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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

Internationalising Professional Skill Development: Are the Rich Getting Richer?  

ERIC Educational Resources Information Center

Internationalisation of education, and more specifically tertiary education, all over the world has contributed to a significant overhaul in student composition. Parallel to this runs the need for graduates to leave university with a range of professional skills. In response to this, universities actively encourage the development of such skills

Soontiens, Werner

2004-01-01

3

Comparing polarized perspectives: librarians' professional skills and development  

Microsoft Academic Search

Purpose – The main aim of the research conducted was to identify whether the particular country environment of today's professional librarian impacts upon his\\/her skills capabilities as well as upon his\\/her access to opportunities for continued development. Design\\/methodology\\/approach – Data was sourced by means of a survey administered to professional librarians mainly from the developing Caribbean Region and the developed

Meerabai Gosine-Boodoo; Mark McNish

2005-01-01

4

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

5

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

6

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

7

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

8

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

Microsoft Academic Search

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

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

2011-01-01

9

Skilling for the Workforce: A tertiary education response to enrich professional development  

Microsoft Academic Search

Tertiary educators are being directed by government policy: to develop a learning environment where participants become more than passive receivers of knowledge and to skill the workforce through technical skills and competency?based education. Professional development is needed for compliance, and to develop and maintain generic, productivity, and technical attributes relevant to the profession. Profession and career development, for continued employability

Gerald A. Murphy; Bruce A. Calway

2008-01-01

10

Skilling for the Workforce: A Tertiary Education Response to Enrich Professional Development  

ERIC Educational Resources Information Center

|Tertiary educators are being directed by government policy: to develop a learning environment where participants become more than passive receivers of knowledge and to skill the workforce through technical skills and competency-based education. Professional development is needed for compliance, and to develop and maintain generic, productivity,…

Murphy, Gerald A.; Calway, Bruce A.

2008-01-01

11

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

12

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

NSDL National Science Digital Library

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

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

2012-05-15

13

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

NASA Astrophysics Data System (ADS)

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

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

2012-02-01

14

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

ERIC Educational Resources Information Center

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

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

2010-01-01

15

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

Microsoft Academic Search

Background  This study investigated whether the introduction of professional development teaching in the first two years of a medical\\u000a course improved students' observed communication skills with simulated patients. Students' observed communication skills were\\u000a related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations.\\u000a \\u000a \\u000a \\u000a \\u000a Methods  Eighty-two medical students from two consecutive cohorts at a UK medical school completed

Katherine Joekes; Lorraine M Noble; Angela M Kubacki; Henry WW Potts; Margaret Lloyd

2011-01-01

16

Skills, professional education and the disabling university  

Microsoft Academic Search

The education and training of professionals concentrates on developing the theoretical and knowledge base of that profession and to a lesser extent on the skills with which the profession performs its tasks. Within higher education most attention is paid to theoretical knowledge; the development of skills is usually expected to occur within the practice element of professional training, e.g. articles,

Brian Cohen

1985-01-01

17

Developing Research Skills in Mathematics, Science and Technology Educators in Southern Africa: The Role of a Professional Organisation  

Microsoft Academic Search

An established professional organisation for researchers in mathematics, science and technology education (MSTE) in southern Africa initiated a program, Skills for Development, aimed at developing research skills for novice MSTE researchers in Mozambique, Swaziland and Zambia. Through case studies for each of these countries this paper seeks to identify relationships between aspects in the contexts of implementing MSTE research, and

Fred Lubben

2005-01-01

18

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

19

Professional Development of Novice Teacher Educators: Professional Self, Interpersonal Relations and Teaching Skills  

ERIC Educational Resources Information Center

|This article presents the main domains that reinforced 11 novice teacher educators, as evidenced by their feedback regarding a one-year programme implemented at an intercollegiate professional centre. The main argument posits that since the teacher educator plays a key role in the foundation of the teacher education profession, he/she must be an…

Shagrir, Leah

2010-01-01

20

Bloom's Cognitive Domain Theory: A Basis for Developing Higher Levels of Critical Thinking Skills in Reconstructing a Professional Selling Course  

Microsoft Academic Search

Qualifications of business college graduates are being criticized, and changes are being demanded. As one method of improving the quality of courses, the authors show how to reconstruct a sales course that develops and measures higher-level critical thinking skills. This article illustrates a Professional Selling course that builds progressively higher critical thinking skills with inputs based on Bloom's Taxonomy and

Maurice G. Clabaugh; Jessie L. Forbes; Jason P. Clabaugh

1995-01-01

21

APS/ACDP List of Professional Skills  

NSDL National Science Digital Library

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

APS Education Office (American Physiological Society Education Office)

2003-01-12

22

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

23

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

PubMed

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

2011-10-25

24

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

25

Professional Skills in the Engineering Curriculum  

ERIC Educational Resources Information Center

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

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

2010-01-01

26

Developing a framework to measure organizational and employee skills development in a professional engineering design consultancy  

Microsoft Academic Search

As we move into a knowledge economy, employee skills are fast becoming an organization’s most valuable asset. Fundamental to successfully completing the complex range of tasks presented by construction projects is bringing together individuals with the correct balance of skills. No one individual has the complete set of skills to do everything themselves, which makes the team only as strong

Isao T Matsumoto; John Stapleton; Jacqueline Glass; Tony Thorpe

2005-01-01

27

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.

28

Student?teachers’ supervision as a professional development activity: building work?related skills  

Microsoft Academic Search

The purpose of this research was to identify and outline the work?related skills that cooperating teachers in the Cayman Islands and Saint Kitts?Nevis developed or reinforced as they supervised student?teachers. A qualitative case?study methodology was used. The findings indicate that cooperating teachers developed and reinforced essential teaching, mentoring, collaboration and strategic skills, but failed to identify others that were considered

Mark A. Minott; Ionie Liburd Willett

2011-01-01

29

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

30

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

Microsoft Academic Search

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

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

2010-01-01

31

The advance of research and evaluation skills by EPs: implications for training and professional development  

Microsoft Academic Search

Research and evaluation has become increasingly important in many professions, including educational psychology, particularly as the profession moves to becoming more evidence?based in its practice. The recent move to a three year doctoral programme in England, Wales and Northern Ireland may be viewed as a positive one in developing research skills, although it is also crucial to consider what could

Miranda Eodanable; Fraser Lauchlan

2009-01-01

32

Why Professional Development Matters  

ERIC Educational Resources Information Center

|Professional development refers to many types of educational experiences related to an individual's work. Doctors, lawyers, educators, accountants, engineers, and people in a wide variety of professions and businesses participate in professional development to learn and apply new knowledge and skills that will improve their performance on the…

Mizell, Hayes

2010-01-01

33

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

ERIC Educational Resources Information Center

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

Wasik, Barbara A.; Hindman, Annemarie H.

2011-01-01

34

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

ERIC Educational Resources Information Center

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

Wasik, Barbara A.; Hindman, Annemarie H.

2011-01-01

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

A Professional Development Program to Improve Math Skills among Preschool Children in Head Start  

ERIC Educational Resources Information Center

The purpose of this study was to examine the effects on four-year-olds' knowledge of mathematics by introducing professional development and center-based mathematics activities around four mathematical domains to early educators' teaching in Head Start programs. Because of the need to provide necessary mathematical experiences to young children to…

Brendefur, Jonathan; Strother, Sam; Thiede, Keith; Lane, Cristianne; Surges-Prokop, Mary Jo

2013-01-01

37

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

38

Cultivating problem-solving skills through problem-based approaches to professional development  

Microsoft Academic Search

An extensive literature review was conducted of four problem-based approaches to professional development: (1) case study, (2) goal-based scenario, (3) problem-based learning, and (4) action learning. The review comparatively analyzed the training designs of these four approaches and found key differences in the nature of their case problems and training strategies. Specifically, the analysis found that case problems are ill

Margaret C. Lohman

2002-01-01

39

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

Microsoft Academic Search

BACKGROUND: The ability to give and receive feedback effectively is a key skill for doctors, aids learning between all levels of the medical hierarchy, and provides a basis for reflective practice and life-long learning. How best to teach this skill? DISCUSSION: We suggest that a single \\

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

2005-01-01

40

A portfolio approach to learning professional skills  

Microsoft Academic Search

In addition to the myriad of technical skills that engineers learn during their undergraduate years, ABET as well as employers, now require that students have exposure to additional professional skills. However, in most programs, it is unrealistic to add courses to teach students skills such as goal setting, leadership, diversity, and global interactions. To enable students to learn and hone

Samantha Richerson; Kenneth McAteer; Mary Spencer; Samuel Scheibler

2007-01-01

41

Professional Development.  

ERIC Educational Resources Information Center

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

Lentell, Helen

1994-01-01

42

ASSESSMENT OF MINORITIES IN AGRICULTURE, NATURAL RESOURCES AND RELATED SCIENCES MEMBERS' LEADERSHIP SKILLS AND PROFESSIONAL DEVELOPMENT  

Microsoft Academic Search

Minorities in Agriculture, Natural Resources and Related Sciences (MANRRS) is a collegiate student organization that provides support to minority students in agricultural related majors and helps to prepare them for employment in the field. Little information exists regarding its effectiveness; therefore a study was conducted to investigate the skills and opportunities members gained by participating in the organization. The population

Marney Dorsey; Patreese D. Ingram

43

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

Microsoft Academic Search

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

James W. Peltier; Carol Scovotti; Lucille Pointer

2008-01-01

44

Professional values: key to professional development.  

PubMed

Humanistic nursing care requires application of not only cognitive and psychomotor learning, but also affective skill development. The nursing profession has focused on cognitive and psychomotor domain learning. However, knowledge in all three domains is essential for full professional development and, thus, socialization into the profession. This article discusses affective domain learning, specifically, value formation and the contribution of education, service, and the profession to full embodiment of professional values. PMID:12434320

Weis, Darlene; Schank, Mary Jane

45

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

ERIC Educational Resources Information Center

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

Olabuenaga, Gina

2010-01-01

46

Professional values: Key to professional development  

Microsoft Academic Search

Humanistic nursing care requires application of not only cognitive and psychomotor learning, but also affective skill development. The nursing profession has focused on cognitive and psychomotor domain learning. However, knowledge in all three domains is essential for full professional development and, thus, socialization into the profession. This article discusses affective domain learning, specifically, value formation and the contribution of education,

Darlene Weis; Mary Jane Schank

2002-01-01

47

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

48

Quality and Generic (Professional) Skills  

Microsoft Academic Search

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

Barbara De La Harpe; Alex Radloff; John Wyber

2000-01-01

49

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

ERIC Educational Resources Information Center

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

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

2008-01-01

50

Enhancing skills to develop practice.  

PubMed

Nurses are skilful healthcare professionals, but the ability to develop skills depends on our readiness to evaluate what we do. This article describes a three-stage process, which helps nurses to analyse a particular skill and to decide what to do next. PMID:18376634

Price, B

51

The development of a training model to improve health professionals' skills, self-efficacy and outcome expectancies when communicating with cancer patients.  

PubMed

Health professionals such as doctors and nurses are in a key position to help reduce the high prevalence of affective disorders and psychological problems experienced by cancer patients. This role, however, is inhibited by ineffective communication practices which include the use of distancing strategies and avoidance by the health professional. A number of contributory factors such as skill deficits and anxiety about negative consequences for the patient and the health professional have been identified in previous research and brief problem-focused training workshops developed to address these factors with only limited success. Researchers in applied psychology have recommended that the development of training programmes and their evaluation are based upon approaches which take into account cognitive and affective factors as well as change in skills. The aim of this paper is to develop a conceptual model of communication behaviour in the cancer setting. The model aims to take account of the role that knowledge and skill deficits, self-efficacy and outcome expectancy beliefs and perceived support plays in the ability and willingness of health professionals to assess their patients' concerns. It has been applied to guide the development of a revised approach to brief, problem-focused workshops for health professionals. It also allows a systematic and multi-dimensional evaluation of training outcomes. Preliminary results indicate this is a promising area of communications research. PMID:9015875

Parle, M; Maguire, P; Heaven, C

1997-01-01

52

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

PubMed Central

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

Wirth, Meg

2008-01-01

53

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

54

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

ERIC Educational Resources Information Center

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

Eodanable, Miranda; Lauchlan, Fraser

2009-01-01

55

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

56

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

ERIC Educational Resources Information Center

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

Eodanable, Miranda; Lauchlan, Fraser

2009-01-01

57

Service learning: meaningful, community-centered professional skill development for occupational therapy students.  

PubMed

The profession of Occupational Therapy advocates for new and emerging areas of practice that more fully embrace our moral responsibility to address significant social injustices that exist in our communities (Kronenberg, Algado, & Pollard, 2005). The service-learning pedagogy is impacted by the philosophical and theoretical influences of John Dewey, the mission and purpose of American higher education including Boyer's (1994) call for an engaged citizenry, and the social vision of occupational therapy. The pedagogy of service learning provides a natural context for students to experience community practice while contributing to reducing existing social injustices. This paper provides an overview of service learning (SL) as a philosophical and pedagogical approach in occupational therapy education, key processes in developing successful service learning experiences and community partnerships to support service learning. Characteristics of effective service learning, assessment of community and institutional outcomes of service learning and the scholarship of service learning are also discussed. Most importantly, strategies for developing service learning scholarship, an important but frequently neglected requisite to validate any educational practice, are delineated. The authors conclude that service learning provides educators with an opportunity to provide students with experiences in natural, community contexts while developing life-long commitment to civic engagement and social responsibility. PMID:23926967

Hansen, Anne Marie Witchger; Muñoz, Jaime; Crist, Patricia A; Gupta, Jyothi; Ideishi, Roger I; Primeau, Loree A; Tupé, Debra

2007-01-01

58

The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach  

Microsoft Academic Search

The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model,

Richard Kinna Tinnin

2000-01-01

59

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

ERIC Educational Resources Information Center

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

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

2011-01-01

60

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

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

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

Microsoft Academic Search

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

Jacob L. Cybulski; Craig Parker; Stephen Segrave

2006-01-01

63

Development and reliability of the explicit professional oral communication observation tool to quantify the use of non-technical skills in healthcare  

PubMed Central

Background A lack of non-technical skills is increasingly recognised as an important underlying cause of adverse events in healthcare. The nature and number of things professionals communicate to each other can be perceived as a product of their use of non-technical skills. This paper describes the development and reliability of an instrument to measure and quantify the use of non-technical skills by direct observations of explicit professional oral communication (EPOC) in the clinical situation. Methods In an iterative process we translated, tested and refined an existing checklist from the aviation industry, called self, human interaction, aircraft, procedures and environment, in the context of healthcare, notably emergency departments (ED) and intensive care units (ICU). The EPOC comprises six dimensions: assertiveness, working with others; task-oriented leadership; people-oriented leadership; situational awareness; planning and anticipation. Each dimension is specified into several concrete items reflecting verbal behaviours. The EPOC was evaluated in four ED and six ICU. Results In the ED and ICU, respectively, 378 and 1144 individual and 51 and 68 contemporaneous observations of individual staff members were conducted. All EPOC dimensions occur frequently, apart from assertiveness, which was hardly observed. Intraclass correlations for the overall EPOC score ranged between 0.85 and 0.91 and for underlying EPOC dimensions between 0.53 and 0.95. Conclusions The EPOC is a new instrument for evaluating the use of non-technical skills in healthcare, which is reliable in two highly different settings. By quantifying professional behaviour the instrument facilitates measurement of behavioural change over time. The results suggest that EPOC can also be translated to other settings.

