources Information Center

If one "googles" the term "professional development" on the Web, he/she gets definitions such as "the development of skills both tangential and essential to one's current occupation." Digging a little deeper does not yield a common definition, just distinctions among education, training, and credentialing. Despite the lack of a common or clear…

Cabot, Linda A.

2006-01-01

60

Utilization of evidence-based practice knowledge, attitude, and skill of clinical nurses in the planning of professional development programming.  

PubMed

This collaborative study explored nurses' knowledge, attitudes, and skills related to the evidence-based practice (EBP) process. It also explored the nurses' perceptions of the barriers and facilitators that they face related to fully using EBP in the workplace. Findings will afford the healthcare system the information to develop, plan, and restructure the educational services to meet the demand of enhancing EBP strategies and utilization. PMID:25790357

Williamson, Kathleen M; Almaskari, Mohammed; Lester, Zanet; Maguire, Deborah

2015-01-01

61

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

62

MANAGEMENT CERTIFICATE FOR WOMEN (MCW) A Professional Certificate in Management Fundamentals & Skills  

E-print Network

MANAGEMENT CERTIFICATE FOR WOMEN (MCW) A Professional Certificate in Management Fundamentals & Skills This program recognizes that women have different learning and management styles than do in management and responds to their learning styles by addressing personal management skills development

Dawson, Jeff W.

63

School Leadership Skill Development  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the relationship between what is currently understood about skills for school leadership and the need for a greater understanding of those skills. The importance of developing leadership skills to improve school performance and effectiveness is great. In the field of school leadership, most leaders…

Weigel, Richard A.

2013-01-01

64

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

65

Medical students as EMTs: skill building, confidence and professional formation  

PubMed Central

Objective The first course of the medical curriculum at the Hofstra North Shore-LIJ School of Medicine, From the Person to the Professional: Challenges, Privileges and Responsibilities, provides an innovative early clinical immersion. The course content specific to the Emergency Medical Technician (EMT) curriculum was developed using the New York State Emergency Medical Technician curriculum. Students gain early legitimate clinical experience and practice clinical skills as team members in the pre-hospital environment. We hypothesized this novel curriculum would increase students’ confidence in their ability to perform patient care skills and enhance students’ comfort with team-building skills early in their training. Methods Quantitative and qualitative data were collected from first-year medical students (n=97) through a survey developed to assess students’ confidence in patient care and team-building skills. The survey was completed prior to medical school, during the final week of the course, and at the end of their first year. A paired-samples t-test was conducted to compare self-ratings on 12 patient care and 12 team-building skills before and after the course, and a theme analysis was conducted to examine open-ended responses. Results Following the course, student confidence in patient care skills showed a significant increase from baseline (p<0.05) for all identified skills. Student confidence in team-building skills showed a significant increase (p<0.05) in 4 of the 12 identified skills. By the end of the first year, 84% of the first-year students reported the EMT curriculum had ‘some impact’ to ‘great impact’ on their patient care skills, while 72% reported the EMT curriculum had ‘some impact’ to ‘great impact’ on their team-building skills. Conclusions The incorporation of EMT training early in a medical school curriculum provides students with meaningful clinical experiences that increase their self-reported level of confidence in the performance of patient care skills early in their medical education. PMID:25056855

Kwiatkowski, Thomas; Rennie, William; Fornari, Alice; Akbar, Salaahuddin

2014-01-01

66

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

67

Continuing Professional Development: Best Practices  

PubMed Central

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

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

2014-01-01

68

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

69

Building health informatics skills for health professionals: results from the Australian Health Informatics Skill Needs Survey  

Microsoft Academic Search

Objective: To ascertain health professionals' per- ceptions of health informatics skills required in their roles. Design: A paper-based survey with a stratified random sample of Australian health professionals and a web-based survey open to all Australian health professionals were conducted. Measurement: A questionnaire on the health pro- fessionals' perceived degree of competency required for a total of 69 specific skills

Sebastian Garde; David Harrison; Mohammed Huque; Evelyn JS Hovenga

2006-01-01

70

Redefining Professional Development. Newsletter  

ERIC Educational Resources Information Center

The research on effective professional development is consistent across many studies. Researchers Willis Hawley and Linda Valli (Westchester Institute for Human Services Research, n.d.), in their synthesis of the professional development literature, find that high-quality teacher development is as follows: (1) Informed by research on teaching and…

Center for Comprehensive School Reform and Improvement, 2006

2006-01-01

71

HRD Professional Development.  

ERIC Educational Resources Information Center

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

1998

72

Critical Thinking Skills for Rehabilitation Professionals in the 21st Century  

ERIC Educational Resources Information Center

Critical thinking (CT) is an essential tool for rehabilitation professionals in the 21st century. Well developed CT skills are indicated for rehabilitation professionals in the new century to promote continuous quality improvement of the service delivery system. Such improvement will occur as rehabilitation professionals learn to routinely…

Lewis, Allen N.; King, Eric S.; Pitt, Jenelle S.; Getachew, Almaz; Shamburger, Aisha

2010-01-01

73

A Comprehensive Review of Professional Development in South Carolina.  

ERIC Educational Resources Information Center

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

Haslam, M. Bruce; Fabiano, Lara

74

Educator's Professional Development  

NSDL National Science Digital Library

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

75

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

76

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

77

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

78

North Carolina Human Resource Professionals’ Perceptions of Soft Skill Competencies  

Microsoft Academic Search

The identification of competencies needed by hospitality managers has been investigated since the 1980s. In all of the competency research related to management, essential competencies include skills that can be classified as soft skills. The purpose of the authors in this project is to have human resource professionals rate the importance of soft skill competencies found in literature, and to

Melvin R. Weber; Alleah Crawford; Dori Dennison

2012-01-01

79

Practical intelligence in IT: assessing soft skills of IT professionals  

Microsoft Academic Search

Introduction What qualities make a successful it professional? Certainty strong technical skills are sine qua non. As a result, the technology geek remains the stereotype of an information technology (IT) professional. Indeed, when companies hire IT professionals, their focus is often on the \\

Damien Joseph; Soon Ang; Roger H. L. Chang; Sandra A. Slaughter

2010-01-01

80

Professional Development and TrainingProfessional Development and Training The University of Memphis, 177 Administration Building, Memphis, Tennessee 38152  

E-print Network

new and revised training sessions for workforce skill enhance- ment, growth, and development enhancement programs. #12;Business Skills Achievement Certificate Participants must complete at least FOUR. · Business Writing I · Business Writing II · Proofreading and Editing Professional Development Certificate

Dasgupta, Dipankar

81

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

82

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

ERIC Educational Resources Information Center

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

Bastalich, Wendy; Behrend, Monica; Bloomfield, Robert

2014-01-01

83

2013-2014 DGS Manual Page 100 Professional Development  

E-print Network

for International Students program, Responsible Conduct of Research (RCR) training, and a new Professional participation in a disciplinary or professional community. Faculty advisors provide critical academic training development opportunities that complement their research training and augment their skill sets. Training

Zhou, Pei

84

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

85

K-12 Teacher Professional Development  

NASA Astrophysics Data System (ADS)

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

Hemenway, Mary Kay

2013-06-01

86

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.

87

Searching for Professional Development  

ERIC Educational Resources Information Center

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

Ashbrook, Peggy

2010-01-01

88

Searching for Professional Development  

NSDL National Science Digital Library

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

Peggy Ashbrook

2010-07-01

89

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

90

Communication aspects of ProSkills: a non-technical skill development and enhancement program for engineers  

Microsoft Academic Search

Engineers face a major decision relating to their careers. They can enter their profession, or they can become a successful professional. In both cases, a strong technical foundation is required. But, to be a truly successful professional, engineers must also develop and use many nontechnical skills. Professional engineers use a balance of technical and non-technical skills to achieve their highest

J. Watson; C. Alexander

2005-01-01

91

Perspectives: Making the Most of Professional Development  

NSDL National Science Digital Library

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

Michele H. Lee

2008-04-01

92

Sustainable Employability Skills for Engineering Professionals  

Microsoft Academic Search

This paper aims at exploring the skills set required for sustainable employability of engineering graduates in India. In most of the Indian engineering colleges, students are from different academic backgrounds coming from different places having different mother tongues. So, there is a need to provide them a common platform to make them competent enough to face the real challenges of

V. Saravanan

2009-01-01

93

Towards a Structural Model Connecting Hard Skills, Soft Skills and Job Conditions and the IS Professional: The Student Perspective  

Microsoft Academic Search

The IS professional is a person endowed with certain professional skills and attributes usually formally obtained through an education process. The IS professional may also have formal skills in peripheral, non technical areas that may too be obtained through a formal education process. This is typical now in the education of IS students who are aspiring IS professional. In addition

Rodney Turner

94

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

95

A New Vision for Professional Development  

ERIC Educational Resources Information Center

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

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

2013-01-01

96

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

97

Response selection and execution skills of professionals and novices during singles tennis competition.  

PubMed

This study extended research on sport expertise concerning the development of cognitive and motor skills in singles tennis (McPherson, 1999). 12 adult male professional and novice tennis players were videotaped during singles competition. Opponents for matches were randomly selected within each group of participants. Two tennis experts utilized an observational scale to judge players' performance generated during competition for serves and shots following the serve, e.g.. return of serves, lobs. Each player was scored on three performance components: quality of movement to or control of the ball for serves or shots attempted (control skills), appropriateness of serve or shot selections in the context of game situations (response selection skills), and quality of serves or shots produced (response execution skills). Relative frequency scores for the highest category of each performance component were derived according to the number of opportunities to respond. Serve performance indicated both groups were able to control their serves: however, professionals made more tactical selections and forceful executions. Shot performance indicated professionals made more successful movement to and control of shots, tactical shot selections, and forcing shot executions than novices. Overall, players' tactical response selections were greater than their forceful response executions. Thus, assessing players' decisions during competition may provide vital information concerning tactical skill development. Further, professional players exhibited higher and more consistent tactical behavior than elite collegiate players examined in 1999 by McPherson. Findings were attributed to tactical knowledge and motor skill development resulting from competition and practice experiences. PMID:11769911

Nielsen, T M; McPherson, S L

2001-10-01

98

Professional Development as Collaborative Inquiry.  

ERIC Educational Resources Information Center

Discussion of effective professional development for educators focuses on a description of how three organizations in Hawaii cooperatively designed and implemented a professional development model that considered paradigm shifts in professional development practices. Highlights include an inquiry approach; creating authentic learning experiences;…

Harada, Violet H.

2001-01-01

99

CUNY Nursing Faculty Professional Development  

E-print Network

1 CUNY Nursing Faculty Professional Development Needs Assessment 2013 Report prepared by Margaret J campuses. The electronic CUNY Nurse Faculty Professional Development Needs Assessment Survey was sent via the discipline. A CUNY Nursing Faculty Professional Development Initiative was proposed by the Office

Rosen, Jay

100

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

ERIC Educational Resources Information Center

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

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

2013-01-01

101

Teaching Professional Skills for the Computer Science Researcher  

Microsoft Academic Search

We teach students to become researchers through a kind of apprenticeship. Experienced researchers take graduate students under their wing and tutor them individually on how to do research: a slow and somewhat erratic procedure. This article describes a course that is designed to accelerate the process by imparting professional research skills. It has been taught for three years to incoming

Ian H. Witten

1992-01-01

102

Flexible Professional Development  

NSDL National Science Digital Library

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

David Parlier

2004-02-01

103

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

ERIC Educational Resources Information Center

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

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

2011-01-01

104

Testing the Basic Competencies of Teacher Education Candidates with the Pre-Professional Skills Tests (PPST).  

ERIC Educational Resources Information Center

The Pre-Professional Skills Tests (PPST), was developed at Educational Testing Service at the request of the National Teachers Examination Policy Council. The battery of three tests is designed to provide objective, standardized measures of basic proficiency in reading, mathematics, and writing. The steps in the test development process of this…

Goodison, Marlene

105

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

106

The Development of Calendrical Skills  

ERIC Educational Resources Information Center

Calendrical calculation is the unusual ability to name days of the week for dates in the past and sometimes the future. Previous investigations of this skill have concerned savants, people with pervasive developmental disorders or general intellectual impairment. This research has yielded a hypothesis about how calendrical skills develop but no…

Cowan, Richard; Stainthorp, Rhonda; Kapnogianni, Stainthorp; Anastasiou, Maria

2004-01-01

107

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

108

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

109

Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming  

ERIC Educational Resources Information Center

The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

Bakke, Christine K.

2013-01-01

110

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

ERIC Educational Resources Information Center

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

Lewis, Karen A.

2011-01-01

111

OFFICE OF THE DEAN PROFESSIONAL DEVELOPMENT LEAVE 2015/2016  

E-print Network

, intellectual renewal, and acquisition of new skills through study, research, writing, and trainingOFFICE OF THE DEAN PROFESSIONAL DEVELOPMENT LEAVE ­ 2015/2016 The Professional Development Leave (PDL) program is funded and administered by the College of Liberal Arts. Its purpose is to enhance

Bermúdez, José Luis

112

Professional Development: Setting the Context.  

ERIC Educational Resources Information Center

States that professional development programs, though they run the gamut from fledgling to comprehensive, have developed over the last three decades as a result of the rapid growth of the community college. Examines some of the early struggles of the professional development movement and discusses future challenges. (AUTH/NB)

Watts, Gordon E.; Hammons, James O.

2002-01-01

113

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.

Inez Liftig

2008-09-01

114

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

115

Professional Development in Corporate Training.  

ERIC Educational Resources Information Center

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

Meyer, Susan R.; Marsick, Victoria J.

2003-01-01

116

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

117

Professional Development of Academic Library Professionals in Kerala  

ERIC Educational Resources Information Center

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

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

2011-01-01

118

Practical Skills as They Relate to Working Successfully in Cross-cultural Settings as Identified by International Agricultural Professionals  

Microsoft Academic Search

The purpose of this descriptive study was to identify the skill set needed by individuals who aspire to have successful professional careers in international agricultural development. A secondary purpose of this study was to identify and propose educational strategies that will increase the success of those professionals. Subjects in this study included members of the Association for International Agricultural and

Jan Finley Fernandez

119

Professional development of medical educators.  

PubMed

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

Swanwick, Tim; McKimm, Judy

2010-03-01

120

Online Professional Development that Works  

ERIC Educational Resources Information Center

The interest in online learning has been growing at a rapid pace, especially for professionals who find it inconvenient to attend face-to-face workshops or courses. This is particularly true for educators pursuing inservice professional development, as there is precious little time to be away from their classrooms. This need, combined with the…

Vanides, Jim

2007-01-01

121

The Science of Professional Development  

ERIC Educational Resources Information Center

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

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

2012-01-01

122

Enhancing communication and professional practice skills in an introductory engineering course  

Microsoft Academic Search

One of the major requirements of today's employers is for their new hires to have excellent communication and professional skills. These skills include writing, speaking, listening, presenting, working in multidisciplinary teams, engaging in life-long learning, and exhibiting professional and ethical behavior. These skills have been clearly identified by the Accreditation Board for Engineering and Technology as being essential for all

J. Pet-Armacosti; Robert L. Armacost

2003-01-01

123

FGSR Professional Development Communication Module  

E-print Network

FGSR Professional Development Communication Module Building a Rapport Rapport is the relationship or connection you build with your audience. A speaker who tries to connect with his audience will usually find

MacMillan, Andrew

124

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

125

Your Professional Development Tool Kit  

E-print Network

? #12;27 Blended Development Activities Experienced - Based Learning Education - Based Learning Colleagues Coaches "Learn by Doing" "Learn by Training" "Learn with Others" #12;28 Resources / Activities;5 What Do We Mean By "Development"? Skill learning Development plans Education Stretch assignments

Jackson, Daniel

126

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

127

Desired professional development pathways for clinical pharmacists.  

PubMed

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

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

2013-04-01

128

Cultivating Careers: Professional Development for Campus IT  

NSDL National Science Digital Library

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

129

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

University PRESENTATION TOPICS 1. WHAT IS THE FORUM? 2. HOW IS THE FORUM ORGANIZED? 3. HOW DO I PARTICIPATE. Brandeis University HOW DO I PREPARE? 2. Research · Research the websites of participating organizations? 4. HOW DO I PREPARE? ­ Professional Approach ­ Research ­ Prioritize Organizations, Prepare Talking

Snider, Barry B.

130

Quantity and quality in nuclear engineering professional skills needed by the nuclear power industry  

SciTech Connect

This paper examines the challenge of work force requirements in the context of the full range of issues facing the nuclear power industry. The supply of skilled managers and workers may be a more serious problem if nuclear power fades away than if it is reborn in a new generation. An even greater concern, however, is the quality of education that the industry needs in all its future professionals. Both government and industry should be helping universities adapt their curricula to the needs of the future. This means building a closer relationship with schools that educate nuclear professionals, that is, providing adequate scholarships and funding for research and development programs, offering in-kind services, and encouraging internships and other opportunities for hands-on experience. The goal should not be just state-of-the-art engineering practices, but the broad range of knowledge, issues, and skills that will be required of the nuclear leadership of the twenty-first century.

Slember, R.J.

1990-01-01

131

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.

132

Action Research for Improving At-Risk Students' Literacy Skills: The professional development of three Florida teachers through their journeys integrating technology, poetry and multiculturalism for literacy intervention  

Microsoft Academic Search

\\u000aThis study focuses on three case studies of three Florida teachers’ action research projects focusing on improving at-risk students’ literacy skills through innovative instructional technology, culturally-relevant poetry and bilingual teaching. The teachers, White, African American and Latina, describe their research journeys, the literacy teaching strategies they used and the outcomes on their students’ achievement. The case studies are then analyzed

Luz Carime Bersh; Pamela Benton; Anita Lewis; Magda McKenzie-Parrales

2012-01-01

133

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

134

[Institutional policy for developing nurses' clinical skills].  

PubMed

The development of clinical skills in nursing can be integrated into the institutional policy of any hospital. Such a project combines training, the optimal use of the skills developed and recognition from the institution. PMID:25518141

Benaiche, Ahmed; Loubert, Christine; Duhem, Valérie; Plichon, Laurence; Gobeaut, Fabrice; Guillaume, Marie-Chantal

2014-10-01

135

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

Microsoft Academic Search

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

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

2009-01-01

136

Professional Development and Learning Management Come learn with us @ www.cuny.edu/training  

E-print Network

will focus on some of the most important MicrosoftOffice software skills for CUNY employees across a varietyProfessional Development and Learning Management Come learn with us @ www.cuny.edu/training CUNY PROFESSIONAL DEVELOPMENT PROGRAM JUNE 2013 is SPECIALIZED TRAINING IN DESKTOP TECHNOLOGY SKILLS Specially

Qiu, Weigang

137

Changes in Professional Development  

Microsoft Academic Search

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

Siegfried Meryn

1998-01-01

138

The Developing English Skills and Knowledge (DESK) Program Handbook  

ERIC Educational Resources Information Center

The purpose of the DESK (Developing English Skills and Knowledge) Program at Louisiana State University (LSU) is to help deaf and hard of hearing students make a smooth transition from high school to postsecondary institutions and, in doing so, to ensure their academic and professional success. This handbook documents, in a "how-to" format, Dr.…

Rohloff, Jean

2009-01-01

139

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

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

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

ERIC Educational Resources Information Center

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

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

2007-01-01

142

Professional Development for Bermudian Educators.  

ERIC Educational Resources Information Center

This paper presents a case study of distance education and professional development in Bermuda, British West Indies. In 1996, the Division of Graduate and Continuing Education at Fitchburg State College (FSC), Massachusetts, entered into a program to provide a Master's of Education program to Bermuda's teachers. The Bermudian Ministry of Education…

Bohrer, George F., Jr.; Colbert, Ronald; Zide, Michele Moran

143

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

144

Changing Perspectives in Professional Development  

ERIC Educational Resources Information Center

Half-way through this first decade of the 21st century, educators are working diligently to ensure that all students learn and schools demonstrate annual yearly progress. Schools are scrambling to find ways to reach students who are struggling. Once again professional development is being seen as a major tool to support improved practice and to…

Mundry, Susan

2005-01-01

145

The Impact of an Innovative Model of Technology Professional Development.  

ERIC Educational Resources Information Center

This paper describes participant reaction to an informal field test of the Identifying Changes, Exploring Possibilities, and Developing Technology Skills (ICED) Professional Development Model. The theoretical framework for the ICED model is drawn from three sources: (1) literature review of the change process, specifically the adoption of…

Johnson, Vivian

146

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

147

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

NASA Astrophysics Data System (ADS)

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

Allington, Ruth; Fernandez-Fuentes, Isabel

2013-04-01

148

Supporting collaboration in professional soft-skill training courses  

Microsoft Academic Search

More and more employers qualify their employees in soft skills or make soft-skill knowledge a decision criterion when assigning new jobs. Soft-skills courses are typically highly interactive as soft skills are no factual knowledge and cannot be acquired by simple drilling. The course instructors, who very often are external experts, have to face the challenge to adapt to new media

Sabina Jeschke; Lars Knipping; Nicole Natho; Olivier Pfeiffer

2009-01-01

149

The Differences in Professional Development with Corporate Companies and Public Education  

ERIC Educational Resources Information Center

Like practitioners in other professional fields, educators must keep au courant with the emerging knowledge and must be prepared to use it to continually fine-tune their conceptual and craft skills. Is there a difference between the professional development training experienced by teachers' verses the professional development provided to other…

Smith, Yolanda E.; Kritsonis, William Allan

2006-01-01

150

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

ERIC Educational Resources Information Center

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

Hirsch, Linda J.

2011-01-01

151

Improvement in self-reported confidence in nurses’ professional skills in the emergency department  

PubMed Central

Background The aim of this study was to assess nurses’ self-reported confidence in their professional skills before and after an extensive Emergency Department (ED) reform in Kanta-Häme Central Hospital. Methods Emergency nurses participated in transitional training commencing two years before the establishment of the new organization in 2007. Training was followed by weekly practical educational sessions in the new ED. During this process nurses improved their transition skills, defined house rules for the new clinic and improved their knowledge of new technology and instruments. The main processes involving critically ill ED patients were described and modelled with an electronic flow chart software. During the transitional training nurses compiled lists of practical skills and measures needed in the ED. These were updated after feedback from physicians in primary and secondary care and head physicians in Kanta-Häme Central Hospital. The final 189-item list comprised 15 different categories, each containing from 4 to 35 items. Based on the work described above, a questionnaire was developed to reflect ED nurses’ skills in clinical measures but also to estimate the need for professional education and practical training. Nurses working in the ED were asked to fill the questionnaire in January 2007 (response rate 97%) and in January 2011 (response rate 98%). Results Nurses’ self-reported confidence in their professional skills improved significally in eight classes out of fifteen. These classes were cannulations, urinary catheterizations, patient monitoring, cardiac patients, equipment, triage and nurse practising, psychiatric patients as well as infection risk. Best results were noted in urinary catheterizations, patient monitoring and infection risk. When studying the group of nurses participating in both surveys in 2007 and 2011, improvements were observed in all fifteen categories. All but two of these changes were significant (p<0.05). Conclusions During an extensive reform of emergency services, we noted a significant improvement in the professional skills of nurses. This improvement was especially consistent among nurses working in the ED during the whole transition process. Nurses’ education and training program in the ED may be successfully put into practice when based on co-operation between nurses and physicians dedicated to emergency services. PMID:23497683

2013-01-01

152

Virtual Reality Simulator Developed Welding Technology Skills  

ERIC Educational Resources Information Center

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

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

2011-01-01

153

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

154

Teachers' Professional Development in Schools: Rhetoric versus Reality  

ERIC Educational Resources Information Center

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

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

2014-01-01

155

Promoting Early Literacy through Professional Development for Childcare Providers  

ERIC Educational Resources Information Center

This study investigated the potential benefits of offering childcare providers professional development to promote preliteracy skills in young children. It was hypothesized that direct instruction to providers, through rigorous training and mentorship, would increase children's opportunities for reading success and thus, enhance their preliteracy…

Podhajski, Blanche; Nathan, Jane

2005-01-01

156

Developing Professionalism in Business School Undergraduates  

ERIC Educational Resources Information Center

The authors explore the importance of developing professional behavior among business students and introduce a program designed to incentivize professionalism during undergraduate study. The Professionalism Recognition Program was established to promote, recognize, rate, and reward the students' professional conduct in a flexible and widely…

Clark, Timothy S.; Amer, Tarek S.; Ng, Pin T.

2014-01-01

157

An interventional model to develop health professionals in West Africa  

PubMed Central

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

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

2014-01-01

158

An interventional model to develop health professionals in West Africa.  

PubMed

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

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

2014-01-01

159

[In vitro development of laparoscopic skills].  

PubMed

Minimally invasive surgery is a popular alternative to open surgical procedures. Laparoscopic surgeries require highly skilled surgeons with solid theoretical background and significant amount of practice. Pelvitrainers or simulators provide a good opportunity for practicing and developing laparoscopic skills. Laparoscopic training of medical students of the Semmelweis University is performed at the Institute of Experimental Surgery and Surgical Techniques on Apollo pelvitrainers. The trainer, the performed exercises and the time limits have to be validated by several measurements. Statistical evaluation of the results provides a possibility for the numerical evaluation of surgical skills as well as validating the usability of the pelvitrainer. In our study we tested the peg transfer exercise in pelvitrainers on four groups with different surgical background and level of expertise, complete novices (50 persons), medical students (326 persons), surgical residents (15), and experienced surgeons (4), respectively. A time limit of 240 s was defined for novices and 100 s for professionals. During the evaluation of the results the average time and the number of errors were calculated. The mean completion time of amateurs was 365.7 ± 130 s (mean ± standard deviation), with 2.57 errors. The performance of medical students was characterized by 159.3 ± 61.1 s average time with 1.21 errors, the completion time of residents was 257.9 ± 75.7 s with 1.13 error points, and 117.2 ± 29.1 s for the surgeons. These data show significant differences between the group, except between the results of medical students and surgeons. We plan to extend this study with the inclusion of more, experienced surgeons. PMID:22940390

Gödri, Veronika; Haidegger, Tamás; Saftics, György; Sándor, József; Wéber, György

2012-08-01

160

SKILLS FOR UPGRADING: Workforce Development and Global  

E-print Network

Development Karina Fernandez-Stark, Penny Bamber and Gary Gereffi 132 5. The Tourism Global Value ChainSKILLS FOR UPGRADING: Workforce Development and Global Value Chains in Developing Countries Gary Gereffi Karina Fernandez-Stark Phil Psilos NOVEMBER 2011 #12;Skills for Upgrading: Workforce Development

Ferrari, Silvia

161

Continuing Professional Development MSc, Diploma and Certificate  

E-print Network

to meet the development needs of professionals by transferring the innovation, intellectual wealth Professional Development Manager Research and Enterprise Office University of York Innovation Centre York into three stages: Certificate, Diploma and Dissertation. Successful participants who complete all three

162

Measuring Professional Identity Development among Counselor Trainees  

ERIC Educational Resources Information Center

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

Prosek, Elizabeth A.; Hurt, Kara M.

2014-01-01

163

Educational Strategies and Communication Skill Development in Dietetics  

Microsoft Academic Search

LEARNING OUTCOME: Dietetics Students Gain Confidence and Skills to Communicate Nutrition.Skills to educate and to communicate with clients, employees, peers, and the media have become increasingly important for the dietitian. Dietitians work side by side with professional educators and professionals in communications. To present themselves as peer professionals requires communication strengths. A course in the dietetics curriculum, Communications Techniques in

K. S. Jamesen

1996-01-01

164

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

165

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

166

Designing and Implementing Online Professional Development Workshops  

ERIC Educational Resources Information Center

This report provides useful information for those who are planning to incorporate online learning into professional development programs, as well as those who will design and implement online professional development activities. The Education Development center, Inc. (EDC) Center for Online Professional Education is continuing to explore this new…

Kleiman, Glenn; Dash, Terry; Ethier, Denise; Johnson, Kirsten; Metrick, Susan; Treacy, Barbara

2000-01-01

167

Voices of Music Teachers regarding Professional Development  

ERIC Educational Resources Information Center

Arts educators need specific professional development. Generic professional development alone will not work for arts teachers. Arts teachers also need more than one type of professional development as the narratives in the stories in this article make clear. The first music teacher provides narrative support for Bowles's research finding that…

Conway, Colleen M.; Hibbard, Shannan; Albert, Dan; Hourigan, Ryan

2005-01-01

168

Improving Teachers' Assessment Literacy through Professional Development  

ERIC Educational Resources Information Center

This study examined the effects of professional development on teachers' assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development

Koh, Kim H.

2011-01-01

169

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

170

Wiki Activities in Blended Learning for Health Professional Students: Enhancing Critical Thinking and Clinical Reasoning Skills  

ERIC Educational Resources Information Center

Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…

Snodgrass, Suzanne

2011-01-01

171

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

172

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

173

Sustainable Development, Systems Thinking and Professional Practice  

ERIC Educational Resources Information Center

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

Martin, Stephen

2008-01-01

174

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

175

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

Microsoft Academic Search

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

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

2007-01-01

176

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

177

Research in the Combination of Professional Knowledge and Drawing Skills in Teaching of Building Electrical CAD  

Microsoft Academic Search

The research is devoted to the study in the relationship between professional knowledge and drawing skills in the process of teaching engineering drawing. Hopefully the research can provide an environment in which professional drawing software can be properly applied and then the learning in the functions of drawing software can enable students to have a good mastery of not only

Jian Zheng

2011-01-01

178

A Typology of Requisite Skills for Information Technology Professionals  

Microsoft Academic Search

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

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

2011-01-01

179

The Correlation between Early Second Language Learning and Native Language Skill Development  

ERIC Educational Resources Information Center

It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…

Caccavale, Terry

2007-01-01

180

Develop a Professional Learning Plan  

ERIC Educational Resources Information Center

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

Journal of Staff Development, 2013

2013-01-01

181

OHRM Professional Development & Learning Management PROGRAM SCHEDULE  

E-print Network

Office at Hudson Street Building Positive Workplace Relationships (C9019) For Managers and Supervisors st Street Business Writing: Clarity through Critical Thinking (C2036) For Professional Staff:00 PM Location: Central Office at 41 st Street April 2013 Effective Telephone Skills (C5039

Qiu, Weigang

182

OHRM Professional Development & Learning Management PROGRAM SCHEDULE  

E-print Network

Office at Hudson Street Building Positive Workplace Relationships (C9019) For Managers and Supervisors st Street Business Writing: Clarity through Critical Thinking (C2036) For Professional Staff Telephone Skills (C5039) For Administrative Staff Friday, April 12, 9:00 AM ­ 5:00 PM Location: Central

Qiu, Weigang

183

Space Foundation: Educator Professional Development  

NSDL National Science Digital Library

At this Web site, the Space Foundation addresses its role in providing professional development for kindergarten through twelfth grade teachers. Educators can learn about the four in-service programs the Space Foundation offers in order to provide scientific materials and to demonstrate classroom applications. After filling out the free registration, educators can view five modules developed to help teachers establish space and earth science principles in their curriculum. These modules, discussing everything from the history of science and flight to various types of digital media, each have a pretest, discussion, posttest, activities for students, and an integration section. Teachers can also learn about the educational conference, The Celebration of Flight: Past, Present, and Future, on November 6 and 7, 2003; which includes an educator training, kindergarten through twelfth grade student activities, and tours of the United State Air Force Academy.