Kemper, Peter F; van Noord, Inge; de Bruijne, Martine; Knol, Dirk L; Wagner, Cordula; van Dyck, Cathy

2013-01-01

64

The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach  

NASA Astrophysics Data System (ADS)

The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model, a focus on the interdisciplinary nature of the science process skills, and guided, inquiry-based learning experiences. These elements mirror the principles identified as being essential components of effective professional development for mathematics, and science education (Fullan, 1985; Sparks & Loucks-Horsley, 1990; Loucks-Horsley, 1997). The research team was actively involved with the participants for a total of 30 days at their school over the 24 months of the study. During each training, the research team modeled the 5E constructivist-oriented instructional strategy, and the interdisciplinary nature of the science process skills, set up a wide variety of activity centers, and provided the teachers with opportunities to improve their attitudes, skills, and knowledge of the science content, and teaching strategies. The 15 participants completed pre-, post-, and post-post-Leadership Team Surreys. Quantitative data analyses of gain scores measuring level of confidence to teach Marine and Earth Science, content knowledge, and teaching strategies were significant, p < .001. The participants' efficacy-beliefs and outcome expectancy were assessed with a pre- and posttest Science Teacher Self-Efficacy Beliefs Instrument that measures both elements. Self-efficacy beliefs were significant at p < .001. Outcome expectancies were not significant, p > .05. Qualitative analysis of reflective journal comments, classroom observations, and the participants understanding, and use of science process skills across the curriculum supported the quantitative data results. The data demonstrate significant improvement in the self-efficacy beliefs, attitudes, skills, and knowledge toward teaching science of the Pre-Kindergarten--2nd -grade teachers who participated in this long-term professional development study.

Tinnin, Richard Kinna

65

Negotiation skills for clinical research professionals  

PubMed Central

Negotiation as a skill is a key requirement for each and every job profile where dealing with multiple parties is involved. The important focus while negotiating should be on the interest then position. Key to every successful negotiation is advance planning, preparation, and patience as the objective is to create value and establish the terms on which parties with differing and often conflicting aims will co-operate. While preparing one should collect facts, know priorities, principles, identify common ground, decide on walk-away position, and try and identify the next best alternative. Negotiation is a set of skills that can be learned and practiced so that your ability to utilize relationship, knowledge, money, power, time, and personality to negotiate improves with each negotiation. In a successful negotiation, all parties win. Important thing to note is that not every negotiation involves money. Anytime you want something from someone else and anytime someone wants something from you, you are negotiating. Everything is negotiable and every day you negotiate with customers, suppliers, colleagues, your wife, and even your children. Negotiation is a game, and like any game it has its rules and tactics. Clinical Research professionals deal with various parties for different purposes at the same time; hence, they require excellent negotiation skills. Project Mangers and Clinical Research Associates are the two most important roles in clinical research industry who require negotiation skills as they deal with various internal and external customers and vendors.

Hake, Sanjay; Shah, Tapankumar

2011-01-01

66

The development of a training model to improve health professionals' skills, self-efficacy and outcome expectancies when communicating with cancer patients  

Microsoft Academic Search

Health professionals such as doctors and nurses are in a key position to help reduce the high prevalence of affective disorders and psychological problems experienced by cancer patients. This role, however, is inhibited by ineffective communication practices which include the use of distancing strategies and avoidance by the health professional. A number of contributory factors such as skill deficits and

Michael Parle; Peter Maguire; Cathy Heaven

1997-01-01

67

Against Professional Development  

Microsoft Academic Search

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional development programs in Australian universities, drawing parallels with Third World development programs. She argues that professional development knowledge is privileged over disciplinary knowledge in setting lifelong learning agendas for academics, and notes

Erica McWilliam

2002-01-01

68

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

ERIC Educational Resources Information Center

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

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

2010-01-01

69

Professional Development and Administration: Report of the ASCO Project Team on Professional Development Curriculum.  

ERIC Educational Resources Information Center

An outline for a professional development and administration course in an optometry curriculum model is provided. It is designed to develop organizational, communicative, and management skills so the optometrist can become successful in the development and administration of a professional practice. Legal and professional development bibliographies…

Journal of Optometric Education, 1979

1979-01-01

70

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

71

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

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

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

74

The Principal as Professional Development Leader  

ERIC Educational Resources Information Center

|Individual teachers have the greatest effect on student performance. Principals, as professional development leaders, are in the best position to provide teachers with the professional development strategies they need to improve skills and raise student achievement. This book guides readers through a step-by-step process to formulate, implement,…

Lindstrom, Phyllis H.; Speck, Marsha

2004-01-01

75

The Principal as Professional Development Leader  

ERIC Educational Resources Information Center

Individual teachers have the greatest effect on student performance. Principals, as professional development leaders, are in the best position to provide teachers with the professional development strategies they need to improve skills and raise student achievement. This book guides readers through a step-by-step process to formulate, implement,…

Lindstrom, Phyllis H.; Speck, Marsha

2004-01-01

76

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…

1998

77

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

78

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

79

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

80

Developing Professionals through Personalization  

ERIC Educational Resources Information Center

To develop the cognitive, social, and career skills needed to succeed in the modern workplace, students must learn to think creatively, apply their skills innovatively, and take risks constructively. Implicit in this position is the expectation that students will have the self-confidence to apply their knowledge in both familiar and new settings…

Berte, Nicolette; King, Keanna; Demars, Michelle; Brownstein, Michael M.

2008-01-01

81

Reflection in Professional Development  

Microsoft Academic Search

ue to constant changes in working life, people development process, and (2) how the medical labora- who have the desire, will, and ability to learn tory technologists evaluate their professional develop- new thinps and treat information cr~tically are ment. needed. In an ideal situation, indimdual professional The subjects of the study are the medical labora- growth continues throughout working life

Jana Helenlus

82

Self-Discovery and Professional Development.  

ERIC Educational Resources Information Center

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

Margolin, Edythe

83

PROFESSIONALISM, PROFESSIONALITY AND THE DEVELOPMENT OF EDUCATION PROFESSIONALS  

Microsoft Academic Search

What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and\\/or practice that require modification or renovation of professionalism. The ‘new’ professionalisms purported to have been fashioned over the

Linda Evans

2008-01-01

84

Continuing professional development by practitioner integrated learning  

Microsoft Academic Search

To prevent skilled professionals from being phased out or forced into professions for which they are not talented, organized forms of lifelong learning are needed. Continuing professional development is an approach supporting lifelong learning. This approach is however criticized for being expensive and not providing the necessary knowledge. In response to this, we have executed a study in order to

2007-01-01

85

Development of student professionalism.  

PubMed

In late 2007, the American College of Clinical Pharmacy (ACCP) charged their National StuNet Advisory Committee to formulate tenets of professionalism, with the primary goal of introducing students to essential attitudes and behaviors of professionalism. The committee's list of tenets served as a working document for the development of this White Paper. This collaborative effort of the ACCP Board of Regents and the National StuNet Advisory Committee sought to complement other published documents addressing student professionalism. The purpose of this White Paper is to enhance student understanding of professionalism, emphasizing the importance of the covenantal or "fiducial" relationship between the patient and the pharmacist. This fiducial relationship is the essence of professionalism and is a relationship between the patient and the pharmacist built on trust. This White Paper also outlines the traits of professionalism, which were developed after an extensive review of the literature on professionalism in medicine and pharmacy. The traits of professionalism identified here are responsibility, commitment to excellence, respect for others, honesty and integrity, and care and compassion. It is from these traits that student actions and behaviors should emanate. Students, pharmacy practitioners, and faculty have a responsibility to each other, to society as a whole, and to individual patients whom they serve to ensure that their words and actions uphold the highest standards of professional behavior. PMID:19476426

Roth, Mary T; Zlatic, Thomas D

2009-06-01

86

Game Skill Development.  

ERIC Educational Resources Information Center

Before discussing the development of skills for playing elementary school physical education games, this document lists basic assumptions about children, movement education, games, and elementary school physical education. Four basic concepts, which are common to all team games, are identified: (1) use of personal and moving space and finding…

Kisabeth, Kathryn L.

87

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

ERIC Educational Resources Information Center

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

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

2009-01-01

88

Hand Skill Asymmetry in Professional Musicians  

Microsoft Academic Search

Hand skill asymmetry on two handedness tasks was examined in consistent right-handed musicians and nonmusicians as well as mixed-handed and consistent left-handed nonmusicians. Musicians, although demonstrating right-hand superiority, revealed a lesser degree of hand skill asymmetry than consistent right-handed nonmusicians. Increased left-hand skill in musicians accounted for their reduced asymmetry. Musicians predominantly playing keyboard instruments demonstrated superior tapping performance than

Lutz Jäncke; Gottfried Schlaug; Helmuth Steinmetz

1997-01-01

89

Pharmacist prescribers’ written reflection on developing their consultation skills  

Microsoft Academic Search

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

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

2009-01-01

90

Developing Managerial Skills in Palestine  

ERIC Educational Resources Information Center

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

Al-Madhoun, Mohammed; Analoui, Farhad

2002-01-01

91

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

92

Professional Development of Administrators.  

ERIC Educational Resources Information Center

|It is suggested that, among executives in higher education, particularly in operations management, professional development needs attention. Consideration is given to weaknesses in operations management, inadquacies of career ladders, departmental responsibilities, deanship duties, vice-presidential and presidential development, and reasons for…

Millett, John D.

1978-01-01

93

Negotiating skill for health care professionals.  

PubMed

Health workers engage in negotiations at work and at home on a daily basis. The ability to negotiate is a vital part of interpersonal skill. The paradigm of negotiation strategy is undergoing a profound shift from power pressure to an egalitarian form of problem solving or value-added approach that is much more likely to result in win/win outcomes. The basic principle of this refreshing innovation is similar to what we learned about brainstorming and creative problem solving. PMID:10154918

Umiker, W

1996-03-01

94

Approaches to Rural Professional Development  

ERIC Educational Resources Information Center

|Three professional development approaches have shown promise in raising the competency level of early childhood professionals in rural areas. Provider registry systems gather information that provides a foundation for further professional development initiatives and systemic development. Statewide professional development systems designed to…

Thornburg, Kathy R.; Scott, Jacqueline L.

2006-01-01

95

Assessing Skill Development  

ERIC Educational Resources Information Center

Most educators are familiar with instances of authentic assessment of "content" within the disciplines or of authentic assessment of "discipline-specific skills." In such authentic assessments, students apply the knowledge and skills of the discipline to situations or tasks that replicate real world challenges. The measurement of skills is…

Mueller, Jon

2008-01-01

96

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

97

Sustainable Professional Development  

ERIC Educational Resources Information Center

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

McLester, Susan

2012-01-01

98

Contextually Based Professional Development  

ERIC Educational Resources Information Center

|In this article, the authors detail a study of a three-year professional development project designed to increase in-service teachers' classroom technology integration. Participants engaged in learning activities that modeled technology integration from a contextually based perspective that included technology, and pedagogical and content…

Blocher, J. Michael; Armfield, Shadow W.; Sujo-Montes, Laura; Tucker, Gary; Willis, Elizabeth

2011-01-01

99

Contextually Based Professional Development  

ERIC Educational Resources Information Center

In this article, the authors detail a study of a three-year professional development project designed to increase in-service teachers' classroom technology integration. Participants engaged in learning activities that modeled technology integration from a contextually based perspective that included technology, and pedagogical and content…

Blocher, J. Michael; Armfield, Shadow W.; Sujo-Montes, Laura; Tucker, Gary; Willis, Elizabeth

2011-01-01

100

Professional Development for Teachers: What Two Rigorous Studies Tell Us  

ERIC Educational Resources Information Center

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

Quint, Janet

2011-01-01

101

Professional Skills, International Style: The Issue Of Transferability  

Microsoft Academic Search

The problem of the transfer of professional social work skills from one country to another has long been a matter of concern for social workers in the international community, for social work educators, and for potential students desiring to earn a Social Work degree in a country other than their own. Concerns about transferability seem to grow from the fact

Joseph L. Vigilante

1985-01-01

102

Exploring German Preservice Teachers' Electronic and Professional Literacy Skills  

ERIC Educational Resources Information Center

|This article presents findings from an exploratory pilot project which aimed at fostering electronic and professional literacy skills of preservice language teachers through computer-mediated peer collaboration. The research context is a qualitative case study involving cooperation via the email and chat functions of "FirstClass" among preservice…

Fuchs, Carolin

2006-01-01

103

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

104

Perspectives: Making the Most of Professional Development  

NSDL National Science Digital Library

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

Lee, Michele H.; Abell, Sandra K.

2008-04-01

105

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

106

Exploring cognitive skill development in midwifery education.  

PubMed

Changes in maternity services and the role of the midwife mean that the midwife must provide flexible, evidence-based, woman-centred care. As the lead professional, the midwife must use a high level of professional judgement, clinical reasoning and decision-making to enable choice while ensuring the safety and wellbeing of mother and infant. Delayed development of these cognitive skills is suggested by the continuing theory-practice gap, suboptimal practice and students requiring to conform to non-evidence-based practice. The purpose of this research was to explore midwifery students' understanding and experience of the development of cognitive skills. The research employed analysis of undergraduate midwifery programme documentation and a focus group discussion with student midwives from second and third year of the programme. Document analysis and thematic analysis of the interview data indicated a lack of emphasis on cognitive skill development and a sense that these skills improve naturally through exposure to clinical practice. The findings suggest a need to change our approach to learning in clinical practice and to conduct further research to improve understanding of mechanisms to support the development of cognitive skills. PMID:22683107

Lake, Suzanne; McInnes, Rhona J

2012-06-09

107

Implementing professional development in invitational education  

Microsoft Academic Search

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

G. M. Steyn

2005-01-01

108

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

109

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

110

The Development of an Institute wide Graduate Personal Skills Training Programme that Integrates Centrally Provided Core Skills Training with the Requirements of Individual Academic Departments, Research Councils and Professional Bodies  

Microsoft Academic Search

The paper describes the development and introduction of a revised Graduate Personal Development Programme (GPDP) applicable to and useful for all research students at UMIST (University of Manchester Institute of Science and Technology). The GPDP provides support and guidance in the Key Skills areas integrated with students' own research activities, their individual departmental requirements and the facilities offered by the

Kevin Barber; Jim Boran; Paul Brunn

111

Transportation Safety Professional Development Clearinghouse.  

National Technical Information Service (NTIS)

Throughout private and public work settings, employee professional development is regarded as critical to grooming future leaders and to attract and retain talented employees who will enable the company or agency to achieve its goals. Professional develop...