184

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

185

AWG, Enhancing Professional Skills, Providing Resources and Assistance for Women in the Geosciences  

NASA Astrophysics Data System (ADS)

The Association for Women Geoscientists (AWG) was founded in 1977. AWG is an international organization, with ten chapters, devoted to enhancing the quality and level of participation of women in geosciences, and introducing women and girls to geoscience careers. Our diverse interests and expertise cover the entire spectrum of geoscience disciplines and career paths, providing unexcelled networking and mentoring opportunities to develop leadership skills. Our membership is brought together by a common love of earth, atmospheric and ocean sciences, and the desire to ensure rewarding opportunities for women in the geosciences. AWG offers a variety of scholarships, including the Chrysalis scholarship for women who are returning to school after a life-changing interruption, and the Sands and Takken awards for students to make presentations at professional meetings. AWG promotes professional development through workshops, an online bi-monthly newsletter, more timely e-mailed newsletters, field trips, and opportunities to serve in an established professional organization. AWG recognizes the work of outstanding women geoscientists and of outstanding men supporters of women in the geosciences. The AWG Foundation funds ten scholarships, a Distinguished Lecture Program, the Geologist-in-the-Parks program, Science Fair awards, and numerous Girl Scout programs. Each year, AWG sends a contingent to Congressional Visits Day, to help educate lawmakers about the unique challenges that women scientists face in the geoscience workforce.

Sundermann, C.; Cruse, A. M.; AssociationWomen Geoscientists

2011-12-01

186

Online Early Childhood Professional Development: Selected Experiences  

ERIC Educational Resources Information Center

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

Olsen, Heather

2010-01-01

187

Professional Learning Communities: Assessment--Development--Effects.  

ERIC Educational Resources Information Center

This presentation addresses three topics: (1) the assessment of professional learning communities in schools; (2) the design and development of professional learning communities in schools; and (3) the effects of professional learning communities in schools. The purpose of this brief document is to share descriptions, processes, and materials…

Hipp, Kristine Kiefer; Huffman, Jane Bumpers

188

Social Skill Development through Math  

ERIC Educational Resources Information Center

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

Walker, Zachary M.; Hunt, Jessica H.

2011-01-01

189

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.

190

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

191

Developing Research Skills across the Undergraduate Curriculum  

ERIC Educational Resources Information Center

This chapter describes consortial efforts within the Great Lakes Colleges Association to share expertise and programming to build research skills throughout the undergraduate curriculum. Strategies to scaffold research skill development are provided from Allegheny College, Kalamazoo College, and The College of Wooster.

Gray, Simon; Coates, Lee; Fraser, Ann; Pierce, Pam

2015-01-01

192

Developing Language Skills in Science Classrooms  

ERIC Educational Resources Information Center

Science teachers need specific strategies to develop writing skills along with science content. Fortunately, research has demonstrated that science-teaching methodology can accomplish both the teaching of science content and various language skills, including writing. A technique suitable for and utilized by science teachers is the "mode…

Jimenez-Silva, Margarita; Gomez, Conrado Laborin

2011-01-01

193

Using simulation to develop handover skills.  

PubMed

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

Collins, Guy

194

Queensland public sector nurse executives: professional development needs.  

PubMed

In a time of health care reform and rapid change, nurse executives need effective leadership skills to be able to respond to a challenging environment, provide quality cost-effective care and promote the professional development of nursing. This research aimed to provide an understanding of nursing executives' roles and professional development needs and obtain concise information for the development of strategies and professional development programs to enhance the effectiveness of the present and future roles of nursing executives. A descriptive cross-sectional postal survey was sent to all public sector Level 4 and 5 nursing executives in Queensland (n = 281), with a response rate of 52.3% (n = 147). Financial management, human resource management and information technologies were identified as the areas where professional development was most needed. Structured educational activities such as short courses or seminars covering information technology, financial and budget management and general business management were identified as the type of activities best suited to nurse executives' needs. The most frequently reported barriers to professional development were difficulties obtaining relief staff, inadequate time, financial cost and inadequate district manager and regional support to enable access to professional development programs. PMID:12002630

Courtney, Mary; Yacopetti, Jane; James, Catherine; Walsh, Anne; Montgomery, Mary

2002-01-01

195

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

their personal and professional development. These self-paced trainings range from 30 to 60 minutes in length Basics Coaching and Counseling Developing a Strategic Plan Leading Effective Meetings Managing Change Managing Disagreement Managing Negative People Motivating Employees Conducting a Performance Review

Aalberts, Daniel P.

196

Facilitating Sustainable Professional Development through Lesson Study  

ERIC Educational Resources Information Center

Developing sustainable professional development which facilitates teachers of mathematics to develop effective mathematics pedagogy has been a key aim in recent years. This paper examines how lesson study can be used with networks of teachers as a vehicle to promote and sustain professional development. Drawing on findings from a year-long study…

Hunter, Jodie; Back, Jenni

2011-01-01

197

A Professional Development Model for Technical Colleges.  

ERIC Educational Resources Information Center

Drawing from research and related literature on successful staff development activities, a professional development model was developed and implemented at J. F. Ingram Technical College (JFITC) in Alabama. Designed to serve the professional development needs of support staff, apprentice and master teachers, and administrators, the model provides…

Selman, James W.; Shum, Ronald M.

198

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

199

Curriculum Reform, Professional Development, and Powerful Learning  

NSDL National Science Digital Library

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

James B. Short

2002-01-01

200

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.

201

Transformative Professional Development through the Eyes of Jack Mezirow and Thomas Guskey  

ERIC Educational Resources Information Center

The key to improving education is the classroom teacher. Students must have skillful, highly effective teachers who have consistent access to on going professional development. NCLB offers guidelines for effective professional development. States interpret these guidelines and add their own varied legislative requirements. The current result is an…

Stahl, Leslie D.

2012-01-01

202

Professional Development, Teacher Efficacy, and Collaboration in Title I Middle Schools  

ERIC Educational Resources Information Center

A problem exists in the U.S. education system regarding the efforts to refine professional development and gain a deeper understanding of content knowledge to impact teachers' abilities to meet students' needs. Many teachers have not had the professional development opportunities that support the improvement of teaching skills and knowledge. The…

Rostan, MaryMargret

2009-01-01

203

University of Florida Sabbaticals and Professional Development Leaves, 2014-15 GUIDELINES In Unit Colleges  

E-print Network

education, research, writing, faculty development, certification, or other experiences of professional value teaching skills, and to enhance the university's distinction and a faculty member's value to the universityUniversity of Florida Sabbaticals and Professional Development Leaves, 2014-15 GUIDELINES ­ In Unit

Mazzotti, Frank

204

Practice Brief: Faculty Perspectives on Professional Development to Improve Efficacy when Teaching Students with Disabilities  

ERIC Educational Resources Information Center

"Innovative and Sustainable Teaching Methods and Strategies" project staff provided professional development to instructional faculty to enhance their attitudes, knowledge, and skills in meeting the diverse needs of students with disabilities. This practice brief describes one of the professional development programs, delivered over the course of…

Park, Hye Jin; Roberts, Kelly D.; Stodden, Robert

2012-01-01

205

Directed Reading: Designing a Professional Development Program for Medical Radiation Technologists  

Microsoft Academic Search

By participating in some form of professional development, medical radiation technologists can increase their skill, knowledge, and competence, leading to improved quality, safety, and standards of practice. Participation will also demonstrate acceptance of the responsibility for medical radiation technologists' own professional development. Over the past 10 years, the profession of medical radiation technology has progressed dramatically, with many changes in

Brian Martell

2010-01-01

206

Leadership and Professional Development: The Quiet Revolution  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to propose a model for holistic professional development as an alternative to practices that have been piecemeal and curriculum focused ignoring, in particular, the critical dimension of management development. Design/methodology/approach: A conceptual framework for considering professional development needs…

Cardno, Carol

2005-01-01

207

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

208

Assessment of Teachers' Attitudes about Professional Development  

ERIC Educational Resources Information Center

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

Torff, Bruce; Sessions, David; Byrnes, Katherine

2005-01-01

209

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

210

Coaching for Performance. Second Edition. People Skills for Professionals Series.  

ERIC Educational Resources Information Center

This book teaches the skills and art of good coaching and how to realize its value in unlocking people's potential to maximize their own performance. Chapters 1-3 define coaching and its business application, discuss the manager as coach and the manager's role, and examine the context of change. Chapter 4 considers the two key elements of…

Whitmore, John

211

Training in Observation Skills for Health Care Professionals: Interactive Multimedia.  

ERIC Educational Resources Information Center

This paper describes an alternative delivery approach for training personnel in observation skills using interactive multimedia technology. The "Classroom Behavior Record (CBR) Observation Training Program," includes three videodiscs that contain video and audio scenes of children in classrooms/playgroups and instructional narrations. The…

Fitzgerald, Gail E.; Nichols, Polly J.; Semrau, Louis P.

212

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

213

The Case Study: Professional Development Cases  

NSDL National Science Digital Library

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

Dava Coleman

2006-09-01

214

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.

215

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

216

Teacher Professional Development in Congregational Settings  

ERIC Educational Resources Information Center

This article describes the impact of sustained professional development programs in two Jewish congregational schools. This research suggests that contrary to common assumptions, part-time teachers in Jewish congregational schools will invest time in professional development when it is of high quality, interactive and engaging and based at their…

Stodolsky, Susan; Dorph, Gail Zaiman; Rosov, Wendy

2008-01-01

217

New technologies for teacher professional development  

Microsoft Academic Search

This article describes the potential of new technologies for teacher professional development. The article examines literature on teacher knowledge and professional development and discusses how this literature can inform the design of three types of technology to support teacher learning: multimedia, productivity tools, and telecommunication information systems. We consider how these technologies can contribute to innovation, identify questions to address,

Elliot Soloway; P. Blumenfeld; J. Krajcik

1998-01-01

218

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

219

Great Expectations: Emergent Professional Development Schools.  

ERIC Educational Resources Information Center

One of five articles on professional development schools in this theme issue. Describes the establishment of a professional development school reflecting Holmes Group principles by the University of Utah/Salt Lake City School District partnership. Discusses several dilemmas, including: didactic versus constructivist views of teaching and learning,…

Winitzky, Nancy; And Others

1992-01-01

220

Cognitive Apprenticeship and Teachers' Professional Development  

ERIC Educational Resources Information Center

The English government has focused upon a pattern of professional development that involves demonstration and modelling as a key element in the improvement of the teaching of 11-14 year olds (Key Stage 3 strategy). From 1997 the Nuffield Primary History Project (NPHP) has implemented a programme for the professional development of teachers built…

Nichol, Jon; Turner-Bisset, Rosie

2006-01-01

221

Professional Development Research: Consensus, Crossroads, and Challenges  

ERIC Educational Resources Information Center

Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of "Educational Researcher" as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our…

Hill, Heather C.; Beisiegel, Mary; Jacob, Robin

2013-01-01

222

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

223

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

224

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

225

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

PubMed Central

Objective: Evaluate medical students’ communication and professionalism skills from the perspective of the ambulatory patient and later compare these skills in their first year of residency. Methods: Students in third year neurology clerkship clinics see patients alone followed by a revisit with an attending neurologist. The patient is then asked to complete a voluntary, anonymous, Likert scale questionnaire rating the student on friendliness, listening to the patient, respecting the patient, using understandable language, and grooming. For students who had completed 1?year of residency these professionalism ratings were compared with those from their residency director. Results: Seven hundred forty-two questionnaires for 165 clerkship students from 2007 to 2009 were analyzed. Eighty-three percent of forms were returned with an average of 5 per student. In 64% of questionnaires, patients rated students very good in all five categories; in 35% patients selected either very good or good ratings; and <1% rated any student fair. No students were rated poor or very poor. Sixty-two percent of patients wrote complimentary comments about the students. From the Class of 2008, 52% of students received “better than their peers” professionalism ratings from their PGY1 residency directors and only one student was rated “below their peers.” Conclusion: This questionnaire allowed patient perceptions of their students’ communication/professionalism skills to be evaluated in a systematic manner. Residency director ratings of professionalism of the same students at the end of their first year of residency confirms continued professional behavior. PMID:22723790

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

2012-01-01

226

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

227

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

228

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

229

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

230

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

231

Addiction Counseling Competencies: The Knowledge, Skills, and Attitudes of Professional Practice. Technical Assistance Publication Series.  

ERIC Educational Resources Information Center

This document presents knowledge, skills, and attitudes that are needed for achieving and practicing the competencies listed in Addiction Counseling Competencies, as written by the National Curriculum Committee of the Addiction Technology Transfer Center Program. The document is intended to provide guidance for the professional treatment of…

1999

232

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

ERIC Educational Resources Information Center

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

Gourova, Elissaveta

233

Healthcare professionals' knowledge, attitudes and skills regarding patient safety: a systematic literature review.  

PubMed

The purpose of this literature review was to determine the extent of existing knowledge about healthcare professionals' knowledge, attitudes and skills related to patient safety. A systematic review was performed using two electronic databases: MEDLINE (Ovid) and CINAHL (EBSCO) for the period 2000-2012. The inclusion criteria were peer-reviewed articles or empirical studies, published in English. The focus groups of the study were physicians, head nurses, nurses and nurse assistants. Altogether, 18 studies met the criteria and were included. Inductive content analysis was carried out to analyse and categorise the data. The investigated themes regarding healthcare professionals' knowledge of patient safety were their existing knowledge level, knowledge deficits and knowledge improvement. Results considered the target groups' overall attitudes to patient safety, attitudes to event reporting and safety attitude improvement. The investigations into healthcare professionals' skills included mathematical skills and those related to achieving patient safety. From this review, it is concluded that further research should be conducted into the investigation of healthcare professionals' knowledge and skills in patient safety. PMID:24708205

Brasaite, Indre; Kaunonen, Marja; Suominen, Tarja

2015-03-01

234

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

235

Professional Development and Web 2.0  

ERIC Educational Resources Information Center

Professional development in most schools has a predictable look and feel: summer workshops, brown-bag luncheon trainings, and the infamous in-service day. These events can be successful, and there is no doubt they have helped numerous educators become better at what they do. Web 2.0, however, opens up a new world of professional learning. This…

Jakes, David

2007-01-01

236

Building Ongoing and Sustained Professional Development  

NSDL National Science Digital Library

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

Brenda Wojnowski

2006-01-01

237

"Out of the box" professional development  

NASA Astrophysics Data System (ADS)

At a recent AAPT meeting, I was part of a conversation about professional development that focused on conferences. We discussed the current meeting structure used by AAPT and some alternative formats. This discussion added greatly to my own understanding of new ways for teachers to receive their professional development. This conversation also began my friendship with Kelly O'Shea, a physics teacher from New York. She is also a blogger (check her out at https://kellyoshea.wordpress.com) and an innovative educator. Through my relationship with Kelly, I have grown in my own knowledge of two "out of the box" ways teachers are getting their professional development.

2015-04-01

238

Teaching methodologies to promote creativity in the professional skills related to optics knowledge  

NASA Astrophysics Data System (ADS)

We present the methodologies proposed and applied in the context of a teaching-innovation project developed at the University of Granada, Spain. The main objective of the project is the implementation of teaching methodologies that promote the creativity in the learning process and, subsequently, in the acquisition of professional skills. This project involves two subjects related with optics knowledge in undergraduate students. The subjects are "Illumination Engineering" (Bachelor's degree in Civil-Engineering) and "Optical and Optometric Instrumentation" (Bachelor's degree in and Optics and Optometry). For the first subject, the activities of our project were carried out in the theoretical classes. By contrast, in the case of the second subject, such activities were designed for the laboratory sessions. For "Illumination Engineering" we applied the maieutic technique. With this method the students were encouraged to establish relationships between the main applications of the subject and concepts that apparently unrelated with the subject framework. By means of several examples, the students became aware of the importance of cross-curricular and lateral thinking. We used the technique based on protocols of control and change in "Optical and Optometric Instrumentation". The modus operandi was focused on prompting the students to adopt the role of the professionals and to pose questions to themselves concerning the practical content of the subject from that professional role. This mechanism boosted the critical capacity and the independent-learning ability of the students. In this work, we describe in detail both subject proposals and the results of their application in the 2011-2012 academic course.

Fernández-Oliveras, Alicia; Fernandez, Paz; Peña-García, Antonio; Oliveras, Maria L.

2014-07-01

239

NCI/CPFP - 2010 Application Catalog - Program Description - Leadership and Professional Development Training  

Cancer.gov

The foundation for success in the field of cancer prevention is based on leadership skills, professional excellence, and mastery of one's scientific discipline. Within the CPFP, our goal is to help fellows maximize their individual potential for leadership and scientific contribution to the field of cancer prevention through a series of professional development activities. These activities are designed to prepare individuals for the transition from postdoctoral fellows to successful, independent scientists and professionals in cancer prevention.

240

Skills for Work? From Skills Development to Decent Livelihoods in Ghana's Rural Informal Economy  

ERIC Educational Resources Information Center

In developing countries, skills development has been neglected. Skills development does not appear in the Millennium Development Goals (MDGs) or in many poverty reduction strategies and has been side-lined in favour of investment in primary education. However, it is hoped that discussion of skills development in the 2005 Global Monitoring Report…

Palmer, Robert

2007-01-01

241

The Collaborative Development of Teacher Training Skills  

ERIC Educational Resources Information Center

This paper describes "mentor development", a means of collaborative professional development through peer observation that was initiated by the author with 18 peers, all native English speaker EFL teachers at Kanda University of International Studies in Chiba, Japan. It shows how such a programme allows teachers to learn from one another through…

Stillwell, Christopher

2009-01-01

242

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

243

Enable: Developing Instructional Language Skills.  

ERIC Educational Resources Information Center

The program presented in this manual provides a structure and activities for systematic development of effective listening comprehension in typical and atypical children. The complete ENABLE kit comes with pictures, cut-outs, and puppets to illustrate the directives, questions, and narrative activities. The manual includes an organizational and…

Witt, Beth

244

The Development of Spelling Skill.  

ERIC Educational Resources Information Center

This article reviews the literature on spelling development in alphabetic scripts. It describes how once children begin to learn that the function of alphabetic writing is to represent the sounds of language, they go through the process of learning sound-spelling correspondence in increasingly fine detail, from syllables to phonemes. (Contains…

Treiman, Rebecca; Bourassa, Derrick C.

2000-01-01

245

Soccer skill development in talented players.  

PubMed

The aim of the study was to gain insight into the development of soccer-specific skills and whether differences between talented players exist on the Loughborough Soccer Passing Test (LSPT). Two scores were derived from the LSPT: 1) execution time: time to complete 16 passes (speed) and 2) skill performance time: execution time including bonus and penalty time for accuracy. The study consisted of 2 parts, the first of which incorporated a quasi-longitudinal design with 270 talented players aged 10-18 years performing the LSPT (661 measurement occasions); multilevel modelling was applied. Secondly, differences between those players allowed to continue in the development program (selected, n=269) and players who were forced to leave (de-selected, n=50) were investigated using independent sample t-tests. The longitudinal data showed that the predicted execution time (i. e., speed) improved approximately 18% from age 10-18 years (P<0.05), skill performance time (i. e., combination of speed and accuracy) was predicted to improve approximately 32% (P<0.05). The second part showed that selected players outscored de-selected players only on skill performance time (P<0.05), not on execution time (P>0.05). In conclusion, in high-level youth soccer, the combination of speed and accuracy in soccer skills might be more important than speed alone. PMID:23459855

Huijgen, B C H; Elferink-Gemser, M T; Ali, A; Visscher, C

2013-08-01

246

Cross-cultural issues in professional development.  

PubMed

Cross-cultural issues pervade choices made in regard to who gets "developed" professionally, for what end, and in what manner. This article is a case study of professional development in a health and family planning project in Nepal. The case study examines issues of interaction between "developers" and "developees," particularly differences in a fundamental way of thinking, influence of the dominant paradigm and ways and means of collaboration in cross-cultural interaction. The author analyzes cross-cultural collaboration in terms of three paradigms for the teaching/learning process: the technical, the interpretive and the strategic. Choice points are identified that required sensitivity to cross-cultural issues. The article concludes with a look at the impact of professional developmental in "developing" countries the building of a new professional identity in paraprofessionals. PMID:10272501

Marsick, V J

1985-07-01

247

Online Courses: WCS Online Professional Development  

NSDL National Science Digital Library

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

1900-01-01

248

APPLICATION FOR FACULTY PROFESSIONAL DEVELOPMENT LEAVE  

E-print Network

: ______________________________________________________________ Specify other awards, grants, or fellowships (include amounts) which may be available to supplementAPPLICATION FOR FACULTY PROFESSIONAL DEVELOPMENT LEAVE NAME the faculty member's responsibilities while on leave. Include teaching and graduate student support. · Letter

Ma, Lena

249

Reflection and Continuing Professional Development: Implications for Online Distance Learning  

Microsoft Academic Search

This paper examines the role 'reflection' plays in continuing professional development (CPD), and draws implications for online professional development. While doing so, online CPD is related to individual cognitive structure, community of professional practice, online collaboration, and the cultural contexts of practitioners. Continuing Professional Development Professional development in any profession has traditionally been considered as a one-time affair in one's

SANTOSH PANDA

250

The Development Officer Becomes a Professional.  

ERIC Educational Resources Information Center

The responsibilities and skills of college development officers are discussed. The need for development officers has stemmed from financial problems that could only be solved through additional sources of revenue. In addition to understanding the concept and function of institutional development, the development officer must recognize that…

Chandler, John R., Jr.

251

Study to assess the compensation and skills of medical library professionals relative to information technology professionals*  

PubMed Central

Purpose: The study seeks to determine how medical library professionals performing information-technology (IT) roles are compensated and how their positions are designed compared to information technology staff in their institutions. Methods: 550 medical library directors in hospital and academic medical libraries were surveyed. The data was then compared to survey data from other compensation studies of the IT industry. Results: There is a gap in compensation between medical library professionals and IT professionals performing similar functions using information technology. Technology-intense library jobs are compensated at higher levels than more traditional jobs. Conclusions: To compete with IT salaries, managers of medical library professionals will need to be ever more cognizant of the employment practices of IT professionals in nonmedical library disciplines. It is typically in the medical library's best interest to ensure that IT-related jobs, accountabilities, and capabilities of the medical library are known and understood by others, especially in the human resources and information technology staff departments. PMID:11465684

Weise, Frieda O.; McMullen, Thomas D.

2001-01-01

252

Reattraction of needed skills to developing countries of origin.  

PubMed

This research note briefly outlines International Labour Organization concerns about return migration in developing countries, research being done in the field, and activities in related fields. Attention is being focused on the following topics and areas of study: 1) recommendations and conventions which cover workers generally and migrant workers particularly; 2) measures to avoid the departure of skilled workers from developing countries; 3) special problems encountered in improving migrant professionals' working conditions; 4) developing a central pool of information on labor markets and employment at the international level; 5) bilateral or multilateral migration agreements to optimize the flows of health personnel, scientific workers, engineers, and high level technicians, protecting their rights, and facilitating their reintegration into the country of origin; 6) creating a compensation scheme for skill outflows and training substitutes to fill the gaps left behind by migration; 7) classifying migratory policies adopted by developing countries; 8) reattraction of needed skills to developing countries of origin; 9) transfer of know-how through expatriate nationals; 10) labor reinsertion patterns of migrants returning to Greece, Italy, Portugal, and Spain; 11) Socioeconomic reintegration of migrants returning to Pakistan and Uruguay; and 12) Sri Lanka's experience with self-employment schemes for returned migrants. PMID:12314942

Bautista, E B

1986-03-01

253

Skills Governance and the Workforce Development Programme  

ERIC Educational Resources Information Center

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

Hordern, Jim

2013-01-01

254

Development of Implanted Deaf Children's Conversational Skills  

ERIC Educational Resources Information Center

Previous studies of preverbal development have highlighted the recurrent difficulties experienced by deaf children in acquiring knowledge of the social rules and social skills pertaining to discourse. We expected cochlear implants in children with bilateral profound deafness to improve their use of verbal language, so that their communication…

Le Maner-Idrissi, Gaid; Dardier, Virginie; Pajon, Cecile; Tan-Bescond, Geraldine; David, Kristell; Deleau, Michel; Godey, Benoit

2010-01-01

255

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

256

Strategies for Developing Creative Imagination & Thinking Skills.  

ERIC Educational Resources Information Center

A practical guidebook of ideas, lesson materials, and related resources for developing imaginative and productive thinking skills of children is presented to assist teachers and parents. Emphasis is placed on the use of strategies and techniques that enhance originality, mental imagery, reverie, reflection, humor, novel playfulness, and divergent…

Valett, Robert E.

257

Developing Effective Interpersonal Communication and Discussion Skills  

ERIC Educational Resources Information Center

Regardless of the content specialty--from accounting to information systems to finance--employers view effective communication as critical to an individual's success in today's competitive workplace. Most business degree programs require a business communication course to help students develop communication skills needed both in getting a job and…

Smart, Karl L.; Featheringham, Richard

2006-01-01

258

Survival of the fittest [technical skills development  

Microsoft Academic Search

Occupational health is similar to physical health-you have to keep working at it and looking ahead, and not put off responding till symptoms of trouble are obvious. The authors discuss a six step skill development process based on the analogy between physical and technical fitness, will force you to take the initiative and work with management to align its needs

D. B. Youst; L. Lipsett

1994-01-01

259

[The path to continuing professional development].  

PubMed

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

François, Patrice

2014-11-01

260

Fostering Professional Development in Dietetics Practice: A Workshop.  

PubMed

The aim of this project was to develop and implement a workshop for dietitians who guide students through the achievement of professional practice competencies in the Stage component of a university dietetics program. The specific objective was to offer an intervention that would emphasize the importance of the guiding/facilitating function as an integral part of the dietitian's role. The intent was to provide information on, and an opportunity to hone, facilitating skills, and to offer a continuing education opportunity with application in other practice areas, such as employee training, staff development and patient education. The six topics of the one-day workshop, "Fostering Professional Development in Students and Others," were: the art of mentoring; what to do on a student's first day; using questions to promote thinking; feedback as a form of teaching; teaching strategies; and evaluating yourself as a facilitator. Participants' initial reactions, learning and behaviour changes were assessed using self-administered questionnaires; positive results were indicated. Ensuring that qualified professionals are given the tools for effectively training students, interns and staff may encourage learners to model what they have seen when they are in a position to foster the professional development of others. PMID:11551339

Lucas, Maureen E.; Jacobs Starkey, Linda

2000-01-01

261

Clinical skill development for community pharmacists.  

PubMed

The importance of establishing clinical pharmacy services in the community cannot be understated in light of current challenges to the traditional dispensing role as the primary service of the community pharmacist. Advancements in automated dispensing technology and declining prescription fee reimbursement are rapidly forcing pharmacists to seek alternative sources of revenue. Providing pharmaceutical care is a viable option to increase customer loyalty job satisfaction, and reimbursement. To support the development of clinical services, academic institutions are forming partnerships with individual community practitioners to overcome perceived educational and training barriers. The authors describe the design and development of two unique clinical skill development programs at the University of Illinois at Chicago. This paper also outlines the patient focused services that the participants have established upon completing the training. These programs successfully enhanced participants' therapeutic knowledge base and facilitated development of the clinical skills necessary for direct patient care. PMID:8824077

Barnette, D J; Murphy, C M; Carter, B L

1996-09-01

262

IT and Professionalism in Developing Countries  

Microsoft Academic Search

Most of Africa is focused on alleviating poverty and starvation, so IT practice does not enjoy the prominence in Africa. However,\\u000a developing the IT Industry, and ensuring that practitioners are professional, will provide an industry that can create wealth.\\u000a After a brief discussion on what is meant by professionalism, this paper will explore the issues relating to IT in Africa,

Moira Roche

263

Developing Transferable Skills: Some Examples from Geomorphology Teaching.  