A. Maher C. Knezek J. Hansen W. Im

2007-01-01

112

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

113

Professional development for inclusive schooling  

Microsoft Academic Search

Professional development aims to impact upon teacher knowledge, teacher practice and thus change student outcomes. Some of the most effective examples of professional development have focussed on active involvement of staff and administration in the process and have been extensive and progressive in nature. In this paper, we report on the implementation of a model of professional development in which

Robyn Robinson; Suzanne Carrington

2002-01-01

114

Professional Academic Development through Professional Journal Dialogue  

ERIC Educational Resources Information Center

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

Ruth, Damian; Naidoo, Kogi

2012-01-01

115

Chapter 5: Professional Dialogue as Professional Development  

ERIC Educational Resources Information Center

|Bechtel and O'Sullivan suggest that teacher change within the context of professional development (PD) is influenced by the design and content of PD initiatives. This paper examines the influence of an initiative designed to stimulate reflection and discussion among experienced teachers. It has been argued in the physical education literature and…

Deglau, Dena; Ward, Phillip; O'Sullivan, Mary; Bush, Kim

2006-01-01

116

Logistics education : Achieving market and research driven skill development  

Microsoft Academic Search

Rapid changes in practice and further developments of research in logistics challenge educators to further upgrade their courses. This paper makes a case for a stronger focus on integrating hot topics and research skill development in logistics courses. Methods for improving market and professional relevance of courses, as well as, improve research skills of students are presented. Results from a

Remko I. van Hoek

2001-01-01

117

Developing Observation Skills  

ERIC Educational Resources Information Center

|We typically know children are learning when they are able to make sense of an object's materials or a situation that was previously a bit mysterious and communicate what they have figured out. But what about observing? One of the process skills listed in the National Science Education Standards (NRC 1996), observation is something students have…

Ashbrook, Peggy

2010-01-01

118

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

ERIC Educational Resources Information Center

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

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

2012-01-01

119

Educating Business Professionals For Year 2010 And Beyond: Six Critical Management Themes And Skills To Emphasize  

Microsoft Academic Search

In this paper, based on the recent global and technological developments, I propose six critical themes\\/skills which need to be given a substantially more emphasis and coverage for educating business professionals in management for year 2010 and beyond. While there is interdependence among these six themes, they are separated for the reasons of focus and understanding.

Hamid Akbari

120

QUEENSLAND PUBLIC SECTOR NURSE EXECUTIVES: PROFESSIONAL DEVELOPMENT NEEDS  

Microsoft Academic Search

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

Mary Courtney; Jane Yacopetti; Catherine James; Anne Walsh

2002-01-01

121

Improvisational Exercises to Improve Pharmacy Students' Professional Communication Skills  

PubMed Central

Objective To create and implement improvisational exercises to improve first-year pharmacy students' communication skills. Design Twelve 1-hour improvisational sessions were developed and added to an existing/established patient communication course to improve 3 basic skills: listening, observing and responding. Standardized patient examinations were used to evaluate student communication skills, and course evaluations and reflective journaling were used to evaluate students' perceptions of the improvisational exercises. Assessment The improvisational exercises markedly improved the students' performance in several aspects of standardized patient examination. Additionally, course evaluations and student comments reflected their perception that the improvisational exercises significantly improved their communication skills. Summary Improvisational exercises are an effective way to teach communication skills to pharmacy students.

Herrier, Richard N.; Apgar, David A.; Jackowski, Rebekah M.

2009-01-01

122

Continuing professional development: Developing a vision  

Microsoft Academic Search

Although Continuing Professional Development (CPD) is widely promoted through the policies and programmes of UK professional associations, it is an ambiguous concept. There is confusion regarding its definition and purpose in both academic and practitioner literature, which extends to professionals themselves. Thirty (18 employees and 12 of their employers) professionals were interviewed about their thoughts on the definition and value

Andrew Friedman; Mary Phillips

2004-01-01

123

Program Evaluation Competencies of Extension Professionals: Implications for Continuing Professional Development  

ERIC Educational Resources Information Center

|As states face tough economic times, extension organizations are increasingly emphasizing the importance of evaluation data to show program value. However, little is known about the evaluation skills and abilities of extension professionals expected to collect such data. This knowledge would help inform professional development opportunities…

McClure, Megan M.; Fuhrman, Nicholas E.; Morgan, A. Christian

2012-01-01

124

Professional Development in a Patient Education Resource Center  

Microsoft Academic Search

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

Susan Mayer

2010-01-01

125

Editor's Roundtable: Developing inquiry skills  

NSDL National Science Digital Library

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

Liftig, Inez

2008-09-01

126

State Policies to Improve Teacher Professional Development. Issue Brief  

ERIC Educational Resources Information Center

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

Grossman, Tabitha; Hirsch, Eric

2009-01-01

127

Professional Development School and Teacher Preparedness: Perceptions of Student Teachers  

ERIC Educational Resources Information Center

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

Watson, Sandy White

2004-01-01

128

School Reform and Professional Development.  

ERIC Educational Resources Information Center

Describes professional development standards to improve student learning published by the National Staff Development Council and confirmed by evaluation of the federal Eisenhower professional development program conducted by the American Institutes for Research. Asserts that teachers must also take responsibility for creating their own…

Lewis, Anne C.

2002-01-01

129

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

130

Self-Managed Professional Development.  

ERIC Educational Resources Information Center

Assuming responsibility for one's continuing education is the obligation of each professional. Continuing education does not provide adequate structure for individual development. However, some models have surfaced which enable individuals to examine, plan, and evaluate their continuing professional development needs; these include self-assessment…

Rosenfield, Sylvia

1981-01-01

131

Technology professional development for teachers  

Microsoft Academic Search

This article examines technology professional development for preservice and inservice teachers. It reviews the current status\\u000a of technology in our schools, what we know about professional development in the area of technology, and research on efforts\\u000a to increase preservice teacher use of technology in appropriate ways.

Lynne Schrum

1999-01-01

132

Approaches to Professional Development Schools  

ERIC Educational Resources Information Center

Various approaches to the professional development school (PDS)--each designed for its respective audience, mission, and purpose for engagement--have shaped the professional development school effort during the past 25 years. Central to these approaches is improving teacher quality in the service of student learning. This provides direction for…

Neapolitan, Jane E.; Levine, Marsha

2011-01-01

133

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

134

Principal Desirability for Professional Development  

Microsoft Academic Search

The purpose of this study was to investigate the perceptions of Virginia public school principals as to their desirability for professional development training in order to meet current accountability measures. Specifically, this study was designed to determine the following: (a) Given a list of professional development statements relating to current accountability measures, how do principals rate their desirability level? (b)

Deanna Lyn Keith

2008-01-01

135

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.

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

2009-09-15

136

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

137

Principal Leadership for Professional Development to Build School Capacity  

Microsoft Academic Search

Based on a multiyear, qualitative study of urban elementary schools, this article examines the extent to which and the ways in which principal leadership for professional development at four schools addressed three aspects of school organizational capacity: teachers' knowledge, skills, and dispositions; professional community; and program coherence. Findings from the study indicate that effective principals can sustain high levels of

Peter Youngs; M. Bruce King

2002-01-01

138

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

139

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

140

NASA Electronic Professional Development Network  

NASA Website

[Educators Grades K-12] [Available: Nationally] The NASA electronic Professional Development Network, or ePDN, develops and delivers NASA-related online courses, workshops and events for the benefit of STEM K-12 teachers across the nation

141

Cooperating Teachers and Professional Development.  

ERIC Educational Resources Information Center

This study examined connections between being a cooperating teacher and professional development, demonstrating that veteran teachers who desire to transform their teaching practices can use their work with student teachers as professional growth opportunities. It discusses how the role of cooperating teacher can affect veteran teachers'…

Landt, Susan Mary

142

Professional development for registered nurses.  

PubMed

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

Casey, Deborah; Clark, Liz

143

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

144

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

PubMed Central

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

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

2009-01-01

145

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

NASA Astrophysics Data System (ADS)

A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry (TSI) framework. Data from the PD indicates that online opportunities enhanced participation and that the TSI structure improved teachers' inquiry implementation. Teachers found the TSI modes of inquiry easily accessible and effectively implemented them (modes correspond to the inquiry mechanisms of investigation, such as product evaluation, authoritative, inductive, deductive, and descriptive). On the other hand, the TSI phase structure (i.e. learning cycle) was most helpful for teachers novice to inquiry teaching, suggesting that modification of the PD is needed to promote more in-depth use of the phases in the TSI framework. In terms of content, teacher interest in energy science was high, which resulted in implementation of energy science activities across a range of disciplines. However, teachers' confidence in teaching energy science through inquiry was low compared to similar TSI PD courses on other subjects (mean perceived pedagogical content knowledge = 8.96 ± 2.07 SD for energy compared to 15.45 ± 1.83, 16.44 ± 1.81 and 15.63 ± 1.69, for elementary astronomy, high school aquatic science, and college aquatic science, respectively). These data support current findings on the complexities of teaching and understanding energy science content and suggest the need for additional teacher PD opportunities in energy science in order to provide opportunities for teachers to increase both their content knowledge and their confidence in teaching energy science.

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

2013-06-01

146

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

ERIC Educational Resources Information Center

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

Kimball, Bob

2007-01-01

147

Key skills and competencies of a new generation of LIS professionals  

Microsoft Academic Search

This paper presents the key skills and competencies of a new generation of LIS professionals. Firstly, it gives an introductory background of the digital era which impacts on the changes occurring in libraries. Secondly, it presents a review of the literatures on skills and knowledge of LIS professionals working in a digital era and related researches. Thirdly, it describes methodology

Pussadee Nonthacumjane

2011-01-01

148

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

149

Cultivating Careers: Professional Development for Campus IT  

NSDL National Science Digital Library

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

2010-05-20

150

Developing Online Professional Resources in Nutrition Sciences  

Microsoft Academic Search

The Internet and World Wide Web have created enormous opportunities for nutrition professionals to develop resources useful to professionals and students. The Web Site Development Model (WSDM) was used to develop Professional Resources in Nutrition Sciences (PRINS), a web-based resource. PRINS provides online access to resources such as job web sites and search engines, nutrition related organizations; professional associations; professional

M. Tomita; R. Schnoll

1999-01-01

151

Web-based SBIRT skills training for health professional students and primary care providers.  

PubMed

The authors have developed and assessed 2 innovative, case-based, interactive training programs on substance abuse, one for health professional students on alcohol and one for primary care providers on screening, brief intervention, and referral to treatment (SBIRT). Both programs build skills in substance abuse SBIRT. Real-world effectiveness trials involving medical students (n = 10) and nursing students (n = 60) were completed; trials involving primary care providers (n = 65) are in progress during 2011. Medical students and nursing students had similarly low baseline scores on assessments that benefited from training: knowledge, confidence, and clinical performance measured via an online standardized patient case and encounter note all improved post-training. Preliminary results indicate that practicing providers improved on knowledge, attitude, and brief intervention skill performance after a similar training. Results suggest that SBIRT skills can be improved with this model for case-based interactive training programs, and thus, that this training has the potential to impact patient outcomes. PMID:22738013

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

2012-01-01

152

Pressing Forward with Professional Development  

ERIC Educational Resources Information Center

|Effective professional development can support efforts to increase rigor in one's school. From the authors' research on the schools that won the U.S. Department of Education's Award for Staff Development, they found seven key characteristics that were apparent in staff development at these schools: (1) A clear purpose that is linked to research,…

Blackburn, Barbara R.; Williamson, Ronald

2010-01-01

153

Professional Values: Key to Professional Development.  

ERIC Educational Resources Information Center

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

Weis, Darlene; Schank, Mary Jane

2002-01-01

154

Professional Development: Teachers Use of GIS to Enhance Student Learning  

Microsoft Academic Search

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

Patricia A. McClurg; Alan Buss

2007-01-01

155

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

Microsoft Academic Search

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

Bob Perry; Sue Dockett; Elspeth Harley

156

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

157

Raising the quality of vocational teachers: continuing professional development in England, Wales and Norway  

Microsoft Academic Search

The view that vocational education and training is central to economic prosperity and social well?being is one that is widely held by policy?makers in many countries. Delivering this agenda requires skilled and professional teachers. Ensuring that vocational teachers are able to maintain and develop both their ‘craft’ skills and pedagogy, through continuing professional development (CPD), is, therefore, a growing area

Caroline Lloyd; Jonathan Payne

2010-01-01

158

Developing Career and Employability Skills: A US Case Study.  

ERIC Educational Resources Information Center

|Western Michigan University's technical teacher education program developed a course on teaching career and employability skills using state standards and benchmarks as a framework. Preservice teachers complete five projects: job shadowing, professional portfolio, written lesson plan, videotape and self-critique of lesson plan, and an application…

Zinser, Richard

2003-01-01

159

Distance learning: the future of continuing professional development.  

PubMed

The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes. PMID:18853884

Southernwood, Julie

2008-10-01

160

Research Reports into Professional Development.  

ERIC Educational Resources Information Center

|Five reports present findings of research into professional development (PD) issues in vocational education and training (VET) in Australia. "Lessons Learnt: An Analysis of Findings of Recent Evaluation Reports on PD in VET" (Kate Perkins) provides an overview of issues, insights, and ideas emerging from past PD experience that may be relevant to…

Australian National Training Authority, Brisbane.

161

Continuing professional development for radiographers  

Microsoft Academic Search

Purpose: The purposes of this survey were to identify the current participation in Continuing Professional Development (CPD) of radiographers in the South and West Regional Health Authority (SWRHA), and to invite them to comment on issues related to CPD activities.Methods: A questionnaire was sent to 1686 diagnostic and therapy radiographers in the SWRHA. This was designed to gain a profile

A. Castle; D. Adrian-Harris; D. G. Holloway; A. J. Race

1997-01-01

162

Auburn's Continuous Professional Development Program.  

ERIC Educational Resources Information Center

|The Continuous Professional Development Program (CPDP) is a consortium of educators from Auburn University, ten public school districts, and the Alabama State Department of Education. The purpose of the CPDP is to work cooperatively toward the improvement of teacher education at both the pre-service and in-service levels. The agencies in the…

Trentham, Landa; Mayfield, Robert

163

Professional Development Schools: Confronting Realities.  

ERIC Educational Resources Information Center

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

Lauter, Nancy J., Ed.

164

What Works in Professional Development?  

ERIC Educational Resources Information Center

Scholars from the American Institutes for Research analyzed findings from over 1,300 studies that potentially address the effect of professional development on student learning outcomes. The project was sponsored by the Regional Education Laboratory-Southwest (RELSW) and funded by the Institute of Education Sciences of the U.S. Department of…

Guskey, Thomas R.; Yoon, Kwang Suk

2009-01-01

165

The ABC and Professional Development.  

ERIC Educational Resources Information Center

This paper discusses the challenges and problems facing managers in modern organizations and examines the implications of those challenges for the education and professional development of management personnel. The author illustrates his discussion by focusing mainly on the management of the Australian Broadcasting Commission, but he argues that…

Duckmanton, T. S.

166

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

167

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

ERIC Educational Resources Information Center

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

Smith, Ros

2007-01-01

168

Cognitive Skill Development in Adult Student Advising.  

ERIC Educational Resources Information Center

Student advising at the University without Walls at the University of Minnesota focuses on developing cognitive skills outlined in Bloom's taxonomy by overseeing student programs and progress through graduation and by early assessment of student skills. Each phase of student advising incorporates one or more specific cognitive skill. (MSE)

Eldred, Marilou Denbo

1981-01-01

169

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

ERIC Educational Resources Information Center

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

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

2001-01-01

170

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

171

Creating Professional Learning Communities: The Work of Professional Development Schools  

ERIC Educational Resources Information Center

If professional learning communities offer opportunities for improving the teaching and learning process, then developing strong professional development school (PDS) partnerships establish an appropriate framework for that purpose. PDS partnerships, however, can be less than effective without proper planning and discussion about the aims of those…

Doolittle, Gini; Sudeck, Maria; Rattigan, Peter

2008-01-01

172

[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

173

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

174

IMPROVING PROFESSIONAL SKILLS OF PRACTITIONERS BY CONSTRUCTING AN EFFECTIVE APPROACH IN SCIENCE TEACHING  

Microsoft Academic Search

This study has been made to construct a different effective approach in science teaching by implementing cooperative learning and discussion to increase achievement in science teaching\\/learning and improve professionals' skills of practitioners in pre-service teacher education. This approach indicates that as teachers know their students well especially regarding cognitive skills, affective domain, and level of achievement, they can separate their

Ahmet Zeki SAKA

175

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

176

Training Programs in Communication Skills for Health Care Professionals and Volunteers  

PubMed Central

Communication skills are as important as vital needs. Health care professionals have to be aware of their own communication practices and need to undergo periodic appraisal of the same. Training programmes in communication skills are unfortunately not part of our academic curriculum. The article highlights the need and the overview of such training programmes.