ERIC Educational Resources Information Center

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

Mottershead, Derek; Suggitt, Steve

1996-01-01

264

PROGRAMME SPECIFICATION Programme name Professional Legal Practice  

E-print Network

/or professional skill, to develop your skills in research, independent working and presentation and to demonstrate relevant to professional practice, and/or skills required for professional legal practice. In particular, acting autonomously in planning and implementing a task at a professional level enhancing your knowledge

Weyde, Tillman

265

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models  

Microsoft Academic Search

This report presents pilot-test results for a science professional development program featuring online, on-demand materials\\u000a developed by the National Science Teachers Association. During the spring 2006 semester, 45 middle school teachers from three\\u000a different school districts across the United States participated in a professional development program designed to facilitate\\u000a content knowledge and skills in the area of Newtonian force and

Greg Sherman; Al Byers; Steve Rapp

2008-01-01

266

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; Krémer, Brigitte; Werwick, Katrin; Herrmann, Markus

2014-01-01

267

Doctors who become chief executives in the NHS: from keen amateurs to skilled professionals  

PubMed Central

Summary Objectives To investigate the experiences of doctors who become chief executives of NHS organizations, with the aim of understanding their career paths and the facilitators and barriers encountered along the way. Design Twenty-two medical chief executives were identified and of these 20 were interviewed. In addition two former medical chief executives were interviewed. Information was collected about the age at which they became chief executives, the number of chief executive posts held, the training they received, and the opportunities, challenges and risks they experienced. Setting All NHS organizations in the United Kingdom in 2009. Results The age of medical chief executives on first appointment ranged from 36 to 64 years, the average being 48 years. The majority of those interviewed were either in their first chief executive post or had stepped down having held only one such post. The training and development accessed en route to becoming chief executives was highly variable. Interviewees were positive about the opportunity to bring about organizational and service improvement on a bigger scale than is possible in clinical work. At the same time, they emphasized the insecurities associated with being a chief executive. Doctors who become chief executives experience a change in their professional identity and the role of leaders occupying hybrid positions is not well recognized. Conclusions Doctors who become chief executives are self-styled ‘keen amateurs’ and there is a need to provide more structured support to enable them to become skilled professionals. The new faculty of medical leadership and management could have an important role in this process. PMID:21357980

Ham, Chris; Clark, John; Spurgeon, Peter; Dickinson, Helen; Armit, Kirsten

2011-01-01

268

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

ERIC Educational Resources Information Center

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

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

2002-01-01

269

University Partnership to Deliver Statewide Professional Development  

NSDL National Science Digital Library

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

Beth Walizer

2008-04-01

270

Test of Integrated Professional Skills: Objective Structured Clinical Examination/Simulation Hybrid Assessment of Obstetrics-Gynecology Residents' Skill Integration  

PubMed Central

Background Assessment of obstetrics-gynecology residents' ability to integrate clinical judgment, interpersonal skills, and technical ability in a uniform fashion is required to document achievement of benchmarks of competency. An observed structured clinical examination that incorporates simulation and bench models uses direct observation of performance to generate formative feedback and standardized evaluation. Methods The Test of Integrated Professional Skills (TIPS) is a 5-station performance-based assessment that uses standardized patients and complex scenarios involving ultrasonography, procedural skills, and evidence-based medicine. Standardized patients and faculty rated residents by using behaviorally anchored checklists. Mean scores reflecting performance in TIPS were compared across competency domains and by developmental level (using analysis of variance) and then compared to standard faculty clinical evaluations (using Spearman ?). Participating faculty and residents were also asked to evaluate the usefulness of the TIPS. Results Twenty-four residents participated in the TIPS. Checklist items used to assess competency were sufficiently reliable, with Cronbach ? estimates from 0.69 to 0.82. Performance improved with level of training, with wide variation in performance. Standard faculty evaluations did not correlate with TIPS performance. Several residents who were rated as average or above average by faculty performed poorly on the TIPS (> 1 SD below the mean). Both faculty and residents found the TIPS format useful, providing meaningful evaluation and opportunity for feedback. Conclusions A simulation-based observed structured clinical examination facilitates observation of a range of skills, including competencies that are difficult to observe and measure in a standardized way. Debriefing with faculty provides an important interface for identification of performance gaps and individualization of learning plans. PMID:24701321

Winkel, Abigail Ford; Gillespie, Colleen; Hiruma, Marissa T.; Goepfert, Alice R.; Zabar, Sondra; Szyld, Demian

2014-01-01

271

Purposeful Professional Development: Planning Positive Experiences for Teachers of the Gifted and Talented  

ERIC Educational Resources Information Center

Maximum academic achievement for gifted and talented students can only be accomplished when teachers are given the tools, support, and training needed to strengthen instructional skills and develop knowledge of the social and emotional needs of the students they serve. Providing meaningful professional development to develop or enhance these…

Wycoff, Melinda; Nash, William R.; Juntune, Joyce E.; Mackay, Laura

2003-01-01

272

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

ERIC Educational Resources Information Center

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

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

2005-01-01

273

Situating Technology Professional Development in Urban Schools  

ERIC Educational Resources Information Center

The Center for Technology and School Change (CTSC) is a research and development center specializing in professional development, evaluation and technology integration research. The goal of the qualitative research reported in this article was to identify factors that strengthen the integration of technology in classrooms in ways that are…

Meier, Ellen B.

2005-01-01

274

Cross-Cultural Issues in Professional Development.  

ERIC Educational Resources Information Center

This article is a case study of professional development in a health and family planning project in Nepal. The case study examines issues of interaction between developers and developees, particularly differences in a fundamental way of thinking, influence of the dominant paradigm and ways and means of collaboration in cross-cultural…

Marsick, Victoria J.

1985-01-01

275

Postgraduate and Professional Development College of Education  

E-print Network

) PGDipSpTch(Complex Educational Needs) 33 Postgraduate Diploma in Specialist Teaching (Deaf and HearingDevelop. Postgraduate and Professional Development College of Education 2014Education #12;Contents 1 Welcome 2 Doctor of Philosophy in Education PhD 3 Master of Arts MA 4 Master of Education 6 Master

Hickman, Mark

276

Postgraduate and Professional Development College of Education  

E-print Network

SpTch(Complex Educational Needs) 17 Postgraduate Diploma in Specialist Teaching (Deaf and Hearing Impairment) PGDipSpTch(DeafDevelop. Postgraduate and Professional Development College of Education 2013Education #12;Contents 1 Welcome 2 Doctor of Philosophy in Education PhD 3 Master of Arts MA 4 Master of Education 6 Master

Hickman, Mark

277

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

278

The Professional Development of Kosovan Leaders  

ERIC Educational Resources Information Center

In this article the author provides a discussion around issues related to the professional development of educational leaders in a resource-free, post-conflict environment. Drawing upon the author's ongoing experiences (2001-present) in Kosovo, the author presents a series of vignettes concerning leadership development in the Balkans. Lessons…

Goddard, J. T.

2004-01-01

279

Professional Development Schools: Collaboration and Change.  

ERIC Educational Resources Information Center

Using a variety of data sources collected over a three-year period, this article presents a case study of a professional development school collaborative established by Texas Tech University and Lubbock (Texas) Independent School District. The study outlines the development and implementation process, organizational structure, and problems…

Campbell, Trudy A.; And Others

1996-01-01

280

A Framework for Teaching Artist Professional Development  

ERIC Educational Resources Information Center

This article presents an artist-centered approach to thinking about teaching artist professional development. This framework is intended both as a concrete basis for actual workshops and courses and as a scalable concept for more in-depth curriculum for the development of TA practice. The author addresses it as much to working TAs (who are the…

Jaffe, Nick

2011-01-01

281

Enterprise Professional Development--Evaluating Learning  

ERIC Educational Resources Information Center

Whilst professional development (PD) is an activity required by many regulatory authorities, the value that enterprises obtain from PD is often unknown, particularly when it involves development of knowledge. This paper discusses measurement techniques and processes and provides a review of established evaluation techniques, highlighting…

Murphy, Gerald A.; Calway, Bruce A.

2010-01-01

282

Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students  

E-print Network

i BECOMING A PROFESSIONAL: EXAMINING PROFESSIONAL DEVELOPMENT PRACTICES OF COMMUNICATION DOCTORAL STUDENTS A Dissertation by RACHEL LYNNE RASHE Submitted to the Office of Graduate Studies of Texas A&M University in partial... Doctoral Students Copyright 2012 Rachel Lynne Rashe iii BECOMING A PROFESSIONAL: EXAMINING PROFESSIONAL DEVELOPMENT PRACTICES OF COMMUNICATION DOCTORAL STUDENTS A Dissertation by RACHEL LYNNE RASHE Submitted to the Office of Graduate...

Rashe, Rachel

2012-10-19

283

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

284

Chuuk assessment for a continuing health care professional development program.  

PubMed

In 2003, the University of Hawai'i Department of Family Medicine and Community Health entered a four-year cooperative agreement with the U.S. Health Resources and Services Administration to establish the "Pacific Association for Clinical Training" (PACT). PACT's goal is to develop effective distance education methods to improve the education and skills of health care professionals in the U.S.-Affiliated Pacific Island nations. To determine the situation existing in 2004, one of PACT's first projects was to perform site visits to each jurisdiction, conducting needs assessments through interviews with key health care professionals, hospital administrators, and government officials. This article highlights findings of PACT's Assessment of Chuuk State, Federated States of Micronesia. Meant to establish a baseline for future reference, all data are those collected in 2004/2005 and have not been updated. PMID:19772136

Maskarinec, Gregory G; Chen, Tai-Ho; Marar, Julio; Saimon, Romino; Buliche, Don Bosco

2007-03-01

285

Yap assessment for a continuing health care professional development program.  

PubMed

In 2003, the University of Hawai'i Department of Family Medicine and Community Health entered a 4-year cooperative agreement with the U.S. Health Resources and Services Administration to establish the "Pacific Association for Clinical Training" (PACT). PACT's goal is to develop effective distance education methods to improve the education and skills of healthcare professionals in the U.S.-Affiliated Pacific Island nations. To determine the situation existing in 2004, one of PACT's first projects was to perform site visits to each jurisdiction, conducting needs assessments through interviews with key health care professionals, hospital administrators, and government officials. This article highlights findings of PACT's assessment of YAP State, Federated States of Micronesia. Meant to establish a baseline for future reference, all data are those collected in 2004/2005 and have not been updated. PMID:19772139

Maskarinec, Gregory G; Durand, A Mark; Habuchmai, Joe

2007-03-01

286

Existing Abilities and the Perceived Importance of Skill Development  

ERIC Educational Resources Information Center

This study identifies the gaps between the skills needed for successful coordinated school health and the coordinators' ability to perform those skills. District health coordinators acknowledged that certain skills are important in developing coordinated school health programs, yet the extent to which they were able to perform these skills is…

English, Gary; Bonaguro, John; Madison, Stephanie

2005-01-01

287

Developing Career Management Skills in Higher Education. NICEC Briefing.  

ERIC Educational Resources Information Center

Development of career management skills in higher education (HE) was examined in a study of nine HE institutions in the United Kingdom. Despite widespread acknowledgment of the importance of career management skills, consensus on the precise way such skills should be defined and related to core (key) skills was limited. Three strategies for…

Hustler, David; Carter, Karen; Halsall, Rob; Watts, Tony; Ball, Ben; Ward, Rob

288

From Competence to Excellence: Developing Excellence in Vocational Skills.  

ERIC Educational Resources Information Center

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

Smeaton, Barry; Hughes, Maria; Hall, Graeme

289

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

290

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

291

Enhancing Teachers’ Application of Inquiry?Based Strategies Using a Constructivist Sociocultural Professional Development Model  

Microsoft Academic Search

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 impact of the professional development activities on teachers’ practices, documenting changes in their philosophies, instruction, and the learning

Brenda R. Brand; Sandra J. Moore

2011-01-01

292

Consensus development for healthcare professionals  

PubMed Central

Consensus development sprang from a desire to synthesize clinician and expert opinions on clinical practice and research agendas in the 1950s. And since the American Institute of Medicine formally defined “guidelines” in 1990, there has been a proliferation of clinical practice guidelines (CPG) both formally and informally. This modern decision making tool used by both physicians and patients, requires extensive planning to meet the challenges of consensus development while reaping its rewards. Consensus allows for a group approach with multiple experts sharing ideas to form consensus on topics ranging from appropriateness of procedures to research agenda development. Disagreements can shed light on areas of controversy and launch further discussions. It has five main components: three inputs (defining the task, participant identification and recruitment, and information synthesis), the approach (consensus development by explicit or implicit means), and the output (dissemination of results). Each aspect requires extensive planning a priori as they influence the entire process, from how information will be interpreted, the interaction of participants, the resulting judgment, to whether there will be uptake of results. Implicit approaches utilize qualitative methods and/or a simple voting structure of majority wins, and are used in informal consensus development methods and consensus development conferences. Explicit approaches aggregate results or judgments using explicit rules set a priori with definitions of “agreement” or consensus. Because the implicit process can be more opaque, unforeseen challenges can emerge such as the undue influence of a minority. And yet, the logistics of explicit approaches may be more time consuming and not appropriate when speed is a priority. In determining which method to use, it is important to understand the pros and cons of the different approaches and how it will affect the overall input, approach, and outcome. PMID:25430678

Kea, Bory; Sun, Benjamin C.

2015-01-01

293

Consensus development for healthcare professionals.  

PubMed

Consensus development sprang from a desire to synthesize clinician and expert opinions on clinical practice and research agendas in the 1950s. And since the American Institute of Medicine formally defined "guidelines" in 1990, there has been a proliferation of clinical practice guidelines (CPG) both formally and informally. This modern decision-making tool used by both physicians and patients, requires extensive planning to overcome the challenges of consensus development while reaping its rewards. Consensus allows for a group approach of multiple experts sharing ideas to form consensus on topics ranging from appropriateness of procedures to research agenda development. Disagreements can shed light on areas of controversy and launch further discussions. It has five main components: three inputs (defining the task, participant identification and recruitment, and information synthesis), the approach (consensus development by explicit or implicit means), and the output (dissemination of results). Each aspect requires extensive planning a priori as they influence the entire process, from how information will be interpreted, the interaction of participants, the resulting judgment, to whether there will be uptake of results. Implicit approaches utilize qualitative methods and/or a simple voting structure of majority wins, and are used in informal consensus development methods and consensus development conferences. Explicit approaches aggregate results or judgments using explicit rules set a priori with definitions of "agreement" or consensus. Because the implicit process can be more opaque, unforeseen challenges can emerge such as the undue influence of a minority. And yet, the logistics of explicit approaches may be more time consuming and not appropriate when speed is a priority. In determining which method to use, it is important to understand the pros and cons of different approaches and how it will affect the overall input, approach, and outcome. PMID:25430678

Kea, Bory; Sun, Benjamin Chih-An

2015-04-01

294

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

295

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

296

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

297

"Flipping" educational technology professional development for K-12 educators  

NASA Astrophysics Data System (ADS)

As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

Spencer, Daniel

298

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

299

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

300

Considering Professional Identity to Enhance Agriculture Teacher Development  

ERIC Educational Resources Information Center

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

Shoulders, Catherine W.; Myers, Brian E.

2011-01-01

301

Meaningful Professional Development: A Personal Journey  

ERIC Educational Resources Information Center

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

Shore, Rebecca Ann

2012-01-01

302

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

303

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.

304

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

305

Teacher Professional Development: A Different Perspective  

ERIC Educational Resources Information Center

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…

Roseler, Katrina; Dentzau, Michael W.

2013-01-01

306

Deconstructing Diversity: Professional Development for Elementary Teachers  

ERIC Educational Resources Information Center

Organizing and facilitating professional development (PD) for teachers around issues of ethnicity, race, language, culture, and religion is an important area of research within Canadian education. The diversity in schools across Canada is growing, and meeting the needs of these students becomes essential as we reflect on the aims of teacher…

Aujla-Bhullar, Sonia

2011-01-01

307

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

308

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

309

Development of Professional Identity in SMEs.  