Rajashree, KC

2011-01-01

177

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

178

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

Microsoft Academic Search

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

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

2011-01-01

179

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

180

Modeling Teacher Professional Development Through a Telescope Making Workshop  

NASA Astrophysics Data System (ADS)

The International Year of Astronomy (IYA2009) provides a springboard to develop innovative enduring educational programming directed toward astronomy education. We examine current professional development models focusing on astronomy and discuss the need for improvement. We propose a professional development design that follows the medical field philosophy using a low cost telescope making workshop as a vehicle to test and modify the model. The workshop promotes teacher content knowledge, pedagogical content knowledge and develops skills and confidence in an inquiry, integrative lesson. This model can be shared with professional development leaders, coordinators and teachers in any topic or level of education. Professional development designs such as the proposed promote excitement and interest in astronomy and makes it possible for underserved and economically depressed regions to have opportunities to promote the values of scientific investigation, STEM education, and public awareness of astronomy.

Meredith, J. T.; Schleigh, S. P.; Lee, T. D.

2010-08-01

181

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

182

Professional Development Needs for New Residential Life Professionals  

ERIC Educational Resources Information Center

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

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

2011-01-01

183

Teacher Professional Leadership in Support of Teacher Professional Development  

ERIC Educational Resources Information Center

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

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

2011-01-01

184

Differentiating Teacher Professional Development with Design  

ERIC Educational Resources Information Center

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

MacFarlane, Bronwyn

2012-01-01

185

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

186

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

187

Improving teachers’ assessment literacy through professional development  

Microsoft Academic Search

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 workshops in authentic assessment. The participating teachers taught Year 4 and 5 English, science,

Kim H. Koh

2011-01-01

188

Effective Professional Development for Teachers: A Checklist  

ERIC Educational Resources Information Center

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

Hunzicker, Jana

2011-01-01

189

Professional Development: What Works. Second Edition  

ERIC Educational Resources Information Center

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

Zepeda, Sally J.

2012-01-01

190

School Data as Mediators in Professional Development  

ERIC Educational Resources Information Center

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

Jensen, Ruth; Moller, Jorunn

2013-01-01

191

Using action learning for professional development  

Microsoft Academic Search

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

Sheila Stark

2006-01-01

192

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

193

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

194

Teachers as Researchers: Supporting Professional Development.  

ERIC Educational Resources Information Center

Contrasts traditional professional development and a teacher-as-researcher project implemented at the Saint Francis de Sales School for the Deaf. Discusses ways the project influenced the professional development of teachers, the effects on the school community of group collaboration among diverse professional staff, support mechanisms required,…

Gennaoui, Michele; Kretschmer, Robert E.

1996-01-01

195

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

ERIC Educational Resources Information Center

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

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

2012-01-01

196

Evaluation of a patient teaching skills course disseminated through staff developers  

Microsoft Academic Search

Effective Patient Teaching (EPT), a course designed to improve health professionals' and health professions students' teaching skills, reliably produces gains in participants' skills when presented by its developers. The objective of this dissemination research study was to investigate whether, using a ‘training of trainers’ approach, seven nurses with staff development responsibilities in five different sites could teach EPT with similar

Elaine J. Boswell; James W. Pichert; Rodney A. Lorenz; David G. Schlundt; Marie I. Penha; Shirley Alexander; Deborah E. Davis; Jennifer L. Evangelist; Alisa R. Haushalter; Leonard C. Lindsay; Mary Palm; Debbie Sauve

1996-01-01

197

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.

198

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

199

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

PubMed

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

Wallbank, Sonya; Meeusen, Mirjam; Jones, Louise

2013-01-01

200

Developing Good Team-working Skills  

NSDL National Science Digital Library

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

2010-05-01

201

Development, Assessment, and Promotion of Preliteracy Skills  

ERIC Educational Resources Information Center

|A large body of research evidence highlights the required conditions for children to become skilled readers. Within the past decade, research also has uncovered the fact that the origins of skilled reading begin to develop even before children start school. The intent of this article is to provide a brief summary of what is known about the…

Lonigan, Christopher J.

2006-01-01

202

Suicide intervention skills in health professionals: a multidisciplinary comparison.  

PubMed

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

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

2008-01-01

203

34 CFR 200.60 - Expenditures for professional development.  

Code of Federal Regulations, 2012 CFR

...false Expenditures for professional development. 200.60 Section...60 Expenditures for professional development. (a)(1) Except...this part as follows for professional development activities to ensure...

2013-07-01

204

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

PubMed

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

Nigon, D L

205

Teaching Written Communication Skills in Professional Selling: The Cover Letter  

ERIC Educational Resources Information Center

|The selling process steps have been an integral part of professional selling courses and textbooks for years. Although slight changes have been made in their wording and format, most textbooks are consistent in the recommended process for an effective sales interaction. In an effort to combine teaching the selling process with the increased…

West, Vicki L.

2006-01-01

206

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

207

Nurses' experiences of continuing professional development.  

PubMed

Continuing professional development is regarded as part of the nursing role in the National Health Service. Health policy in the United Kingdom is built on the assumption that nurses' roles can be extended through continuing professional development which is also considered to be a key factor in nursing retention. Previous research has considered the provision of learning mainly from the perspective of managers and education providers. The purpose of this paper is to explore nurses' experiences of continuing professional development. The results presented in this paper form part of a larger survey (n=451, response rate=64.9%) designed to examine opportunities for continuing professional development and factors encouraging and discouraging uptake. An unexpectedly high number of respondents (n=125, 27.7%) commented extensively on their personal experiences of continuing professional development. These comments were analysed inductively. Five main themes emerged: who and what is continuing professional development for?; accessing continuing professional development; one size does not fit all; managing work, life and doing continuing professional development; and making the best of continuing professional development. Most responses were positive, but the demands of taking courses were perceived to encroach on life outside work, especially the need to complete lengthy assignments. Managers were perceived to operate as the gatekeepers to course admission and opportunities to implement new knowledge and expertise. No comments were received concerning the role of education staff in continuing professional development. PMID:17109999

Gould, Dinah; Drey, Nicholas; Berridge, Emma-Jane

2006-11-15

208

Professional Training Programs as Tools for Effective Staff Development: A Case Study  

ERIC Educational Resources Information Center

This study focuses on the influence of professional training programs on trainees' development. A training program was evaluated through exploring trainees' perceptions of its influence on their skill development. The findings suggest that while professional training programs may be relevant to trainees' needs for career development and life-long…

Dirani, Khalil

2004-01-01

209

Using communication technology to support professional development in teaching science  

NASA Astrophysics Data System (ADS)

The impact of collaboration via communication technology on follow-up to on-site professional development was the central focus of this hypothesis-generating study. The study used a combination of quantitative methodology and qualitative methodology. A convenient sample of 18 teachers was drawn from 208 teachers in an existing professional development program in science in a southeastern state. The statewide professional development program focused on energy education with a strong emphasis on using technology to enhance learning. Data sources included E-mail messages, lesson plans, photographs, workshop evaluations, surveys, and the report of an external reviewer. The study focused on two on-site workshops, February and June 2000 that were designed to model constructivist pedagogy and instruct teachers in effective utilization of computer-based laboratories in science classrooms. Follow-up to the on-site workshops was facilitated with several communication technologies (Internet, E-mail, telephone, and mail). The research found E-mail was the preferred mode for follow-up to on-site workshops because of the convenience of the medium. Barriers to effective distance professional development were time constraints, equipment failure, and lack of consistent Internet access to teachers in rural and under-served areas. Teacher characteristics of the sample, teacher efficacy, technical skill, experience, and constructivist pedagogy did not appear to impact the use of communication technologies as a means of follow-up to on-site professional development workshops. However, teacher efficacy might have negatively impacted effective implementation of calculator-based laboratory technology in the classroom. The study found E-mail was the most convenient and efficient way to facilitate follow-up to on-site professional development. Teacher characteristics (efficacy, technical skill, experience, and constructivist pedagogy) did not appear to impact the use of E-mail to facilitate follow-up to on-site professional development. Consistent access to the Internet was problematic for teachers in rural and under-served areas.

Sundberg, Cheryl White

210

Inter-professional learning: discussion groups in a minor surgery skills course for nurses  

Microsoft Academic Search

Inter-professional teaching and learning takes many forms. This paper describes an inter-professional educational intervention using structured discussion groups of nurses and medical students within an innovative course on minor surgery for nurses. During an initial course, nurses were required to demonstrate competence in technical and communication skills by undergoing scenario-based assessments. Unhelpful levels of anxiety before and after these assessments

Debra Nestel; Roger Kneebone; Shirley Martin

2004-01-01

211

Knowledge and skills of professional carers working with older people with depression  

Microsoft Academic Search

Objectives: The current study was designed to evaluate the knowledge, skills and self-efficacy of care providers from the perspective of professionals working in the aged-care industry.Method: Participants were 21 professional carers, 10 General Practitioners and 7 aged-care managers. Focus groups, which involved the completion of a semi-structured interview related to knowledge, recognition, confidence, referral procedures and use of screening tools

Marita P. McCabe; Tanya Davison; David Mellor; Kuruvilla George

2008-01-01

212

Development of future faculty teaching skills.  

PubMed

Doctoral and postdoctoral students considering a career as an educator would be well served by: (1) training in effective classroom communication skills, (2) the use of existing technology in teaching, (3) developing a new course or updating an existing course, and (4) availing themselves of campus teaching resources designed enhance their teaching portfolio. Universities need to place more attention on developing the teaching skills of their doctoral and postdoctoral students. This should include teaching methods and aids, communication skills, motivation, learning theory, testing, counselling and guidance, and course design. An important dimension from a guidance stand point is the conduct of a formal peer review process for beginning faculty. PMID:20491397

Penson, J B

2010-01-01

213

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

214

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

PubMed

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

2012-06-20

215

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

PubMed Central

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

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

2012-01-01

216

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

ERIC Educational Resources Information Center

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

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

2012-01-01

217

Professional Development of Teachers in Jewish Education  

Microsoft Academic Search

\\u000a This chapter explores the nature of effective professional development of teachers by addressing three questions: (1) What\\u000a makes it challenging to create effective professional development for teachers in both general and Jewish education? (2) What\\u000a are the critical principles of effective professional development? (3) What happens when these principles are implemented\\u000a in Jewish educational settings? It then offers three cases

Gail Zaiman Dorph

218

Professionalism in Broadcasting in Developing Countries  

ERIC Educational Resources Information Center

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

O'Brien, Rita Cruise

1977-01-01

219

Commentary: Taking Responsibility for Professional Development  

NSDL National Science Digital Library

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

Long, Steven

2004-12-01

220

Professionalism in Broadcasting in Developing Countries  

ERIC Educational Resources Information Center

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

O'Brien, Rita Cruise

1977-01-01

221

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

222

A Comparison of the Professional Development Needs of Kansas and Missouri Teachers of Agriculture  

Microsoft Academic Search

Professional development programs are needed to provide teachers of agriculture with the technical information and skills required to successfully meet the demands of a changing educational environment and advances in technology. Therefore, the purpose of this study was to analyze and compare the professional development needs of secondary agriculture teachers in the states of Kansas and Missouri. Specific research objectives

Shannon G. Washburn; Brad O. King; Bryan L. Garton; Steven R. Harbstreit

223

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

ERIC Educational Resources Information Center

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

Brown, Jennifer A.; Woods, Juliann J.

2012-01-01

224

The Power of Two: Linking External with Internal Teachers' Professional Development.  

ERIC Educational Resources Information Center

Describes two recent trends in professional development: (1) external teacher professional networks aimed at improving teacher content-area instruction, collaboration, and leadership skills and (2) internal school-reform networks focused on developing change structures and teacher forums. Includes two change-oriented elementary schools in…

Morris, Meg; Chrispeels, Janet; Burke, Peggy

2003-01-01

225

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

ERIC Educational Resources Information Center

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

Brown, Jennifer A.; Woods, Juliann J.

2012-01-01

226

Preparing teachers to remediate reading disabilities in high school: What is needed for effective professional development?  

Microsoft Academic Search

In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a remedial reading program. A metacognitive teaching style and specific skills for teaching comprehension and decoding

Maureen W. Lovett; Léa Lacerenza; Maria De Palma; Nancy J. Benson; Karen A. Steinbach; Jan C. Frijters

2008-01-01

227

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

228

Leadership and professional development: the quiet revolution  

Microsoft Academic Search

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 is provided in the form of an holistic model. The model, with its

Carol Cardno

2005-01-01

229

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

NASA Astrophysics Data System (ADS)

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

Musikul, Kusalin

230

Career Development and Professionalism within a Biomedical Engineering Capstone Course  

NSDL National Science Digital Library

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

Allen, Timothy; Pierce, Shayn

2010-03-08

231

Match score affects activity profile and skill performance in professional Australian Football players.  

PubMed

OBJECTIVES: To examine the influence of quarter outcome and the margin of the score differential on both the physical activity profile and skill performance of players during professional Australian Football matches. DESIGN: Prospective, longitudinal. METHODS: Physical activity profiles were assessed via microtechnology (Global Positioning System and accelerometer) from 40 professional AF players from the same team during 15 Australian Football League games. Skill performance measures (involvement and effectiveness) and player rank scores (Champion Data(©) Rank) were provided by a commercial statistical provider. The physical performance variables, skill involvements and individual player performance scores were expressed relative to playing time for each quarter. The influence of the quarter result (i.e. win vs. loss) and score margin (i.e. small: <9 points, moderate: 10-18 points, and large: >19 points) on activity profile and skill involvements and skill efficiency performance of players were examined. RESULTS: Skill involvements (total disposals/min, long kicks/min, marks/min, running bounces/min and player rank/min) were greater in quarters won (all p<0.01). In contrast, the players high speed running distance per minute (>14.5kmh(-1), HSR/min), sprints/min and peak speed were higher in losing quarters (all p<0.01). Smaller score margins were associated with increased physical activity (m/min, HSR/min, and body load/min, all p<0.05) and decreased skill efficiency (handball clangers/min and player rank/min, all p<0.05). CONCLUSIONS: Professional AF players are likely to have an increased physical activity profile and decreased skill involvement and proficiency when their team is less successful. PMID:23770325

Sullivan, Courtney; Bilsborough, Johann C; Cianciosi, Michael; Hocking, Joel; Cordy, Justin; Coutts, Aaron J

2013-06-13

232

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

ERIC Educational Resources Information Center

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

Lu, Yi; Lambright, Kristina T.

2010-01-01

233

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

234

Maintenance of Skilled Performance With Age: A Descriptive Examination of Professional Golfers  

Microsoft Academic Search

Demographic studies indicate a remarkable aging trend in North America. An accurate profile of the decline in physical and cognitive capabilities over time is essential to our understanding of the aging process. This study examined the maintenance of skilled performance across the careers of 96 professional golfers. Data were collected on scoring average, driving distance, driving accuracy, greens in regulation,

Joe Baker; Janice Deakin; Sean Horton; G. William Pearce

2007-01-01

235

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

ERIC Educational Resources Information Center

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

Kyle, James G.; And Others

1981-01-01

236

Professional Traits and Skills: First-Year Teachers Principals like to Hire  

ERIC Educational Resources Information Center

|The purpose of this paper was to survey South Dakota school administrators and identify a set of professional traits and skills that K-12 school principals most value when they hire first-year teachers for their classrooms. The participants were elementary and secondary school principals across rural South Dakota. Eighty-four principals were sent…

Kono, Craig D.

2010-01-01

237

An Identification of Communication Skills, Problems and Issues for the Business and Professional Communication Course.  

ERIC Educational Resources Information Center

|In order to identify the demands, the skills, and the various contexts that students can expect to face in their chosen professions, organizational communication researchers need to conduct studies that will lead educators to make intelligent decisions regarding what should and should not be taught in business and professional communication…

Di Salvo, Vincent S.; And Others

238

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

ERIC Educational Resources Information Center

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

MacDonald Grieve, Ann; McGinley, Brian Peter

2010-01-01

239

Professional Development in Partnership: A New Model for Professional Updating.  

ERIC Educational Resources Information Center

Three cooperative programs between the University of New England-Northern Rivers (Australia) and regional arms of government agencies which provide professional development are described. They involve the departments of school education, health, and family and community services. The university offers a variety of credit-bearing undergraduate and…

Field, Terry

1992-01-01

240

Skills for Development: A New Approach to International Cooperation in Skills Development?  

ERIC Educational Resources Information Center

|Technical and vocational education and training was a central tool of international cooperation in economic development from the 1950s to the 1980s. Recent changes have shifted the focus to skills development, with a broader conceptualization of skills, the need for responsiveness to globalization, and new models of international development

McGrath, Simon

2002-01-01

241

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

242

The characteristics, qualities and skills of practice developers.  

PubMed

There is a growing interest in practice development as a systematic process for the development of quality patient care. Whilst there is a range of accounts of practice development in the literature, little work has been undertaken to develop an understanding of the systems and processes involved and there is even less on the roles involved in practice development. This paper explores in particular the characteristics, qualities and skills of practice developers, i.e. professionals who have formal responsibility for developing practice in organizations. The paper represents part of a larger study exploring the conceptual basis of the term 'practice development'. Data for this part of the project were collected through literature analysis, seven focus groups involving 60 practice developers and telephone interviews with 25 practising nurses with experience of working with practice developers. The data were analysed using cognitive mapping processes. Four role functions are presented in the paper, as well as qualities and skills needed to operationalize the identified role functions. A clear picture of the skills and qualities required by practice developers emerges from the data. PMID:12709105

McCormack, Brendan; Garbett, Robert

2003-05-01

243

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

244

Professional Development Delivered Right to Your Door  

ERIC Educational Resources Information Center

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

Breyfogle, M. Lynn; Spotts, Barbara

2011-01-01

245

Reconceptualising the outcomes of Continuing Professional Development  

Microsoft Academic Search

This paper considers the potential outcomes, both positive and negative, of continuing professional development from the perspectives of practitioners and managers. Following a consideration of the literature it draws upon data collected during a 3-year evaluation of the English National Board Framework and Higher Award to highlight divergent views and tensions within Continuing Professional Development (CPD). Considerable discrepancies between practitioners

Mike Nolan; Raymond Owen; Monica Curran; Angela Venables

2000-01-01

246

What Do We Mean by Professional Development?  

Microsoft Academic Search

Over the past several years those working in higher education have shown a growing interest in professional development, particularly with regard to those areas of work, such as teaching, nursing and medicine, which have undergone rapid, outsider?led change. There remain a number of questions, however, about what professional development means and how it can be brought about. This paper addresses

Carrie Paechter

1996-01-01

247

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

248

ITS professional development: refine, reward, retain  

Microsoft Academic Search

Within Information Technology Services (ITS) Division at Saint Louis University, professional development (PD) serves as the bridge where prospective and current ITS employees are now, and where they will need to be in order to meet the new challenges and opportunities during their employment with ITS. Successful professional development should be effective, rigorous, and relevant to both the individual and

Barb Coleman

2001-01-01

249

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

250

Action technologies: supporting continuing professional development  

Microsoft Academic Search

Continuing professional development is an essential element in any overall strategy for lifelong learning. However, there are currently a number of political and economic pressures which result in such development being seen increasingly in terms of discrete, usually accredited, courses rather than as something embedded in ongoing professional life. This article explores the way in which action technologies can support

Ann Jackson

2000-01-01

251

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

252

Teacher Professional Development: Who Is the Learner?  

ERIC Educational Resources Information Center

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

Petrie, Kirsten; McGee, Clive

2012-01-01

253

Characteristics of Effective Professional Development: A Checklist  

ERIC Educational Resources Information Center

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

Hunzicker, Jana

2010-01-01

254

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

255

[Professional development: the mission (II)].  

PubMed

In the second part of this generic article whose purpose is to analyze what is a mission statement of an organization, the author concentrates on two fundamental points: what are the bases upon which a mission statement is constructed from a strategic perspective and what are the functions and advantages of a mission statement. With respect to this first basis, the author points out that an organization's function should be based on sound business criteria; that a mission statement should harmonize with the organizational milieu, reflect the values of the organization's professional staff while paying attention to special interest groups; and focus on professional know-how and on what works well and makes sense for the client. Concerning this second aspect, this article deals with maintaining the integrity of an organization, motivating professionals or utilizing a mission statement as a means of control. PMID:10797776

Ruiz Moreno, J; Blanch Mon, A

2000-03-01

256

Professional Development on Multiple Literacies in an Urban Professional Development School  

Microsoft Academic Search

This is a narrative report of a three-year professional development effort taking place within a professional development school (PDS). University professors collaborated with teachers in an urban junior high school to work on broadening their conceptions of literacy to enable student success. At the end of the project, it was clear that the ‘professional development’ was just as profound for

Sandra Hollingsworth; Margaret A. Gallego

2004-01-01

257

Principals' Professional Development: Perceptions of the Effect Professional Development Has On Improving Student Achievement  

Microsoft Academic Search

The purpose of this study is to examine principals’ perceptions of district professional development activities and how they assist principals to influence and promote student achievement. Professional development is important to the field of education because the principal is expected to be the instructional leader of a school. Florida Statues 1012.98 School Community Professional Development Act states, “The purpose of

Debbie Williams

2008-01-01

258

Raising the Quality of Vocational Teachers: Continuing Professional Development in England, Wales and Norway  

ERIC Educational Resources Information Center

|The view that vocational education and training is central to economic prosperity and social well-being is one that is widely held by policy-makers in many countries. Delivering this agenda requires skilled and professional teachers. Ensuring that vocational teachers are able to maintain and develop both their "craft" skills and pedagogy, through…

Lloyd, Caroline; Payne, Jonathan

2012-01-01

259

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

260

Developing Opportunities for Professional Counselors.  

ERIC Educational Resources Information Center

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

Vacc, Nicholas A.

261

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

ERIC Educational Resources Information Center

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

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

2009-01-01

262

Transformative Learning as a Professional Development Goal.  

ERIC Educational Resources Information Center

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

Cranton, Patricia; King, Kathleen P.

2003-01-01

263

Development: Ages & Stages--Emerging Physical Skills  

ERIC Educational Resources Information Center

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

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

2005-01-01

264

Development of Metacognitive Skillfulness: A Longitudinal Study  

ERIC Educational Resources Information Center

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

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

2010-01-01

265

The Federal Role in Teacher Professional Development  

ERIC Educational Resources Information Center

The reauthorization of the Elementary and Secondary Education Act (ESEA) provides an opportune occasion to take a fresh look at the federal role in teacher professional development. Funds designed to improve teachers' professional prowess currently are tucked into a number of federally funded programs--programs, for example, for students living in…

Koppich, Julia E.

2000-01-01

266

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

267

Partnering for skill development: park and recreation agencies and university programs  

Microsoft Academic Search

Park and recreation administrators indicated that the skills they desire in entry-level professionals were ‘soft skills’; not skills per se, but personality characteristics and traits that seem to reflect professionalism and the ability to meet challenges well. The desirable personality would have strong verbal and written communication skills, a people orientation, and be enthusiastic, patient, and fun. Some basic professional

Dorothy M. Chase; Barbara A. Masberg

2008-01-01

268

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

Microsoft Academic Search

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

Ginger L Zierdt

2009-01-01

269

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

2013-03-04

270

Professional Skills Training for Social and Behavioral Competence: A Corporate Case Study in Using a Fictional Video Script for Interactive "Learning by Viewing."  

ERIC Educational Resources Information Center

|Faced with a rapidly changing society, the need to develop versatile instructional materials to update the professional skills of experienced practitioners has become a major necessity. This paper outlines the framework of how the project called "Je peux vous aider? (Can I help you?)" was developed. It concerns the training of all the sales teams…

Leleu-Merviel, Sylvie; Vieville, Nicolas; Labour, Michel

271

How Do Nations Develop Skills? Lessons from the Skill Development Experiences of Singapore  

Microsoft Academic Search

This paper contributes to the partial resolution of the debate regarding the role of governments in leading national upskilling efforts through a descriptive case study of the Singapore system of skills development. The paper identifies the major reasons behind Singapore’s remarkable success in upgrading workforce skills in a relatively short period of 40 years. First, a general linkage between economic

Sarosh Kuruvilla; Rodney Chua

2000-01-01

272

Methods and Strategies: Developing Investigative Skills Purposefully  

NSDL National Science Digital Library

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

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

2007-11-01

273

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

274

American Indian Life Skills Development Curriculum.  

ERIC Educational Resources Information Center

|This culturally relevant curriculum was developed to teach American Indian secondary school students coping and suicide prevention skills. Although the curriculum was designed for high school students, many of the lesson plans and activities can be used with middle school students. The goal is to address the significant problem of suicide among…

LaFromboise, Teresa D.

275

Development of Prosocial Skills. Final Report  

ERIC Educational Resources Information Center

|In part, this focus is a result of substantial research demonstrating strong links between early social competence and later life adjustment and healthy development. The close connection between prosocial skills and a wide variety of future developmental outcomes provides a compelling rationale to examine what factors are associated with…

Parrila, Rauno K.; Ma, Xin; Fleming, Darcy; Rinaldi, Christina

2002-01-01

276

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

277

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

278

SKILL DEVELOPMENT THROUGH GAMES AND RHYTHMIC ACTIVITIES.  

ERIC Educational Resources Information Center

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

NAGEL, CHARLES; MOORE, FREDRICKA

279

Developing a Cooperative Library Skills Program.  

ERIC Educational Resources Information Center

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

Quantic, Diane Dufva

280

Fast Mapping Skills in the Developing Lexicon  

ERIC Educational Resources Information Center

|Purpose: This preliminary investigation was a longitudinal study of fast mapping skills in normally developing children, 16-18 months of age. The purpose was to examine the effects of practice on the accessibility of words in lexical memory. Method: Eight children were taught the names of 24 unfamiliar objects over 12 weekly training sessions.…

Gershkoff-Stowe, Lisa; Hahn, Erin R.

2007-01-01

281

Skills and abilities needed by environmental health science and protection professionals in the public sector.  

PubMed

The National Environmental Health Science and Protection Accreditation Council (EHAC) accredits undergraduate academic environmental health science programs in the United States. The guidelines used by EHAC include core and technical courses that students should take in order to graduate with a bachelor of science degree in environmental health science. As part of a review of the accreditation guidelines, the research reported in this paper was undertaken with support from the Centers for Disease Control and Prevention. To identify the skills and abilities needed by entry-level environmental health professionals in the public sector, the research 1) examined existing environmental health priorities in public-health agencies, 2) reviewed entry-level job postings, and 3) surveyed more than 120 public-health professionals across the country. The results suggest that students who graduate from accredited programs must be skilled interpersonal communicators with a broad base of technical knowledge. PMID:12575636

Morrone, Michele

282

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

283

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

284

Learning Networks for Professional Development & Lifelong Learning  

Microsoft Academic Search

Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation at a NeLLL seminar with Etienne Wenger held at the Open Universiteit Nederland. September, 10, 2009, Heerlen, The Netherlands.

Peter Sloep

2009-01-01

285

A Recipe for Support Staff Professional Development.  

ERIC Educational Resources Information Center

Describes ways in which professional development activities can be rewarding. Offers details from a support staff event at Wytheville Community College in Virginia as a template for a successful event. Focuses on planning, instruction, humor, camaraderie, and appreciation. (NB)

Hash, Vickie

2002-01-01

286

Narrative and poetry writing for professional development.  

PubMed

Narrative, metaphor and image are habitual forms of making sense of the world and can be powerfully harnessed for professional development. Writing is a particular form of expression and communication that allows practitioners to speedily identify and engage with their most sensitively critical aspects of practice, and forms the basis for critical, confidential, trusted discussion. This article gives underlying theories and dominant practices of reflective writing as a professional development activity. PMID:18095413

Bolton, Gillie

2007-12-01

287

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

ERIC Educational Resources Information Center

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

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

2012-01-01

288

Skill qualities as risk factors for contact injury in professional rugby league players.  

PubMed

We investigated the relationship between skill qualities and contact injury risk in professional rugby league players. Sixty-six professional rugby league players aged 23 ± 4 years (mean ± s) participated in this three-year prospective study. Players underwent assessments of tackling proficiency, dual-task draw-and-pass proficiency, reactive agility, pattern recall, and pattern prediction. The frailty model was applied to calculate the adjusted risk ratios of injury. When the players' age and playing position were adjusted in the frailty model, the risk ratios showed that reactive agility was a predictor for the risk of injury. Players with reactive agility decision times of >80 ms had a lower incidence (relative risk = 0.68, 95% CI 0.47-0.98, P = 0.04) of injuries than players with reactive agility decision times of ? 80 ms. Although there was no relationship between injury and the majority of skill qualities (P = 0.47-0.93), players with poor reactive agility performances (specifically longer decision times) had a lower risk of injury, suggesting that poor perceptual skill is protective against contact injuries in professional rugby league players. These players might inadvertently avoid the heavy collisions that result in injury, or at best result in partial contact that does not result in exposure to the full force of a tackle. PMID:22845418

Gabbett, Tim J; Ullah, Shahid; Jenkins, David; Abernethy, Bruce

2012-07-30

289

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

290

Promoting Professionalism through an Online Professional Development Portfolio: Successes, Joys, and Frustrations  

Microsoft Academic Search

Medical educators strive to promote the development of a sound professional identity in learners, yet it is challenging to design, implement, and sustain fair and meaningful assessments of professionalism to accomplish this goal. The authors developed and implemented a program built around a Web-based Professional Development Portfolio (PDP) to assess and document professional development in medical students at New York

Adina L. Kalet; Joseph Sanger; Julie Chase; Allen Keller; Mark D. Schwartz; Miriam L. Fishman; Alfred L. Garfall; Alison Kitay

2007-01-01

291

The professional development portfolio process: setting goals for credentialing.  