ERIC Educational Resources Information Center

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

Puurula, Arja; Lofstrom, Erika

310

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.

311

The Changing Face of Professional Development  

ERIC Educational Resources Information Center

Learning is a constant in today's library world. Not only the students who use the school libraries, but the adults who facilitate the learning progress of these students are enticed, encouraged, and yes, sometimes, even forced to learn new things at alarming rates. Professional development (PD) must occur regularly in order to keep the library…

Branom, Vaughn

2012-01-01

312

A Space Science Teacher Professional Development Program  

Microsoft Academic Search

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

Sanjay S. Limaye; Rosalyn A. Pertzborn

2003-01-01

313

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

314

after an Intensive Professional Development Program  

ERIC Educational Resources Information Center

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

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

2013-01-01

315

Professional Development for Teacher-Writers  

ERIC Educational Resources Information Center

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

Fleischer, Cathy

2004-01-01

316

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

317

Collaborative and Reflective Professional Development: A Pilot  

ERIC Educational Resources Information Center

Seven experienced university teachers who already required reflective journal writing from their students undertook an innovative experiment in which they made the same demand of themselves, with their own continuing professional development (CPD) in mind. Six of them received and considered confidential facilitative comments upon each journal…

Cowan, John; Westwood, Jenny

2006-01-01

318

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

319

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

320

Give Your Professional Development a Second Life  

ERIC Educational Resources Information Center

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

Sheehy, Peggy

2009-01-01

321

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

322

Counselling and Psychotherapy Continuing Professional Development  

E-print Network

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

Davies, Christopher

323

Continuing Professional Development in the Health Professions  

Microsoft Academic Search

This paper discusses the concept of continuing professional development (CPD) within the health sciences and provides an overview of its definition, delivery, necessity to the health professions, accreditation methods and the credentialing of providers. An attempt was made to examine as many fields as possible within the health professions. Selected Internet resources of potential benefit to the hospital librarian in

Charles R. Fikar; Latrina Keith; Denis Dobrochasov

2002-01-01

324

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

325

Lessons Learned in Interdisciplinary Professional Development Designed to Promote the Teaching of Quantitative Literacy  

ERIC Educational Resources Information Center

In this paper, we will describe the challenges and insights gained from conducting professional development workshops aimed at helping faculty prepare materials to support the development of students' quantitative skills in different disciplinary contexts. We will examine some of the mistakes we made, and misconceptions we had, in conducting…

Lardner, Emily; Bookman, Jack

2013-01-01

326

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.

Carol Freeman

2005-12-01

327

Effects of a Professional Development Program on Classroom Practices and Outcomes for Latino Dual Language Learners  

ERIC Educational Resources Information Center

A randomized, controlled study was conducted to assess the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish. Fifty-five teachers and 193 Latino dual language learners (DLLs) enrolled in the North Carolina…

Buysse, Virginia; Castro, Dina C.; Peisner-Feinberg, Ellen

2010-01-01

328

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

ERIC Educational Resources Information Center

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

Bradley, Rosaline Teresita

2012-01-01

329

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

330

Developing Team Skills with Self- and Peer Assessment: Are Benefits Inversely Related to Team Function?  

ERIC Educational Resources Information Center

Purpose: Self- and peer assessment has proved effective in promoting the development of teamwork and other professional skills in undergraduate students. However, in previous research approximately 30 percent of students reported that its use produced no perceived improvement in their teamwork experience. It was hypothesised that a significant…

Willey, Keith; Gardner, Anne

2009-01-01

331

A Three-Year Chemistry Seminar Program Focusing on Career Development Skills  

ERIC Educational Resources Information Center

An innovative, three-year seminar program was developed for undergraduates at The College of New Jersey (TCNJ) that supplements the core chemistry curriculum by teaching the auxiliary skills necessary for life as a professional chemist. Advising, good laboratory practice, and information literacy are the strategic components of this program that…

Tucci, Valerie K.; O'Connor, Abby R.; Bradley, Lynn M.

2014-01-01

332

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

333

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

334

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

335

Junior faculty members' mentoring relationships and their professional development in U.S. medical schools  

Microsoft Academic Search

PURPOSE: To determine (1) the prevalence of mentoring relationships for U.S. medical school junior faculty; (2) the quality of these mentoring relationships; (3) any variation by gender or race; and (4) the relationship between mentoring and junior faculty members' perceptions of institutional professional support; research-, teaching-, and clinical-skills development; allocation of time to professional activities; and career satisfaction.\\u000aMETHOD: In

Anita Palepu; Robert H. Friedman; Rosalind C. Barnett; Phyllis L. Carr; Arlene S. Ash; Laura Szalacha; Mark A. Moskowitz

1998-01-01

336

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.

337

Professional Associations: Their Role in Promoting Sustainable Development in Australia  

ERIC Educational Resources Information Center

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

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

2012-01-01

338

Exemplary Science: Best Practices in Professional Development  

NSDL National Science Digital Library

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

2005-01-01

339

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

340

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

341

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

342

Evaluating the Demand for Soft Skills in Software Development  

Microsoft Academic Search

An analysis of 500 advertisements for IT positions focuses on the soft skills mentioned in the ads, revealing which soft skills are in high demand for software development and which ones are neglected despite their importance.

Faheem Ahmed; Luiz Fernando Capretz; Piers Campbell

2012-01-01

343

Development and Validation of an Occupational Skills Assessment Instrument  

E-print Network

The development and validation of an occupational skills assessment instrument is described. The instrument was designed to describe accurately a participant's actual level of occupational skills in a variety of job-related ...

Mathews, R. Mark; Whang, Paula L.; Fawcett, Stephen B.

1980-01-01

344

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

NASA Astrophysics Data System (ADS)

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

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

2013-05-01

345

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

346

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

347

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.  

PubMed

This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness. PMID:18489424

Mashburn, Andrew J; Pianta, Robert C; Hamre, Bridget K; Downer, Jason T; Barbarin, Oscar A; Bryant, Donna; Burchinal, Margaret; Early, Diane M; Howes, Carollee

2008-01-01

348

Kepler Mission IYA Teacher Professional Development Workshops  

Microsoft Academic Search

NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to

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

2009-01-01

349

Reflections on reciprocity in professional development: Learning partners as professional learning teams  

Microsoft Academic Search

Professional development that is effective in promoting changed practice remains an ideal in many workplace contexts where individuals have a range of experience, expertise and needs. A shift is required from traditional 'top-down' models of professional development to a situated work-embedded model that is based on reciprocity in professional learning. An innovative approach where all learning partners work collaboratively as

Margaret A Fletcher

350

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

351

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

352

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

353

National Urban Alliance Professional Development Model for Improving Achievement in the Context of Effective Schools Research.  

ERIC Educational Resources Information Center

Describes implementation of the National Urban Alliance for Effective Education's (NUA's) Professional Development Model in several locations, which is designed to help improve students' comprehension, content performance, thinking skills, and literacy by improving teaching and educational quality. Discusses NUA activities and approaches in the…

Levine, Daniel U.; Cooper, Eric J.; Hilliard, Asa, III

2000-01-01

354

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

ERIC Educational Resources Information Center

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

Gupta, Sarika S.; Daniels, Janese

2012-01-01

355

SCANS-Related, Project-Based Instruction and Learning in Adult Education: A Professional Development Packet.  

ERIC Educational Resources Information Center

This packet contains materials for a professional development workshop series to prepare adult educators to design and implement instruction based on the SCANS skills, using a project-based approach to instruction. Session 1 is a full day, although facilitators may choose to make it two three-hour sessions. Session 2 is three and one-half hours.…

Tibbetts, John; Sherman, Renee; Crocker, Judy; Evans, Arthur

356

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

357

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

ERIC Educational Resources Information Center

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,…

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

2006-01-01

358

Learning to Help Them Learn; An Evaluation of Professional Development Centers, 1969-70.  

ERIC Educational Resources Information Center

Professional Development Centers (PDC) were established to improve the instructional skills of classroom teachers in grades K-6 whose pupils from low socio-economic backgrounds were achieving below grade level in reading and mathematics. Additional personnel trained in the program included aides, student teachers, elementary administrators, and…

Theimer, William C., Jr.; Locke, Marvin E.

359

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

360

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

ERIC Educational Resources Information Center

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

Pate, Glynna Y.

2010-01-01

361

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

Microsoft Academic Search

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

Geert Jacobs; Liesbeth Opdenacker; Luuk Van Waes

2005-01-01

362

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

ERIC Educational Resources Information Center

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

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

2005-01-01

363

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

ERIC Educational Resources Information Center

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

Prestridge, Sarah J.

2014-01-01

364

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

365

Effects of continuing professional development on group work practices in Scottish primary schools  

Microsoft Academic Search

The present study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils, aged 9–12 years old, and 24 primary school teachers.

A. Thurston; D. Christie; C. J. Howe; A. Tolmie; K. J. Topping

2008-01-01

366

Strategies for Developing a High-Skilled Workforce  

ERIC Educational Resources Information Center

This article focuses on the human performance improvement and human resource development task of providing an organization with a skilled workforce. We begin by describing the U.S. demographic trends and the changing job skill requirements that will lead to a shortage of skilled workers and that highlight the importance of considering the various…

Sleezer, Catherine M.; Denny, Dan

2004-01-01

367

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

368

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.

369

Recognizing and Supporting a Scholarship of Practice: Soft Skills are Hard!  

Microsoft Academic Search

Modern professional practice requires not only recognized 'technical' skills, but also high-level generic or 'soft' professional skills. Recent professional negligence claims suggest that technically well-qualified professionals with deficiencies in these generic skills may fail to effectively identify and satisfy client requirements, contributing to the professional indemnity insurance (PII) crisis which has developed in the last few years. In 2003, the

Stephen Johnston; Helen McGregor

370

A New Image: Online Communities to Facilitate Teacher Professional Development  

Microsoft Academic Search

Realizing the potential of online or virtual communities to facilitate teacher professional development requires educators to change their current perceptions of professional development. This calls for educators to develop new images of ongoing opportunities for professional development, based on their needs within an online community of learners and their recognition that communities may include individuals from local regions and from

Jennifer V. Lock

2006-01-01

371

A New Image: Online Communities to Facilitate Teacher Professional Development  

ERIC Educational Resources Information Center

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

Lock, Jennifer V.

2006-01-01

372

Classroom Effects of an Early Childhood Educator Professional Development Partnership  

Microsoft Academic Search

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

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

2011-01-01

373

Technical Skill, Industry Knowledge and Experience, and Interpersonal Skill Competencies for Fashion Design Careers: A Comparison of Perspectives between Fashion Industry Professionals and Fashion Educators  

ERIC Educational Resources Information Center

In updating fashion and apparel related design programs, many educators are striving to address the perspective of the fashion industry to obtain the career-specific skill and knowledge requirements sought by employers when hiring college or university graduates. Identifying such competencies from the view of fashion industry professionals as well…

Yang, Eunyoung

2010-01-01

374

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

375

Professional, Applied & Continuing Education CAREER DEVELOPMENT PRACTITIONER CERTIFICATE  

E-print Network

Professional, Applied & Continuing Education CAREER DEVELOPMENT PRACTITIONER CERTIFICATE This program provides professional training to career development practitioners. This occupation includes education and employment counsellors who help individuals manage their career paths. Practitioners may

Martin, Jeff

376

Developing intercultural skills for Business students  

Microsoft Academic Search

Intercultural skills have been increasingly important to business graduates operating in global economies. This paper evaluates the adaptation of the ExcelL Intercultural Skills Program to an international human resource management course, and examines the effectiveness of integrating case study methods with the skills-based ExcelL program. The primary purpose of the study was to assess the usefulness of ExcelL within a

Peter R Woods; Michelle C Barker

2003-01-01

377

[The development of clinical reasoning skills and leadership: personal factors and organizational factors].  

PubMed

Continuing education of newly graduated nurses (NGN) depends on several factors related to the characteristics of skills to be developed, the target population and the organizational context. Few studies describe both how nurses develop their skills and how institutions promote this development. The objectives of this manuscript are to (1) describe the behaviors that the NGN use to develop their reasoning skills and leadership and (2) document the organizational elements that facilitate this development. Method. Individual interviews were conducted with nurses (n = 34) using a grid of semistructured interviews and two group interviews were conducted with nurses (n = 7) and managers (n = 19) in two teaching hospitals in eastern Canada. The results show that nurses develop mainly by reflecting on their professional practice in their workplace. However, the lack of time for reflection in the workspace is a considerable obstacle while managerial leadership is an important asset. PMID:23671988

Larue, Caroline; Dubois, Sylvie; Girard, Francine; Goudreau, Johanne; Dumont, Katia

2013-03-01

378

Training Simulator for Developing Laparoscopic Skills  

PubMed Central

Objective: To measure, using objective pre- and post-training assessments, the degree of improvement in laparoscopic skills following training with a new laparoscopy training simulator (LTS 2000). Methods: This study utilized the LTS 2000 training simulator. The simulator was used in conjunction with a laparoscope joined to a camera, light source, and monitor or with a camcorder. Eleven exercises were planned with tasks designed to develop visual-motor-processing capabilities for referencing the 2-dimensional image of an object on a video screen, and to teach and allow practice of delicate manipulations, circular motions, oviductal cannulation, formation of Roeder loops, and simple suturing and knot-tying. The skill level of individual trainees was assessed before and after training with objective means. Each exercise was assigned a point value of 100 with a maximum score of 1100. Some exercises were scored in number of tasks per 1 minute, others in number of minutes per 1 task. A score of 100 was given for completing a target number of tasks in 1 minute and 0 for not completing any. A score of 100 was given for completing the assigned task in a target amount of time and 0 for not completing it in 3 times that amount. Scores between 100 and 0 were set linearly as a function of those values. Results: Of the 11 participating physicians, none scored above the 65th percentile of the maximum achievable score before training; 8 scored above the 73rd percentile after training. The average pretest score was 304.9 points (SD 190.8) range 43.2 to 705.7; posttest score was 834.2 points (SD 141.2) range 547.3 to 1021.7. The average number of hours spent in practice was 5.9 (range 2 to 23). A positive correlation existed between hours of practice and posttest score improvement. Conclusion: Sustained training with the new simulator resulted in significant improvement in laparoscopic skills in all tested physicians, regardless of prior level of experience. PMID:11548833

Aruna Kumari, Nakka V.; Eekhout, Juancho

2001-01-01

379

The Effects of Development Team Skill on Software Product Quality  

NASA Technical Reports Server (NTRS)

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

Beaver, Justin M.; Schiavone, Guy A.

2006-01-01

380

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

381

Continuing Professional Development in Early Childhood Education in New Zealand  

ERIC Educational Resources Information Center

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

Cherrington, Sue; Thornton, Kate

2013-01-01

382

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

ERIC Educational Resources Information Center

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

Hudson, Peter

2013-01-01

383

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

384

The Facilitator's Role in Elementary Mathematics Professional Development  

ERIC Educational Resources Information Center

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

Linder, Sandra M.

2011-01-01

385

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

386

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

387

Teacher Internships as Professional Development in Career & Technical Education  

ERIC Educational Resources Information Center

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

Stephens, Geralyn E.

2011-01-01

388

Examining barriers to professional development for science teachers  

Microsoft Academic Search

The current science reform movement emphasizes the importance of professional development for teachers as a means of improving student learning in science. Several national studies illustrate the fact that many teachers lack the expertise in areas associated with science education reform. Research on professional development also indicates that current practices in professional development activities do little to increase teacher knowledge

Sandra M. Justin

2004-01-01

389

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

390

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

391

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

392

Teacher Observing Experiences: Deepening Teacher Professional Development  

NASA Astrophysics Data System (ADS)

The Teacher Leaders in Research Based Science Education (TLRBSE) professional development program has been successfully running through the National Optical Astronomy Observatory for the past four years, providing training in research in the classroom, mentoring, and leadership. During the 2003-04 observing season, we have experimented with a new component of the program, Teacher Observing Experiences, in which teachers who have already received training through either the RBSE or TLRBSE programs in using professional telescopes at Kitt Peak, are invited back to Kitt Peak for an observing run with one or two of their students. The objectives of the program are to re-involve our teachers at a higher level in the program than originally designed to help build the TLRBSE community, to provide a professional research experience of a higher order that they had in the original program, and to involve a few of their best students in a hands-on observing experience. To participate in the program, teacher had to work with a small team of students to design an observing project, and then submit a proposal to a TLRBSE evaluation committee for competitive selection for observing time on one of three professional telescopes. The teams were provided help in preparing their proposals, including online support materials and telephone conferences with the astronomer in charge of each telescope. Once selected, the teacher/student teams came to Tucson, made their run (including the vagaries of weather faced by all astronomers), returned home with their data, and then provided us with their scientific reports and any TV or print news articles. In this talk, we will describe our first year's experiences: what worked and what didn't, and describe changes for the upcoming year.

Croft, S. K.; Walker, C. E.; Howell, S.; Pompea, S. M.

2004-12-01

393

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 PMID:25328611

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

2014-01-01

394

Effective elements of science teacher professional development  

NASA Astrophysics Data System (ADS)

Educational reform efforts to improve students' learning outcomes are often present in teacher professional development opportunities; however, the structure and design of these opportunities vary and often focus on a homogenous student population; that is, White students in suburban schools. Reform efforts in teacher professional development that aim to educate teachers not only about science content and pedagogy, but also about practices that aim to reach a diverse student population is needed. This study examines three, science teacher summer professional development (PD) programs [SUN, SEPA, and CLA], and explores how programs affect teacher learning outcome(s) and any subsequent translation into classroom practice(s). The design and delivery, alignment to Ladson-Billings (1994) tenets of culturally responsive practices, and measurement(s) of teachers' learning outcome(s) are evaluated. Fliers were sent to science teachers who participated in SUN, SEPA, and CLA in an effort to recruit volunteers for this study. Program document analysis and teacher post-survey data from each program, focus groups, evidence of program integration, and a culturally responsive practice survey were collected and analyzed. Results show SEPA to include content knowledge (CK), pedagogical content knowledge (PCK), culturally responsive practices (CRP), and some elements of the conceptual change model (CCM) (Larkin, 2012) in program design, structure, and delivery along with translation into classroom practice. SUN and CLA both show incorporation of CK and PCK, with SUN also showing some evidence of CRP. The findings indicate that when teachers are modeled a practice they are able to translate that practice in their classroom. The potential impact of modeling CRP during science teacher PD may address the achievement gap still present among students of color. Program designers must consider the inclusion of CRP alongside CK and PCK during the development of science teacher PD.

Zientek, Amy

395

Developing Leadership Skills through Capstone Experiences.  

ERIC Educational Resources Information Center

The question of whether a 15-week capstone course in agricultural communications for seniors in agricultural communications builds leadership skills beyond technical classroom learning was examined in a study of 15 students enrolled in the capstone course. The descriptive study used a pretest-posttest design and a leadership skills inventory to…

Sargent, Sarah D.; Pennington, Penny; Sitton, Shelly

396

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

397

The Philosophy of Teaching Adult Students. Quality Professional Development Project. Professional Development Manual II.  

ERIC Educational Resources Information Center

This workbook is one of six professional development manuals designed to help new adult education (AE) instructors find their personal philosophy of teaching adult students. The pretest and post-test appear first. Five units provide useful information on five diverse topics developed by leading (AE) experts and experienced (AE) instructors. Each…

Florida Community Coll., Jacksonville.

398

Climate Literacy: Supporting Teacher Professional Development  

NASA Astrophysics Data System (ADS)

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

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

2012-12-01

399

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

400

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

401

Engineering soft skills development to avoid hard knocks  

Microsoft Academic Search

Engineering and technology sectors have long recognised the importance of soft skills for successful career progression. Research suggests that soft skills are better developed when acquired and practiced than taught. The research describes initial reflections on the potential of discipline-oriented, web-based resource for Personal Development Planning (PDP) to promote and support learner's engagement with personal development and their increased employability

Rashmi Dravid; Andrea Duncan

2011-01-01

402

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

403

Developing Observational Skills and Knowledge of Anatomical Relationships in an Art and Anatomy Workshop Using Plastinated Specimens  

ERIC Educational Resources Information Center

One of the strong trends in medical education today is the integration of the humanities into the basic medical curriculum. The anatomy program is an obvious choice for using the humanities to develop professionalism and ethical values. They can also be used to develop close observational skills. Many medical schools have developed formal art…

Moore, Charleen M.; Lowe, Constance; Lawrence, Jane; Borchers, Penelope

2011-01-01

404

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

405

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

ERIC Educational Resources Information Center

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

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

2010-01-01

406

Reforming Professional Development: Focusing on Teachers' Practices  

ERIC Educational Resources Information Center

The purpose of this position paper was to study professional development, specifically looking at teachers' practices. After problems with a recent charter renewal for a small charter school and conversations with teachers and administration, professional development arose as an area that needed improvement. A model for professional

Leach, Laura M.

2012-01-01

407

THE HISTORICAL CONTEXT AND DEVELOPMENT OF PROFESSIONAL LEARNING COMMUNITIES  

E-print Network

......................................................................................................86 The Growing Demand and Support for PLC Professional Development ..............87 4. DISCUSSION, ANALYSIS AND PREDICTION ....................................................................93 Outside Influences on Education.........................................................................................................96 2. ERIC Search for Professional Learning Community......................................................97 3. ERIC Search for Madeline Hunter ..................................................................................97 4. ERIC Search...

Archer, Kimberly Rochelle

2012-05-31

408

Perceptions of Professional Efficacy Among Journalists in a Developing Country  

ERIC Educational Resources Information Center

Evidence from Korea suggests feelings of professional inefficacy among journalists in developing countries may be linked to an intimate knowledge of politics and a lack of professional commitment and career tenure. (RB)

Kim, Chong Lim; Oh, Jin Hwan

1974-01-01

409

Using Social Media to Enhance Career Development Opportunities for Health Promotion Professionals.  

PubMed

For health promotion professionals, social media offers many ways to engage with a broader range of colleagues; participate in professional development events; promote expertise, products, or services; and learn about career-enhancing opportunities such as funding and fellowships. Previous work has recommended "building networking into what you are already doing." This article provides updated and new social media resources, as well as practical examples and strategies to promote effective use of social media. Social media offers health promotion professionals cost-effective opportunities to enhance their career by building communities of practice, participating in professional development events, and enriching classroom learning. Developing the skills necessary to use social media for networking is important in the public health workforce, especially as social media is increasingly used in academic and practice settings. PMID:24951604

Roman, Leah A

2014-06-20

410

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

411

Transferable skills of incoming medical students and their development over the first academic year: The United Arab Emirates experience.  

PubMed

Increasingly, it is being recognised in higher and medical education that learners should be adequately prepared for the unpredictable nature of professional practice. Several generic or transferable skills or capabilities (e.g., communication, information handling) that will enable graduates to function in an ever-changing professional world have been identified. Using a validated inventory comprising six categories of transferable skills, three cohorts of incoming male and female medical students at a Gulf university documented their level of practice and confidence for 31 skills. The exercise was repeated a year later. New medical students identified computer and organisational skills and the ability to manage their learning as strengths, but scores for technical and numeracy, information handling and presentation and communication skills suggested that learners generally required guidance. A year later, despite considerable self-reported information handling and communication skills development, learners generally did not consider themselves self-sufficient. A significant gender difference emerged, with incoming males reporting less experience and confidence in many skills. This gap was reduced but did not disappear over the first academic year. An audit such as this may be useful for identifying individual skills levels as well as providing insight into shortcomings in the academic programme in terms of opportunities for transferable skills development. PMID:21609165

McLean, Michelle; Shaban, Sami; Murdoch-Eaton, Deborah

2011-01-01

412

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

413

SIDES: A Cooperative Tabletop Computer Game for Social Skills Development  

E-print Network

months with a middle school social group therapy class. Our findings indicate that tabletop computer1 SIDES: A Cooperative Tabletop Computer Game for Social Skills Development Anne Marie Piper This paper presents a design case study of SIDES: Shared Interfaces to Develop Effective Social Skills. SIDES

Stanford University

414

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

415

Developing Cognitive Skills in Handicapped Children Through Art.  

ERIC Educational Resources Information Center

Presented to the Ninth Annual Interdisciplinary UAP-USC Conference on Piagetian Theory and the Helping Professions in 1979, the paper discusses the development of cognitive skills in handicapped children through art activities, and describes some new art-based procedures for assessing and developing such cognitive skills. The procedures in the…

Lavin, Claire; Silver, Rawley A.

416

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

417

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

418

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

NASA Astrophysics Data System (ADS)

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

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

2012-12-01

419

Efficacy of Professional Development Schools in Developing Countries: Panama  

ERIC Educational Resources Information Center

This article attempts to describe the creation and implementation of the first Professional Development School (PDS) model of teacher education in Panama. The authors set the context within brief histories of international education and PDSs and provide operational definitions of the critical terminology. To be sure, the scope and scale of the…

Brown, Gordon; Shaklee, Beverly

2014-01-01

420

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

421

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

PubMed Central

Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character. PMID:19657501

Ferrill, Mary J.

2009-01-01

422

A Successful Competency-Based Writing Skills Development Programme: Results of an Experiment1  

Microsoft Academic Search

We describe a successful, semester-length writing skills development programme conducted at the University of Toronto Mississauga (UTM) with intermediate level undergraduate financial accounting students. The programme focused on improving students' writing in five competency areas: organization, grammar, style, professional writing and case writing. Effectiveness was assessed by means of a quasi-experiment involving a pre-test, post-test design with a treatment group

Russell Craig; C. Nicholas McKinney

2010-01-01

423

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

424

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

425

Writing as a journey of professional development for teacher educators  

Microsoft Academic Search

The linkage between writing and professional development of teacher educators has hardly been investigated in the past. Our study aims to explore and describe how teacher educators, who wrote and published books in their knowledge domains, with budgetary, professional and institutional support, perceive the experience of writing, and to what extent they view it as contributing to their personal professional

Yehudit Shteiman; Ariela Gidron; Batia Eilon; Pnina Katz

2010-01-01

426

Librarians in changing Estonia: professional education and development  

Microsoft Academic Search

The growth in responsibility of librarians under the country?s changed conditions requires their high-quality professional education, flexible continuing education and professional development at all levels. Offers an overview of librarians? professional training in Estonia, its traditions and possibilities today. Estonian library assistants study at the Viljandi College of Culture: degree courses in library and information sciences (LIS) are offered by

Aira Lepik

1995-01-01

427

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

ERIC Educational Resources Information Center

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

CAUSE, Boulder, CO.

428

Student Self-Assessment of Professional Communication Skills at the Illinois College of Optometry.  

ERIC Educational Resources Information Center

A self-evaluation of communication skills was administered to approximately 500 optometry students before, during, and after a curriculum intervention to enhance these skills. Findings indicated that the intervention had a modest impact that was differential over the skill categories (interpersonal skills, patient care, interdisciplinary skills,…

Gross, Sanford M.; Zoltoski, Rebecca K.; Cornick, Michelle L.; Wong, Kenneth K. W.

2000-01-01

429

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

430

Analysis of embedding teacher leadership in professional development  

Microsoft Academic Search

This study was an examination of how a teacher leadership role---presenting professional development to colleagues---was encouraged through a science education professional development program, Microcosmos. The professional development program, which focused on microbiology for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project, School of Education, Boston University. It included a multiplier-effect

Joseph Derek Martinez

2000-01-01

431

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

ERIC Educational Resources Information Center

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

Molle, Daniella

2010-01-01

432

Drama for children with special needs (motor skill development  

E-print Network

not develop their motor skills at this early stage, there is little or no provision given for extensive movement development in Secondary School. Improvements can still be made at this level, including those pupils who have rejected Physical Education, Drama...

Cameron, Fiona

433

Use every opportunity to develop your skills, aspiring managers urged.  

PubMed

A FORMER children's nurse who is leading a national NHS initiative to develop models of health and social care has urged aspiring leaders to seize opportunities to develop their nursing management skills. PMID:25759988

2015-03-01

434

Developing Research Skills through Local Studies: A Teacher Resource Package.  

ERIC Educational Resources Information Center

Describes a secondary school teacher resource package based on the development of a southern Ontario community, St. John's. The sequential program is designed to develop history and geography research skills. A sample lesson is provided. (KC)

Stuesser, Lee; Love, James

1981-01-01

435

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

436

The Development of Decision-Making Skills  

ERIC Educational Resources Information Center

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

Mettas, Alexandros

2011-01-01

437

Developing Academic Skills through Multigenre Autobiography  

ERIC Educational Resources Information Center

This article provides an overview of the Autobiography Project, listing the topics of the ten chapters and the targeted skills that accompany them. The authors discuss the purposes of each chapter and describe the methods incorporated to promote the four broad components of literacy. This unit also addresses almost all components of the Common…

Bickens, Sarah; Bittman, Franny; Connor, David J.

2013-01-01

438

Development of Map Construction Skills in Childhood  

ERIC Educational Resources Information Center

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

Hirsch, Pamela L.; Sandberg, Elisabeth Hollister

2013-01-01

439

Developing supervision skills through peer learning partnership  

Microsoft Academic Search

Oslo University College, Faculty of Nursing places undergraduate students in peer learning partnerships: 3rd year students as tutors, and 1st year students as tutees during practical skill learning. A study was designed to investigate this peer learning project. One of the research questions in particular on the role of the tutors: How do 3rd year nursing students carry out their

Bjørg Christiansen; Ida T. Bjørk; Anton Havnes; Elisabeth Hessevaagbakke

2011-01-01

440

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

441

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

442

Teacher Professional Development--The Elaboration of a Concept.  

ERIC Educational Resources Information Center

Proposes a systematic way of defining the concept of professional development and revealing its structure through use of a mapping sentence based on analysis of the concepts of development and profession. The mapping sentence may guide teacher developers in planning programs to suit varying concepts of professional development. (SM)

Kremer-Hayon, Lya

1991-01-01

443

Teacher Professional Development in Estonia: Theory and Practice.  