PubMed

Professional Development Portfolio (PDP), the new credentialing system for dietetics professionals, places the responsibility for learning, professional development, and career direction on the individual practitioner. This study used questionnaires and focus group interviews to determine whether dietitians engage in reflection, self-assessment, and goal setting, the critical components of PDP recertification. Volunteers (n = 132) participated in 16 focus groups held during 8 state dietetic association meetings. Content analysis was conducted. Some subjects reflected using an informal non-structured process (42 text units), almost half (41%) performed annual self-assessments, and 25% set goals. Job availability, new practice areas, family obligations, and employer needs were key factors in goal formulation. Opportunities for self-direction, independent decision-making, and application of technical expertise were also considered in career choices and goal setting. Although few participants were currently performing PDP critical components, we conclude dietetic practitioners can gain the necessary skills for professional development with the newly available PDP Guide to support the portfolio process. We recommend that dietitians (a) allow sufficient time for the reflection process, including the use of additional tools; (b) develop personal mission statements to drive the goal-setting process; and (c) use effectiveness criteria to critique their goals. PMID:12396163

Weddle, Dian O; Himburg, Susan P; Collins, Nancy; Lewis, Ralph

2002-10-01

292

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

293

Problematising ourselves: continuing professional development in higher education  

Microsoft Academic Search

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

Sue Clegg

2003-01-01

294

Study Skills Package: Development and Evaluation.  

National Technical Information Service (NTIS)

Materials contained within this report are designed to diagnose and remedy student study skill deficiencies in the areas of (a) reading comprehension, (b) memorization, (c) test talking, and (d) concentration management skills. The study skills materials ...

J. L. Dobrovolny B. L. McCombs W. A. Judd

1980-01-01

295

Professional development : teachers' learning in reading recovery  

Microsoft Academic Search

With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers'

Prudence M. Smith

2007-01-01

296

The Vital Program: Transforming ICT Professional Development  

ERIC Educational Resources Information Center

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

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

2012-01-01

297

The Vital Program: Transforming ICT Professional Development  

ERIC Educational Resources Information Center

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

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

2012-01-01

298

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

ERIC Educational Resources Information Center

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

American Federation of Teachers, Washington, DC.

299

Critical appraisal skills training for health care professionals: a randomized controlled trial [ISRCTN46272378  

PubMed Central

Introduction Critical appraisal skills are believed to play a central role in an evidence-based approach to health practice. The aim of this study was to evaluate the effectiveness and costs of a critical appraisal skills educational intervention aimed at health care professionals. Methods This prospective controlled trial randomized 145 self-selected general practitioners, hospital physicians, professions allied to medicine, and healthcare managers/administrators from the South West of England to a half-day critical appraisal skills training workshop (based on the model of problem-based small group learning) or waiting list control. The following outcomes were assessed at 6-months follow up: knowledge of the principles necessary for appraising evidence; attitudes towards the use of evidence about healthcare; evidence seeking behaviour; perceived confidence in appraising evidence; and ability to critically appraise a systematic review article. Results At follow up overall knowledge score [mean difference: 2.6 (95% CI: 0.6 to 4.6)] and ability to appraise the results of a systematic review [mean difference: 1.2 (95% CI: 0.01 to 2.4)] were higher in the critical skills training group compared to control. No statistical significant differences in overall attitude towards evidence, evidence seeking behaviour, perceived confidence, and other areas of critical appraisal skills ability (methodology or generalizability) were observed between groups. Taking into account the workshop provision costs and costs of participants time and expenses of participants, the average cost of providing the critical appraisal workshops was approximately £250 per person. Conclusions The findings of this study challenge the policy of funding 'one-off' educational interventions aimed at enhancing the evidence-based practice of health care professionals. Future evaluations of evidence-based practice interventions need to take in account this trial's negative findings and methodological difficulties.

Taylor, Rod S; Reeves, Barnaby C; Ewings, Paul E; Taylor, Rebecca J

2004-01-01

300

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

301

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…

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

2012-01-01

302

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

ERIC Educational Resources Information Center

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

Akpinar, Selahattin

2012-01-01

303

University Partnership to Deliver Statewide Professional Development  

NSDL National Science Digital Library

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

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

2008-04-01

304

Professional Development in Higher Education.  

ERIC Educational Resources Information Center

|Discusses challenges facing higher education faculty and considers faculty development in the context of the learning organization using its five components: personal mastery, team learning, mental models, shared vision, and systems thinking. (Contains 29 references.) (SK)|

Brancato, Vera C.

2003-01-01

305

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

Microsoft Academic Search

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 decisions of language specialists and those of medical communication specialists and the difficulties that many

Rosemary Wette

2011-01-01

306

Commentary: Laboratory Science Teacher Professional Development  

NSDL National Science Digital Library

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

Clark, Todd

2006-07-01

307

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

308

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

309

Young Adult Literature and Professional Development  

ERIC Educational Resources Information Center

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

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

2011-01-01

310

Young Adult Literature and Professional Development  

ERIC Educational Resources Information Center

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

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

2011-01-01

311

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

312

Professional Development for Teaching Artists: A Sampling  

ERIC Educational Resources Information Center

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

McCaslin, Greg; Cohen, Madeline

2004-01-01

313

Professional Development Via the Internet: A Proposal.  

ERIC Educational Resources Information Center

|Describes some aspects of the Internet that might be used in the professional development of language teachers, with particular reference to teachers in Canada. The article notes that teachers can attend cyberschool, use cybereferences and converse with cyberpals. To effectively use the Net, teachers must develop an effective search strategy.…

Tremblay, Roger

1996-01-01

314

Providing Professional Development for Rural Educators.  

ERIC Educational Resources Information Center

Rural schools that reorganize themselves as genuine learning communities can develop and maintain a professional development process that benefits staff and students. Key components of a learning community are trust, respect, and collegiality. In schools that have become learning communities, teams of educators work collaboratively in structures…

Haar, Jean

315

The Development of Professional Counseling in Botswana  

ERIC Educational Resources Information Center

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

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

2010-01-01

316

Chapter 2: Effective Professional Development--What We Now Know Calls for Professional Development for Teachers  

ERIC Educational Resources Information Center

|There are many factors that affect the design of effective professional development (PD) programs. This review of literature focuses on some of the theoretical models used to explain teacher change, the contextual factors that impact teacher behaviors and curricular change, and the role of continuous professional development in changing teaching…

Bechtel, Pamela A.; O'Sullivan, Mary

2006-01-01

317

A Supervisory Method for Prepracticum Skill Development  

Microsoft Academic Search

This study investigated student readiness for clinical practicum in speech\\/language pathology. A one group, pretest-treatment-posttest design was used to evaluate the knowledge of beginning graduate students (n=45) in the areas of legal and professional issues, behavioral observation, data collection, and program planning. The treatment program was developed and administered by clinical supervisors who held the Certificate of Clinical Competence in

Patricia A Mercaitis

1993-01-01

318

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

NSDL National Science Digital Library

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

Davis, Gregory; Hoff, Craig

2011-06-27

319

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

320

Embracing Coaching as Professional Development  

ERIC Educational Resources Information Center

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

Driscoll, Mark J.

2008-01-01

321

Embracing Coaching as Professional Development  

ERIC Educational Resources Information Center

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

Driscoll, Mark J.

2008-01-01

322

Teacher Education and Professional Development.  

ERIC Educational Resources Information Center

Demonstrates a framework for planning inservice teacher education for Canadian Heritage and Native language instruction programs. Framework stages represent the evolution of teacher training: (1) providing teacher training; (2) training of first and second language teachers towards bilingual development; and (3) recognizing the continuum of…

Landon, John

1988-01-01

323

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

Microsoft Academic Search

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

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

2001-01-01

324

Developing Skills in Severely and Profoundly Handicapped Children.  

ERIC Educational Resources Information Center

|Included in the publication are 10 articles on developing basic skills in severely and profoundly handicapped children. The first paper focuses on the development of object permanence, a basic cognitive skill, while the second and third review procedures for developing self care skills (toileting and eating). A fourth paper discusses an…

Thomas, M. Angele, Ed.

325

Exploring the "Development" in Professional Development School Research  

ERIC Educational Resources Information Center

|The professional development school (PDS) is a model of choice for many teacher preparation programs. This approach integrates the functions of teacher preparation, professional development, inquiry and research, and student achievement to bring about whole-school improvement and the simultaneous renewal of the teaching profession. Ideally,…

Neapolitan, Jane E.; Tunks, Jeanne L.

2009-01-01

326

Professional Development for School Library Media Professionals: Elements for Success  

ERIC Educational Resources Information Center

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

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

2011-01-01

327

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.

328

Professional Development for Teaching in Higher Education  

ERIC Educational Resources Information Center

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

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

2011-01-01

329

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

330

Professional development needs of general practice nurses  

Microsoft Academic Search

The Australian general practice nurse workforce has grown exponentially in recent years as a conse- quence of supportive government policy and the increasing burden of chronic and complex disease in the community. This descriptive survey sought to identify the educational and professional develop- ment needs of NSW practice nurses. A total of 231 nurses employed within 12 NSW Divisions of

ELIZABETH HALCOMB; ELIZABETH MEADLEY; SHERRYN STREETER

331

Money down the Drain: Mandated Professional Development  

ERIC Educational Resources Information Center

Federal, state, and district policy mandates are increasingly affecting primary grade teachers--especially, those in at-risk schools, given that they face more mandated curriculum and professional development. This study investigated K-3 teachers in two inner-city schools as they navigated through various mandates. Qualitative and quantitative…

Kragler, Sherry; Martin, Linda; Kroeger, Diane C.

2008-01-01

332

Professional Development for Mid-level Mathematics.  

ERIC Educational Resources Information Center

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

Scholz, Janet M.

333

Time for elementary educators' professional development  

Microsoft Academic Search

This paper describes how educators in one school conceptualize time with respect to their work and with particular regard for accomplishing professional development activities. Data are drawn from interviews with classroom teachers, specialists, and the principal involved in a larger two-year qualitative study of teachers' self-initiated peer support projects. Eight dimensions (categories) of time were extracted from interview transcripts and

Jill Woodilla; Mary Lynn Boscardin; Patt Dodds

1997-01-01

334

Teachers' professional development to support inclusive practices  

Microsoft Academic Search

Recent United Kingdom Government documents associated with the ‘special needs’ area of education claim to promote an inclusive approach to children's education. Section 6 of Excellence for All Children (DfEE, 1997a) refers to professional development for teachers and others, but is almost wholly preoccupied with the administration of the Code of Practice, the raising of standards and so on. The

Janice Wearmouth; Gwenn Edwards; Robin Richmond

2000-01-01

335

Transformative Professional Development and Teacher Engagement  

ERIC Educational Resources Information Center

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

Geil, Kimberly E.

2011-01-01

336

Opportunity to Learn: Implications for Professional Development.  

ERIC Educational Resources Information Center

|Reviews the history of the concept of equal educational opportunity, noting the shift from a separate-but-equal input definition to an opportunity-to-learn process interpretation. Also discussed are implications of the definition of opportunity to learn for professional development and the education of African-American students. (SLD)|

Baratz-Snowden, Joan C.

1993-01-01

337

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

338

Communities of practice and professional development  

Microsoft Academic Search

The Internet has had a transformative effect on many aspects of contemporary living. While there may be a tendency to overstate the impacts of this technology, workplaces and work practices in many societies have been greatly affected by almost instant access to massive amounts of information, delivered through broadening bandwidth. This paper embeds a discussion of professional development in this

Lex Chalmers; Paul Keown

2006-01-01

339

Learning Networks for Professional Development & Lifelong Learning  

Microsoft Academic Search

Brouns, F., & Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation of the Learning Network Programme for a Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and Master students). August, 19, 2009, Heerlen, The Netherlands, Open University of the Netherlands.

Francis Brouns; Peter Sloep

2009-01-01

340

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

341

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

342

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

343

Five Approaches to Professional Development Compared.  

ERIC Educational Resources Information Center

|In response to federal law requiring teachers to undergo professional development, this article presents and compares five approaches to training school staff. Approaches include training throughout the year; annual one- to three-day training sessions; sending staff to conferences; employing a staff trainer; and monthly video training. (JMV)|

Lauro, Dennis R., Jr.

1995-01-01

344

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.

345

Professional Development in the Field of Education  

ERIC Educational Resources Information Center

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

Moore, Jeanne L. Hager

2009-01-01

346

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

347

Professional Development of Principals. ERIC Digest.  

ERIC Educational Resources Information Center

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

Fenwick, Leslie T.; Pierce, Mildred C.

348

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

349

Kentucky's Statewide Early Childhood Professional Development System  

ERIC Educational Resources Information Center

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

Rous, Beth; Grove, Jaime; Townley, Kim

2007-01-01

350

Extended professional development for systemic curriculum reform  

Microsoft Academic Search

Education standards call for adopting inquiry science instruction. Successful adoption requires professional development (PD) to support teachers, increasing the need for research on PD. This dissertation examines the question: What is the influence of high quality, curriculum aligned, long-term group workshops and related practice on teacher learning? I focus on the following subquestions: (1) What is the influence of high

Mary Elizabeth Kubitskey

2006-01-01

351

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

352

Professional Development Needs of State Extension Specialists.  

ERIC Educational Resources Information Center

|Responses from 47 of 78 Clemson University extension specialists identified three critical professional development needs: communicating program impact to key decision makers, communicating client problems to researchers, and viewing problems from different perspectives. They felt that their expertise in other areas was high. (Contains 16…

Radhakrishna, Rama B.

2001-01-01

353

Teachers' Beliefs and Continuing Professional Development  

ERIC Educational Resources Information Center

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

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

2013-01-01

354

Preloading Professional Development to Ensure Potential Success  

ERIC Educational Resources Information Center

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

Bradburn, Frances Bryant

2004-01-01

355

Lessons Learned from Transformational Professional Development  

ERIC Educational Resources Information Center

What is transformative professional development for educators? Ideally, teachers and school leaders are given multiple opportunities to revisit schemas about themselves and their learning communities, with the intent to transform practice, the school environment, and even themselves. In practice, three cohorts of teachers and school leaders…

Miranda, Twyla T.

2012-01-01

356

Kentucky's Statewide Early Childhood Professional Development System  

ERIC Educational Resources Information Center

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

Rous, Beth; Grove, Jaime; Townley, Kim

2007-01-01

357

Shared Leadership in a Professional Development Center.  

ERIC Educational Resources Information Center

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

Romerdahl, Nancy Sue

358

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

359

Using peer review as a vehicle for communication skill development and active learning  

Microsoft Academic Search

There is a renewed interest in incorporating peer review activities into computer science courses in response to current interest in active learning and group projects. The peer review process models real world professional activities, provides students with the opportunity to learn how to deal with criticism and how to provide constructive criticism to others, and can develop team skills. Without

Karen Anewalt

2005-01-01

360

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers  

ERIC Educational Resources Information Center

|A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities,…

Diaconu, Dana Viorica; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

2012-01-01

361

Standards for Reading Professionals--Revised 2003. A Reference for the Preparation of Educators in the United States, Developed by the Professional Standards and Ethics Committee of the International Reading Association  

ERIC Educational Resources Information Center

"Standards for Reading Professionals--Revised 2003 [Standards 2003]" provides criteria for developing and evaluating preparation programs for reading professionals. These standards answer the question, "What should new reading professionals know and be able to do?" The focus is on candidate performance and emphasizes the knowledge and skills of…

International Reading Association (NJ3), 2004

2004-01-01

362

The Eisenhower Professional Development Program: Emerging Themes from Six Districts. 1998.  

ERIC Educational Resources Information Center

This is the first report from a 3-year evaluation of Part B of the Eisenhower Professional Development Program, the U.S. Department of Education's single largest investment dedicated to developing teachers' knowledge and skills. The report presents 10 emerging themes about the program resulting from exploratory case studies of 6 school districts…

Birman, Beatrice F.; Reeve, Alison L.; Sattler, Cheryl L.