ERIC Educational Resources Information Center

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

Krull, Edgar

2001-01-01

444

Professional Development for Preschool Teachers: Evidence for Practice  

ERIC Educational Resources Information Center

The Technology Enhanced, Research Based Instruction, Assessment, and Professional Development (TRIAD) was developed by Clements and Sarama (2009) in order to support low-income children's mathematical development in the preschool years through professional development for preschool teachers in mathematics. TRIAD includes a classroom component…

Varol, Filiz; Farran, Dale C.; Bilbrey, Carol; Vorhaus, Elizabeth A.; Hofer, Kerry Guess

2012-01-01

445

Is the Scale for Measuring Motivational Interviewing Skills a valid and reliable instrument for measuring the primary care professionals motivational skills?: EVEM study protocol  

PubMed Central

Background Lifestyle is one of the main determinants of people’s health. It is essential to find the most effective prevention strategies to be used to encourage behavioral changes in their patients. Many theories are available that explain change or adherence to specific health behaviors in subjects. In this sense the named Motivational Interviewing has increasingly gained relevance. Few well-validated instruments are available for measuring doctors’ communication skills, and more specifically the Motivational Interviewing. Methods/Design The hypothesis of this study is that the Scale for Measuring Motivational Interviewing Skills (EVEM questionnaire) is a valid and reliable instrument for measuring the primary care professionals skills to get behavior change in patients. To test the hypothesis we have designed a prospective, observational, multi-center study to validate a measuring instrument. –Scope: Thirty-two primary care centers in Spain. -Sampling and Size: a) face and consensual validity: A group composed of 15 experts in Motivational Interviewing. b) Assessment of the psychometric properties of the scale; 50 physician- patient encounters will be videoed; a total of 162 interviews will be conducted with six standardized patients, and another 200 interviews will be conducted with 50 real patients (n=362). Four physicians will be specially trained to assess 30 interviews randomly selected to test the scale reproducibility. -Measurements for to test the hypothesis: a) Face validity: development of a draft questionnaire based on a theoretical model, by using Delphi-type methodology with experts. b) Scale psychometric properties: intraobservers will evaluate video recorded interviews: content-scalability validity (Exploratory Factor Analysis), internal consistency (Cronbach alpha), intra-/inter-observer reliability (Kappa index, intraclass correlation coefficient, Bland & Altman methodology), generalizability, construct validity and sensitivity to change (Pearson product–moment correlation coefficient). Discussion The verification of the hypothesis that EVEM is a valid and reliable tool for assessing motivational interviewing would be a major breakthrough in the current theoretical and practical knowledge, as it could be used to assess if the providers put into practice a patient centered communication style and can be used both for training or researching purposes. Trials registration Dislip-EM study NCT01282190 (ClinicalTrials.gov) PMID:23173902

2012-01-01

446

Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms  

Microsoft Academic Search

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

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

2008-01-01

447

The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays  

Microsoft Academic Search

Introduction The development of professional behaviour is an important objective for students in Health Sciences, with reflective skills\\u000a being a basic condition for this development. Literature describes a variety of methods giving students opportunities and\\u000a encouragement for reflection. Although the literature states that learning and working together in peer meetings fosters reflection,\\u000a these findings are based on experienced professionals. We

Mirabelle A. Schaub-de Jong; Janke Cohen-Schotanus; Hanke Dekker; Marian Verkerk

2009-01-01

448

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

Microsoft Academic Search

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

Ann P. Kaiser; Terry B. Hancock

449

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

450

Developing the Social Skills of Young Adult Special Olympics Athletes  

ERIC Educational Resources Information Center

The purpose of the study was to determine if young adult Special Olympics participants could develop, generalize, and maintain target social skills (eye contact, contributing relevant information, and turn taking) as a result of a 14-week Social Skills and Sports (S[superscript 3]) Program that combined classroom instruction with soccer…

Alexander, Melissa G. F.; Dummer, Gail M.; Smeltzer, Ashley; Denton, Stephen J.

2011-01-01

451

Development of a Valid Volleyball Skills Test Battery.  

ERIC Educational Resources Information Center

Describes the development of the North Carolina State University Volleyball Skills Test Battery which offers accurate measurement of three volleyball skills (serve, forearm pass, and set). When physical educators tested 313 students, the battery objectively measured their abilities, providing a gamelike means of teaching, testing, grouping, and…

Bartlett, Jackie; And Others

1991-01-01

452

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

453

Developing Argument Skills across Scientific and Social Domains  

ERIC Educational Resources Information Center

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

Iordanou, Kalypso

2010-01-01

454

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

455

Developing 21st Century Process Skills through Project Design  

ERIC Educational Resources Information Center

The goal of this paper is to illustrate how the promotion of 21st Century process skills can be used to enhance student learning and workplace skill development: thinking, problem solving, collaboration, communication, leadership, and management. As an illustrative case, fashion merchandising and design students conducted research for a…

Yoo, Jeong-Ju; MacDonald, Nora M.

2014-01-01

456

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

ERIC Educational Resources Information Center

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

Chu, Samuel Kai-Wah; Law, Nancy

2007-01-01

457

The Geopolitics and Meanings of India's Massive Skills Development Ambitions  

ERIC Educational Resources Information Center

This paper interrogates the drivers and meanings behind the dramatic rise of technical and vocational education and training in the policy and political agenda of India. What are the assumptions about the existing traditions and character of India's culture or cultures of skills development? Is the massive planned expansion of skilled people in…

King, Kenneth

2012-01-01

458

Spinning Plates: professionalism in  

E-print Network

: Behavioral skills developed from core values that are demonstrated in the interactions between professionals The concept of professionalism as an expression of teachable behaviors rather than character trait or virtue: the demonstrable acts professionalism: Self-Community & Regulatory Self-Organization Self-Team Self-Patient Self

Oklahoma, University of

459

Development of a complex intervention to improve health literacy skills  

PubMed Central

Background Providing insight into the developmental processes involved in building interventions is an important way to ensure methodological transparency and inform future research efforts. The objective of this study was to describe the development of a web portal designed to improve health literacy skills among the public. Methods The web portal was tailored to address three key barriers to obtaining information, using the conceptual frameworks of shared decision-making and evidence-based practice and based on explicit criteria for selecting the content and form of the intervention. Results The web portal targeted the general public and took the form of structured sets of tools. Content included: an introduction to research methods, help on how to find evidence-based health information efficiently based on the steps of evidence-based practice, an introduction to critical appraisal, information about patient participation rights in decision-making, and a decision aid for consultations. Conclusions The web portal was designed in a systematic and transparent way and address key barriers to obtaining and acting upon reliable health information. The web portal provides open access to the tools and can be used independently by health care users, or during consultations with health professionals. PMID:24251890

Austvoll-Dahlgren, Astrid; Danielsen, Stein; Opheim, Elin; Bjørndal, Arild; Reinar, Liv Merete; Flottorp, Signe; Oxman, Andrew David; Helseth, Sølvi

2013-01-01

460

Ways of promoting the sustainability of mathematics teachers’ professional development  

Microsoft Academic Search

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

Stefan Zehetmeier; Konrad Krainer

461

Meeting the Needs of Diverse Student Populations: Comprehensive Professional Development in Science, Math, and Technology for Teachers of Students with Disabilities.  

ERIC Educational Resources Information Center

Describes a model of professional development designed to improve the skills and knowledge of teams of special-education and regular-education teachers in science, mathematics, and technology instruction. The program led to the development of coping skills and persistence in science and mathematics teaching for all students. (Author/CCM)

Kimmel, Howard; Deek, Fadi P.; Farrell, Mary L.; O'Shea, Mark

1999-01-01

462

A Management Framework for Training Providers to Improve Workplace Skills Development in South Africa  

ERIC Educational Resources Information Center

Deputy President, Ms Phumzile Mlambo-Ngcuka, says a skills revolution is necessary for South Africa's (SA) skills crisis. The SA skills revolution began with the skills legislation of 1998-1999 when the Departments of Labour and Education intended a seamless, integrated approach to rapid skills development. The National Skills Development

Bisschoff, Tom; Govender, Cookie

2007-01-01

463

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

464

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

465

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

PubMed

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

Dennhag, Inga; Ybrandt, Helene

2013-06-01

466

Incorporating Geospatial Technology into Teacher Professional Development  

NASA Astrophysics Data System (ADS)

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

Sproles, E. A.; Songer, L.

2009-12-01

467

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

468

Creating Professional Development School Partnerships. A Resource Guide.  

ERIC Educational Resources Information Center

This three-part guide presents information and recommendations from the Massachusetts Professional Development School Network Steering Committee on how to develop a professional development school (PDS) partnership. Part 1 defines the PDS concept, presents a brief background account of its evolution, and discusses its potential for simultaneously…

Teitel, Lee; Del Prete, Tom

469

From Youth Worker Professional Development to Organizational Change  

ERIC Educational Resources Information Center

An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development. It grew from a moral response of Saint Paul Parks and Recreation staff and two faculty members of Youth Studies, University of…

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

2013-01-01

470

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

471

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

ERIC Educational Resources Information Center

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

Gabriel, Rachael

2011-01-01

472

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

473

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.

Mistilina Sato

2003-01-01

474

Preceptorship: professional development and support for newly registered practitioners.  

PubMed

Preceptorship is one aspect of continuous professional development which is vital to support healthcare professionals in the delivery of safe, effective, person-centred care. This article outlines the various aspects of preceptorship for nurses, midwives and specialist community public health nurses in Northern Ireland. It is hoped that the elements within it have transferability across other healthcare professions. The article will help the reader understand where preceptorship fits within a professional development and support continuum. PMID:24404706

McCusker, C

2013-12-01

475

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

ERIC Educational Resources Information Center

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

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

2012-01-01

476

A Plan for Revitalization: Maximizing Professional Development Opportunity. A Report by the VCCS Professional Development Task Force.  

ERIC Educational Resources Information Center

In October 1992, a task force on professional development was established to identify ways in which the Virginia Community College System (VCCS) could use professional development to enhance its educational programs and services. This report provides information on the development of the task force, discusses findings, and presents recommendations…

Sydow, Debbie L.

477

Skill mix, roles and remuneration in the primary care workforce: Who are the healthcare professionals in the primary care teams across the world?  

PubMed

World-wide, shortages of primary care physicians and an increased demand for services have provided the impetus for delivering team-based primary care. The diversity of the primary care workforce is increasing to include a wider range of health professionals such as nurse practitioners, registered nurses and other clinical staff members. Although this development is observed internationally, skill mix in the primary care team and the speed of progress to deliver team-based care differs across countries. This work aims to provide an overview of education, tasks and remuneration of nurses and other primary care team members in six OECD countries. Based on a framework of team organization across the care continuum, six national experts compare skill-mix, education and training, tasks and remuneration of health professionals within primary care teams in the United States, Canada, Australia, England, Germany and the Netherlands. Nurses are the main non-physician health professional working along with doctors in most countries although types and roles in primary care vary considerably between countries. However, the number of allied health professionals and support workers, such as medical assistants, working in primary care is increasing. Shifting from 'task delegation' to 'team care' is a global trend but limited by traditional role concepts, legal frameworks and reimbursement schemes. In general, remuneration follows the complexity of medical tasks taken over by each profession. Clear definitions of each team-member's role may facilitate optimally shared responsibility for patient care within primary care teams. Skill mix changes in primary care may help to maintain access to primary care and quality of care delivery. Learning from experiences in other countries may inspire policy makers and researchers to work on efficient and effective teams care models worldwide. PMID:25577306

Freund, Tobias; Everett, Christine; Griffiths, Peter; Hudon, Catherine; Naccarella, Lucio; Laurant, Miranda

2015-03-01

478

Teaching Software Development Skills Early in the Curriculum Through Software Engineering  

E-print Network

Teaching Software Development Skills Early in the Curriculum Through Software Engineering C. W Design Keywords software development skills, softwrae engineering curriculum 1. INTRODUCTION Software science. There are many software development skills that can be taught in a software engineering course

Liew, Chun Wai

479

Actual Schools, Possible Practices. New Directions in Professional Development.  

ERIC Educational Resources Information Center

This publication examines the literature on promising practices in professional development, focusing on the role of effective inservice professional development in successful elementary school reform, promising practices, and results of a survey of educators from the northwest United States. After an introduction, Section 1 discusses "Learning in…

Novick, Rebecca; Grimstad, Jane

480

School Nurse Summer Institute: A Model for Professional Development  

ERIC Educational Resources Information Center

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

Neighbors, Marianne; Barta, Kathleen

2004-01-01

481

The tale of two virtual teacher professional development modules  

Microsoft Academic Search

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

Paul Keown

2009-01-01

482

Content Area Literacy: Relationship between Lesson Design and Professional Development  

ERIC Educational Resources Information Center

Despite Minnesota's investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development

Owens-Kristenson, Jodi

2013-01-01

483

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

484

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

485

An Oil Spill Professional Development Program for Educators  

NSDL National Science Digital Library

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

2012-05-29

486

Professional Development: Implications for Illinois Career and Technical Education Teachers  

ERIC Educational Resources Information Center

Teacher turnover inhibits student achievement, and professional development can reduce the onset of teachers leaving the profession (The Center for Comprehensive School, 2007). No Child Left Behind and the new Perkins Act have redefined teacher professional development. In Illinois, according to the Illinois State Board of Education (n.d.),…

Drage, Karen

2010-01-01

487

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

488

Online Professional Development for Mathematics Teachers: A Strategic Analysis  

ERIC Educational Resources Information Center

This study presents a strategic review of the current quality and effectiveness of more than 40 online professional development (OPD) sites for teachers of mathematics. The evidence gathered about this relatively new form of professional development was compared with evidence on the quality and effectiveness of traditional face-to-face…

Ginsburg, Alan; Gray, Tracy; Levin, Douglas

2004-01-01

489

Aligning Performance Evaluation with Professional Development and Vise Versa.  

ERIC Educational Resources Information Center

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

Buchen, Irving H.

2003-01-01

490

Participatory Research in an Arts Integration Professional Development Program  

ERIC Educational Resources Information Center

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

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

2012-01-01

491

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

ERIC Educational Resources Information Center

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

Tallerico, Marilyn

2005-01-01

492

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

493

Putting the PLE into PLD: Virtual Professional Learning and Development  

ERIC Educational Resources Information Center

The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in…

Owen, Hazel

2014-01-01

494

Professional Development: The Teacher's Perspective  

ERIC Educational Resources Information Center

The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured…

Brown, Julie Miller

2013-01-01

495

Factors Driving Learner Success in Online Professional Development  

ERIC Educational Resources Information Center

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

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

2014-01-01

496

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

497

Professional Development and Teacher Change: The Missing Leadership Link  

ERIC Educational Resources Information Center

Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a…

Whitworth, Brooke A.; Chiu, Jennifer L.

2015-01-01

498

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

499

Relationship between Professional Development Expenditures and Student Achievement  

ERIC Educational Resources Information Center

This study was based on convergence of two educational theories: 1) that professional development improves teacher quality and instructional practices and therefore positively affects student achievement and 2) allocation of school resources positively affects student achievement. It is a common educational belief that professional development

Dalton, Elizabeth A.

2010-01-01

500

Do Less Effective Teachers Choose Professional Development Does It Matter?  

ERIC Educational Resources Information Center

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

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

2012-01-01