363

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

NSDL National Science Digital Library

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

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

2005-12-01

364

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…

Helyer, Ruth; Lee, Dionne

2012-01-01

365

Using Library Skills Sets to Design a Staff Development Program  

Microsoft Academic Search

The objective of developing a tailored staff development program was to address the specific skills that library staff need to accomplish their jobs. At the Eskind Biomedical Library, all library staff are required to meet a common set of skills. These skills form sets upon which staff evaluations are based. The library staff, therefore, need time, opportunities and the means

Kathel Dunn; Marcia Epelbaum

1997-01-01

366

Developing a thinking skills component in the gifted education program  

Microsoft Academic Search

As a result of our experience in developing thinking skills components within gifted education programs, we have identified several key issues in the creation of an effective thinking skills program. We believe that although the development of improved questioning strategies and classroom environments to enhance thinking skills is a vital and often neglected aspect of cognitive instruction, the actual teaching

Deborah E. Burns; Sally M. Reis

1991-01-01

367

Enhancing skills of critical reflection to evidence learning in professional practice.  

PubMed

Professional organisations and regulatory bodies are making critical reflection a mandatory component of professional practice. Reflection is a vital part of learning from experience and is central to developing and maintaining competency across a practitioner's lifetime. This paper will discuss key educational theories to illustrate why reflection is important. Kolb's and Gibbs' reflective cycles are used to structure the process of critical reflection. Elements of the educational tradition of Bildung are discussed and integrated to enrich the understanding of self and to facilitate the reader's ability to enhance their professional practice. PMID:23643448

Paterson, Colin; Chapman, Judith

2013-05-01

368

Understanding Community Development. A Guide for Native American Community Leaders and Professionals. Participant's Manual. A Training Packet Developed for and in Cooperation with Native American Tribal Leaders.  

ERIC Educational Resources Information Center

|The participant's manual for workshops to train Native American community leaders and professionals in community development skills defines community development terms, shows how to help community members solve their own problems, helps clarify the role of community leaders/professionals, gives examples of good community development/action…

Schnabel, Rudolph K.; Parmee, Edward A.

369

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…

Yang, Eunyoung

2010-01-01

370

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

371

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

PubMed

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

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

372

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

PubMed Central

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

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

2008-01-01

373

Take Charge of Your Personal and Professional Development  

ERIC Educational Resources Information Center

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

Goble, Carla B.; Horm, Diane M.

2010-01-01

374

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

375

Professional Development for Cooperative Learning. Issues and Approaches.  

ERIC Educational Resources Information Center

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

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

376

Communities of Practice and Students' Professional Development  

Microsoft Academic Search

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

Catherine H. Monaghan; Norina L. Columbaro

2009-01-01

377

Barriers to Child Care Providers' Professional Development  

Microsoft Academic Search

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

Sara Gable; Amy Halliburton

2003-01-01

378

Electronically Mentoring to Develop Accomplished Professional Teachers  

Microsoft Academic Search

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

Christopher R. Gareis; Sheryl Nussbaum-Beach

2007-01-01

379

The Socially Skilled Teacher and the Development of Tacit Knowledge  

ERIC Educational Resources Information Center

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

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

2011-01-01

380

The socially skilled teacher and the development of tacit knowledge  

Microsoft Academic Search

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

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

2011-01-01

381

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

ERIC Educational Resources Information Center

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

Petrie, Hugh G., Ed.

382

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

383

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

384

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

385

PHOTON2: A web-based professional development model for photonics technology education  

Microsoft Academic Search

In this paper, we present a web-based teacher professional development model for photonics technology education funded by the National Science Foundation Advanced Technology Education (ATE) program. In response to the rapidly growing demand for skilled photonics technicians, the PHOTON2 project will increase the number of high school teachers and community college faculty across the US proficient in teaching photonics technology

Nicholas M. Massa; Barbara A. Washburn; Marijke Kehrhahn; Judith F. Donnelly; Fenna D. Hanes

2004-01-01

386

Leading with Diversity: Cultural Competencies for Teacher Preparation and Professional Development  

ERIC Educational Resources Information Center

As the student population in schools becomes increasingly diverse, many teachers need professional development to build cultural competencies--the skills and awareness related to issues such as culture, language, race, and ethnicity. This book draws together in one place the research and practical knowledge about cultural competencies that…

Trumbull, Elise; Pacheco, Maria

2005-01-01

387

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

388

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

389

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

Microsoft Academic Search

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

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

2006-01-01

390

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…

Gupta, Sarika S.; Daniels, Janese

2012-01-01

391

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

392

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

ERIC Educational Resources Information Center

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

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

2006-01-01

393

What Do We Mean by Professional Development in the Early Childhood Field?  

ERIC Educational Resources Information Center

Almost everyone recognizes the importance of having an effective early childhood workforce in programs that serve young children and families. Less clear is how to ensure that all early childhood practitioners have the essential knowledge and skills they need to be effective. Increasingly, policy makers are turning to professional development as…

Buysse, Virginia; Rous, Beth; Winton, Pamela

2008-01-01

394

Literacy Instruction in Rural Elementary Schools in Jamaica: Response to Professional Development  

ERIC Educational Resources Information Center

|Rural educators from several elementary schools in southwest Jamaica completed pre- and post-literacy surveys. Professional training was developed and provided in response to the pre-assessment results. Literacy training combined two essential skills: (a) ongoing assessment of literacy achievement and (b) evidenced-based intervention strategies.…

Williams, Stacy A. S.; Staulters, Merry L.

2010-01-01

395

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

Microsoft Academic Search

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

Sondra Minuskin

2009-01-01

396

What Do We Mean by Professional Development in the Early Childhood Field?  

ERIC Educational Resources Information Center

|Almost everyone recognizes the importance of having an effective early childhood workforce in programs that serve young children and families. Less clear is how to ensure that all early childhood practitioners have the essential knowledge and skills they need to be effective. Increasingly, policy makers are turning to professional development as…

Buysse, Virginia; Rous, Beth; Winton, Pamela

2008-01-01

397

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

Microsoft Academic Search

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

A Louridas; A. Halstead; F. Beddoes

398

Literacy Instruction in Rural Elementary Schools in Jamaica: Response to Professional Development  

ERIC Educational Resources Information Center

Rural educators from several elementary schools in southwest Jamaica completed pre- and post-literacy surveys. Professional training was developed and provided in response to the pre-assessment results. Literacy training combined two essential skills: (a) ongoing assessment of literacy achievement and (b) evidenced-based intervention strategies.…

Williams, Stacy A. S.; Staulters, Merry L.

2010-01-01

399

PROGRESSIO English as a foreign language: teachers' professional development via the Internet  

Microsoft Academic Search

Teachers of English as a foreign language (EFL) are required to enhance their teaching strategies and skills so as to cope with the recent trends in the educational field of learning and teaching such as the use of Internet material. Computer- mediated communications that utilise online teacher commu- nities can help teachers develop professionally in the areas of adult learning

Saad Sayed Saleh; F. J. Pretorius

400

If Two Heads Are Better than One: A Workshop Strategy for Professional Development.  

ERIC Educational Resources Information Center

|A workshop in which faculty meet with their peers to critically review their work-in-progress, conference papers, or journal articles before they are submitted is described. The program has served to assist faculty in making work more publishable, improve skills, and encourage professional development activities. (MSE)|

Marchesani, Joseph; Cote, Margaret M.

1984-01-01

401

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

ERIC Educational Resources Information Center

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

Mayer, Marina J.; Altman, Miriam

2005-01-01

402

Innovative Professional Development: Expanding Your Professional Learning Network  

ERIC Educational Resources Information Center

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

Perez, Lisa

2012-01-01

403

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

404

The contribution of portfolios and profiles to continuing professional development  

Microsoft Academic Search

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

John Driscoll; Ben Teh

2001-01-01

405

Developing a Political Economy of Skill.  

ERIC Educational Resources Information Center

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

Lloyd, Caroline; Payne, Jonathan

2002-01-01

406

Personal skills development in the accounting curriculum  

Microsoft Academic Search

Today's challenging economic situation means that it is no longer sufficient for a new graduate to have knowledge of an academic subject; increasingly it is necessary for students to gain those skills which will enhance their prospects of employment. For over a decade, a number of employers have been sounding warnings to the higher education sector that a 'skills gap'

Bob Gammie; Elizabeth Gammie; Erica Cargill

2002-01-01

407

How Do Nations Increase Workforce Skills? Factors Influencing the Success of the Singapore Skills Development System  

Microsoft Academic Search

This article contributes to the partial resolution of the debate regarding the role of governments in leading national upskilling efforts through a descriptive case study of the Singapore system of skills development. The article identifies the major reasons behind Singapore's remarkable success in upgrading workforce skills in a relatively short period of 40 years. First, a general linkage between economic

Sarosh Kuruvilla; Rodney Chua

2000-01-01

408

Using distance education to promote the transfer of motivational interviewing skills among behavioral health professionals.  

PubMed

This study evaluated the effectiveness of distance education for training behavioral health professionals. Five live video workshops that covered key elements of Motivational Interviewing (MI) were delivered. The programs occurred a month apart, each 3 hours long. The programs used compressed video, transmitting the video signal through telephone lines. The audience was staff at substance abuse treatment organizations throughout the state of Arizona. Participants completed assessments regarding their training experiences, knowledge and self-efficacy in MI, and their satisfaction with the training, prior to, during, and subsequent to the workshops. Participation in the five workshops varied; the first workshop had the largest attendance of 351, the fourth the lowest of 92; 145 participants attended all five workshops. Participants expressed moderate levels of satisfaction with most aspects of the training, although some expressed frustration with interrupted audio or video signals during the programs. The handouts and videotaped examples of MI were identified as the more helpful aspects of the training. Participants reported statistically significant improvements in their self-perceived knowledge and skills. They demonstrated a statistically significant but clinically insignificant increase in knowledge. A small group of participants provided audiotapes of actual counseling sessions. These participants demonstrated minimal improvement in skills across the study that were not statistically significant. These results are discussed in terms of their implications for future research in the use of distance education as a technology transfer tool in the addiction treatment profession. PMID:15050091

Shafer, Michael S; Rhode, Robert; Chong, Jenny

2004-03-01

409

Optics professional development in North Carolina  

NASA Astrophysics Data System (ADS)

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

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

2010-08-01

410

Impact: Eisenhower Professional Development Evaluation Publication, August-October 2000.  

ERIC Educational Resources Information Center

This publication shares highlights from the Eisenhower Professional Development Evaluation Conference, also introducing the upcoming Improving America's Schools (IAS) Conferences. The Eisenhower conference focused on improving content knowledge and instructional practice through effective professional development. The IAS conference will examine…

Department of Education, Washington, DC.

411

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

412

Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders  

ERIC Educational Resources Information Center

|This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two…

Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

2012-01-01

413

Using the internet for professional development: The experience of rural and remote professionals  

Microsoft Academic Search

The affordances of the internet now readily enable the downloading of information and recent research papers, written communication between colleagues, videoconferencing and voice communication, and a range of other services and facilities that should ameliorate the professional isolation that afflicts professionals throughout rural and remote Australia. The innovative use of information communication technologies to deliver online support, professional development and

Anthony Herrington; Jan Herrington

414

Finding the professional voice: towards a theory of continuing professional development  

Microsoft Academic Search

This paper will explore the common characteristics of two Continuing Professional Development (CPD) programmes that were found by thorough evaluation, to be successful in terms of student outcomes. When considering the impact of CPD on professionals' learning, it is essential to consider its impact on professional practice and the individuals themselves. For the purpose of this paper therefore, 'successful student

Christine Dearnley

415

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

416

Competency-based continuing professional development.  

PubMed

Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence" toward the attainment of expertise. A competency-based continuing professional development (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored. PMID:20662577

Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Cate, Olle Ten; Holmboe, Eric S

2010-01-01

417

Regaining Momentum: Teacher Inquiry as Ongoing Professional Development  

ERIC Educational Resources Information Center

|A classroom teacher reflects on the benefits of professional development leading to improved and energized student writing. Although traditional professional development sparked interest and encouraged modifications, the support of a teacher inquiry group as ongoing professional development provided the impact needed to effect significant change…

Wirsing, Janice

2009-01-01

418

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

419

Experiences of pioneers facilitating teacher networks for professional development  

Microsoft Academic Search

This study presents an exploration into facilitation practices of teacher professional development networks. Stimulating networked learning amongst teachers is a powerful way of creating an informal practice?based learning space driven by teacher needs. As such, it presents an additional channel (besides more formal traditional professional development initiatives) for teacher education and sustained professional development. This study describes a set of

Irene Hanraets; Joitske Hulsebosch; Maarten de Laat

2011-01-01

420

Building school capacity through professional development: conceptual and empirical considerations  

Microsoft Academic Search

Situates current research on professional development within an organizational perspective. Offers a framework for the study of professional development, and proposes that key factors that affect student achievement be conceptualized as school capacity. Argues that increases in school capacity will lead to gains in student achievement, and that professional development should, therefore, be designed to enhance the following three dimensions

M. Bruce King; Fred M. Newmann

2001-01-01

421

Teacher Diversity: Implications for Professional Development. Research Series.  

ERIC Educational Resources Information Center

This research synthesis provides insight into issues related to teacher diversity and faculty development. It begins with a review of the literature on models of professional development and the characteristics of effective professional development identified by research, with the knowledge that little, if any, research has addressed professional

van Broekhuizen, L. David; Dougherty, Barbara

422

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

423

No One Way: Working Models for Teachers' Professional Development  

Microsoft Academic Search

This study investigates the role of professional development in the implementation of computer technologies in schools across Canada and elsewhere. Three examples of professional development in Canada are examined, each functioning at a different administrative level (faculty of education, schooldistrict and school-based), and each employing a different strategy or set of tactics for professional development. The programs are described in

Jennifer Jenson; Brian Lewis; Richard Smith

2002-01-01

424

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

Microsoft Academic Search

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

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

2008-01-01

425

Professional Skill and Support for Democratic PrinciplesThe Case of Local Government Department Heads in Northern Illinois  

Microsoft Academic Search

This study examines the impact of professional skill on citizen participation and respect for political leadership among local government department heads in Northern Illinois. Data were collected by a mailed survey modeled after a number of similar research efforts. The findings indicate that although the respondents displayed some reservations about invasive citizen participation and the irrationality of the political process,

Gregory Streib

1992-01-01

426

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:…

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

2011-01-01

427

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; Strong, Shawn; Callahan, Richards

2009-07-16

428

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

429

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

430

Developing Cultural Competence: Mainstream Teachers and Professional Development  

ERIC Educational Resources Information Center

|In response to the underachievement of its Latino children, one district implemented Parent Partnership for Achieving Literacy (PAL), a program to build cultural bridges between home and school. Professional development (PD) that helped mainstream teachers develop cultural competence to work effectively with Latino children and their families was…

Colombo, Michaela W.

2007-01-01

431

Developing Cultural Competence: Mainstream Teachers and Professional Development  

Microsoft Academic Search

In response to the underachievement of its Latino children, one district implemented Parent Partnership for Achieving Literacy (PAL), a program to build cultural bridges between home and school. Professional development (PD) that helped mainstream teachers develop cultural competence to work effectively with Latino children and their families was central to the PAL Program. This article introduces the PAL program and

Michaela W. Colombo

2007-01-01

432

Development of Social Skills in Boys with Brain Tumors  

Microsoft Academic Search

Children with brain tumors often experience organically based illness- and treatment-related sequelae that interfere with the development of complex social skills necessary for confident, mutually satisfying interactions with peers. This article describes a structured, time-limited group focused on the development of social skills in boys who have a brain tumor. Social support and medical education were additional components. A parallel

Maria Die-Trill; Jonas Bromberg; Beverly Lavally; Lourdes A. Portales; Aurora Sanfeliz; Andrea Farkas Patenaude

1996-01-01

433

A hypermedia approach for developing research and reporting skills  

Microsoft Academic Search

Whole language and cooperative learning are effective ways to help students develop and integrate academic skill. The computer makes available the possibility of multimedia opportunities to apply whole language, cooperative learning, and other strategies to promote the development of cognitive, affective, and social skills.The project reported in this paper explored a successful strategy for using HyperCard and interactive technology to

Peggy Buffington; Edward L. Vockell

1994-01-01

434

Waukesha County Technical College: Student Development Model. Critical Life Skills.  

ERIC Educational Resources Information Center

As part of an effort to reinforce the general education competencies of students in its Associate in Applied Science degree programs, Waukesha County Technical College (WCTC) conducted two needs assessment surveys to develop a list of critical life skills for integration into existing curricula. Each of the identified skills can be developed in 2…

Anderson, Richard T.

435

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

436

Developing Reasoning Skills through an Integrated Curriculum Approach.  

ERIC Educational Resources Information Center

|This paper advocates an integrated study of English rather than the traditional approach of studying language, literature, and composition. Its focus is not on designing an integrated curriculum, but on using this approach to develop reasoning skills for secondary students. One integrated curriculum program for the development of reasoning skills

Peters, William H.

437

The Port of Baltimore Workplace Skills Development Project. Performance Report.  

ERIC Educational Resources Information Center

|The Port of Baltimore Workplace Skills Development Project had the following objectives: perform literacy audits on at least 20 job titles within the port-related industries; develop curriculum modules providing literacy skill instruction using a functional context approach reflecting the Port of Baltimore needs; offer instructional services to…

Amarantides, Niki; Blumner, Ellen

438

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.…

NGA Center for Best Practices, 2010

2010-01-01

439

Developing the Indicators of Professional Competency for Kindergarten Teachers  

Microsoft Academic Search

The success of school education is directly related to the quality of the teacher. In addition to evaluating the teacher's temperament, spirit and character, the judgment of the teacher's ease or awkwardness also indicates the teacher's professional knowledge, skills, and attitude. Hence, qualified kindergarten teachers should be equipped with excellent pedagogical and crisis control competencies besides being well acquainted with

CHING-CHANG LIN; CHI-TUNG CHEN

2006-01-01

440

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…

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

2010-01-01

441

A systemic approach to professional development: learning as practice  

Microsoft Academic Search

This paper disturbs assumptions that policy for secondary school teachers’ continuing professional development should be dominated by courses, workshops and suchlike events. Research into learning, communities of practice and complexity establishes a contrary view, namely that subject departments are prime sites of non-predictable professional learning. Practical implications are sketched, leading to a recommendation that continuing professional development policies and practices

Peter Knight

2002-01-01

442

Literacy Coaching as a Component of Professional Development  

ERIC Educational Resources Information Center

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

Carlisle, Joanne F.; Berebitsky, Dan

2011-01-01

443

The Professional Development of Principals: Innovations and Opportunities  

Microsoft Academic Search

This article articulates the importance of professional development programs as complementary to preservice preparation. While on-the-job inservice programs offer preservice administrators a glimpse of the requirements for the position, they do not offer ample time to learn everything about the job prior to practicing. This article offers information about sources of professional development including universities, professional associations, governmental agencies, and

Kent Peterson

2002-01-01

444

Learning to teach science in a professional development school program  

NASA Astrophysics Data System (ADS)

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

Hildreth, David P.

1997-09-01

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)

2012-01-01

446

[Developing the core competencies of long-term care professionals].  

PubMed

Longer average life expectancies and an ageing society have made long-term care an urgent and important issue in Taiwan. Although the implementation of Long-Term Care Ten-year Project four years ago has begun showing success in terms of assessing Taiwan's needs in terms of long-term care services and resources, there has been little forward progress in terms of training, recruiting and maintaining more competent professionals in the long-term care sector. This paper explores the current state of long-term care competency in Taiwan and educational strategies in place to improve the competency of long-term care professionals. Results indicate that the term geriatric competency embraces sub-competencies in direct care, communication, assessment, teamwork, cultural sensitivities and career care competencies. The term long-term care competency embraces the sub-competencies of supervision, management, information technology, resource management, and organizational skill. As a main contributor to effective long-term care, the nursing profession must employ effective strategies to develop competency-based education. Also, the profession must have an adequate supply of competent manpower to effectively respond to Taiwan's aging society. PMID:23212250

Chen, Huey-Tzy; Lee, Kuang-Ting

2012-12-01

447

Motivation and continuation of professional development.  

PubMed Central

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

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

1998-01-01

448

Teachers' professional development experiences: Implications for teaching practice  

NASA Astrophysics Data System (ADS)

The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The guiding research question was stated as: How does participation in physical science professional development impact teachers' professional learning and ultimately their practice? Three sub-questions were also explored: In what ways does physical science professional development impact teachers' pedagogical content knowledge over time? In what ways does physical science professional development impact teachers' curriculum decision-making processes over time? In what ways does physical science professional development support a teacher's professional learning over time? Collective case study methodology was used in order to acquire multiple perspectives on the processes of teachers' professional learning and how professional development experiences have impacted this process. From four cross-case analyses of interviews, classroom observations, and documents, six themes emerged elucidating the process of professional learning. The process of professional learning is "driven" by a constant desire to learn resulting in the participation in professional development experiences where bits-n-pieces of curriculum are incorporated into the teachers' practice supported by relationships and reflection. The pressure to conform to education policy tempers the entire process of professional learning. Lastly, the process of professional learning has produced teachers as leaders. Each aspect of the process of professional learning has been impacted by the respondents' participation in professional development. By engaging in the iterative process of professional learning described here, respondents are transforming their professional development experiences in order to learn from and about their practice over extended periods of time. As professional learners, the respondents act as change agents in their own practice, schools and learning communities. Based on the results, implications for practice and recommendations for further inquiry are also presented.

Venturini, Gabriela N.

449

Changing professional views of continuing professional development doctorates in educational psychology  

Microsoft Academic Search

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

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

2008-01-01

450

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

451

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

452

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

453

The taxonomy of professionalism: reframing the academic pursuit of professional development.  

PubMed

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

Brown, Daniel; Ferrill, Mary J

2009-07-10

454

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

PubMed Central

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

Ferrill, Mary J.

2009-01-01

455

Developing E-learning Skills Within English Language Training in the Slovak University of Technology  

Microsoft Academic Search

The contribution deals with some e-learning aspects of the language training provided by the Department of professional Language Training at the Faculty of Materials Science and Technology, Slovak University of Technology, Trnava, Slovakia. Within a four-semester English for Science and Technology course, soft skills essential for e-learning environment and techniques are being developed, such as flexibility, willingness to learn, self

Emília Mironovová; Gabriela Chmelíková; D. Fedic

2010-01-01

456

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

ERIC Educational Resources Information Center

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

Khadria, Binod

2004-01-01

457

Using the Microcomputer to Develop Listening Skills.  

ERIC Educational Resources Information Center

|A college-level introductory Spanish instructional system uses an interactive combination of microcomputer and program-stop tape recorder to enhance students' listening skills. The basic content is listening drills, adapted to the computer medium. Microcomputer use adds considerable versatility to instructional materials, including such features…

Mohler, Stephen C.

458

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

459

Development of Readability Controlled Basic Skills Tests.  

ERIC Educational Resources Information Center

Some minimum competency testing programs were created chiefly as a vehicle to improve the quality of basic skills instruction. In these programs, the tests are used to define instructional targets clearly and, thereby, enhance the quality of instruction. Few testing programs have included readability levels in their test specifications. In 1979…

Popham, W. James

460

The Development of Evidence Evaluation Skills.  

ERIC Educational Resources Information Center

Examined developmental differences in evidence evaluation skills among school children, non-college educated adults, and college students, utilizing plant growth variables. Found that children were more strongly influenced by prior beliefs and missing data than were the two adult groups. Age and educational differences were found in the…

Amsel, Eric; Brock, Susan

1996-01-01

461

Developing Social Skills among Day Care Children.  

ERIC Educational Resources Information Center

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

Jason, Leonard A.; And Others

462

The Development of Evidence Evaluation Skills.  

ERIC Educational Resources Information Center

|Examined developmental differences in evidence evaluation skills among school children, non-college educated adults, and college students, utilizing plant growth variables. Found that children were more strongly influenced by prior beliefs and missing data than were the two adult groups. Age and educational differences were found in the…

Amsel, Eric; Brock, Susan

1996-01-01

463

Advancing Student Achievement Through Professional Development  

NSDL National Science Digital Library

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

Holloway, John H.

2006-01-01

464

Professional Development Schools: Schools for Developing a Profession.  

ERIC Educational Resources Information Center

This book describes a recent trend in the school restructuring movement--the professional-development school. These schools are committed to the acquisition and sharing of knowledge among all members of the educational community and depend on research-practitioner collaboration. In nine chapters, contributors explain the function, structure, and…

Darling-Hammond, Linda, Ed.

465

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

466

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

467

Promoting Motor Skill Development through the MOVE Curriculum.  

ERIC Educational Resources Information Center

|This research proposal reviews the literature on the development of mobility skills in students with severe physical disabilities and proposes a single-subject study, using a multiple baseline across subjects design, to evaluate effects of the Mobility Opportunities Via Education (MOVE) Curriculum on the mobility skills of sitting, standing, and…

Barnes, Stacie B.

468

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

469

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

470

Analysis and development of students' skill in selfregulated learning  

Microsoft Academic Search

The research reported here deals with students' skill in selfregulated learning. After analyzing the essential components of selfregulated learning, theoretical notions are presented on how skill in selfregulated learning could be developed in students. Next, two empirical studies are reported. In the first study, relationships between the components of selfregulated learning are investigated, as well as relationships between those components

Jan D. H. M. Vermunt; FRANK A. W. M. VAN RIJSWIJK

1988-01-01

471

Computer-supported development of critical reasoning skills1  

Microsoft Academic Search

Thinking skills are important and education is expected to develop them. Empirical results suggest that formal education makes a modest and largely indirect difference. This paper will describe the early stages of an ongoing curriculum initiative in the teaching of critical reasoning skills in the philosophy curriculum on the Howard College Campus of the University of KwaZulu- Natal (UKZN). The

David Spurrett

2005-01-01

472

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

473

Literacy skill retention in adult students in developing countries  

Microsoft Academic Search

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

John P. Comings

1995-01-01

474

Software that Helps Develop Critical and Analytical Math Skills.  

ERIC Educational Resources Information Center

|Describes software programs for use by math teachers in elementary and secondary schools that can be used to help develop critical and analytical math skills. Highlights include programs that link mathematics with daily living skills, programs that stress visual representation, and a software "sampler" that includes educational objectives,…

Corcoran, Ann

1989-01-01

475

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

476

Teachers' Professional Development Experiences: Implications for Teaching Practice  

ERIC Educational Resources Information Center

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

Vail, Teresa M.

2011-01-01

477

Portfolios and Professional Development in the Health Professions.  

ERIC Educational Resources Information Center

|The usefulness of portfolios for professional development and reflection was studied in the disciplines of physical therapy and nursing. The student sample may not represent the larger population of professional students, but data are presented as useful in understanding more about the general phenomenon of use of portfolios in professional

Jensen, Gail M.; Saylor, Coleen

478

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

479

Multiple Perspective: When Child Development Professionals Raise Twins  

ERIC Educational Resources Information Center

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

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

2006-01-01

480

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

481

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

482

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.

483

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

NASA Astrophysics Data System (ADS)

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

Dieck, Patricia Ann

484

The Development of Children's Early Memory Skills  

PubMed Central

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

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

2010-01-01

485

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

ERIC Educational Resources Information Center

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

Raval, Harini; McKenney, Susan; Pieters, Jules

2012-01-01

486

The development of evidence evaluation skills  

Microsoft Academic Search

To assess developmental differences in evidence evaluation skills, 77 second- and third-grade students, 85 sixth- and seventh-grade students, 36 non-college-educated adults, and 40 college students were presented with four data sets depicting plants grown by each of four people. The data sets presented a perfect positive or zero correlation between plant health and the presence or absence of one variable,

Susan Brock

1996-01-01

487

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

488

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

489

Continuous professional development: emerging trends in the UK  

Microsoft Academic Search

This article considers current developments in aspects of continuous professional development (CPD) in the UK, focussing particularly on areas which relate to the development and delivery of an appropriate curriculum. It questions the appropriateness of the traditional concept of continuous professional development in the context of the newly emerging notion of lifelong learning. Some of the major national initiatives and

Malcolm Shaw; Howard Green

1999-01-01

490

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

491

Assessing the Communication Skills Curricula of Air Force Professional Military Education Programs.  

National Technical Information Service (NTIS)

A perception exists among mid level career Air Force members that communication skills are important job skills for all ranks and that some individuals lack the necessary skills. The purpose of this research is to provide recommendations to improve the te...

F. E. Jones D. A. Paulk M. H. Jordan E. T. Parks S. W. Shrader

1996-01-01

492

Skill Standards for Professional-Technical College Instructors and Customized Trainers.  

ERIC Educational Resources Information Center

This document presents skill standards that aim to be portable to address the need for instructors to adapt to workplace and student diversity in their classrooms and labs and to provide learners with the best workplace skills possible. Introductory materials include background of the skill standards project and definition of terms. Section 1…

Goldstein, Norma; Navone, Susie; Bailey, Terryll

493

Training Library Communication Skills: Development of Three Video Tape Workshops.  

National Technical Information Service (NTIS)

The development and evaluation of materials for a series of three workshops designed to increase the interpersonal communication skills of the librarian during the reference interview are described. The completed package for this project, 'Librarians Comm...

H. M. Gothberg

1977-01-01

494

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

495

Evaluating the impact of continuing professional development: the professional dissertation in lifelong learning  

Microsoft Academic Search

Academic enquiry in higher education is an aspect of lifelong learning, which both defines and creates the learning culture through highly specialised and innovative means. This article examines and evaluates the impact of the contribution made by the professional dissertation in the context of Continuing Professional Development. Employing illustrations from dissertations in an international context and written as the culmination

Phil Chambers

2001-01-01

496

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

497

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

ERIC Educational Resources Information Center

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

Garner, Arthur L., Jr.

2011-01-01

498

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

Microsoft Academic Search

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

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

2009-01-01

499

A New educational approach for supporting the professional development of third-year medical students  

Microsoft Academic Search

This paper describes a new course designed to support the professional development of third-year medical students. The course\\u000a runs through the clinical clerkships, and has several additional features: it includes a multidisciplinary faculty; it is\\u000a centrally based in the medical school; it addresses students’ values and attitudes in addition to their knowledge and skills;\\u000a and it makes use of small-group

William T. Branch; Richard J. Pels; Gordon Harper; David Calkins; Lachlan Forrow; Fred Mandell; Edwin Maynard; Lynn Peterson; Ronald A. Arky

1995-01-01

500

Teacher Professional Development through Children’s Project Work  

Microsoft Academic Search

Teachers working in early care and education programs are engaging in professional development activities, many times without a foundation in child development or early childhood education. It is difficult for teachers to apply what is presented in professional development experiences to their classroom. The use of children’s projects, the topic of many research studies and published manuscripts, can be used

Susan Catapano

2005-01-01