Sample records for professional skills development

  1. Developing Professional Skills in Journalism through Blogs

    ERIC Educational Resources Information Center

    Hodgson, Paula; Wong, Dora

    2011-01-01

    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…

  2. Online Graduate Student Identity and Professional Skills Development

    ERIC Educational Resources Information Center

    Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela; Gauvreau, Sarah

    2013-01-01

    Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be…

  3. Workshop — Using IDEALS to demonstrate development of professional skills in project courses

    Microsoft Academic Search

    Steve Beyerlein; Denny Davis; Mike Trevisan

    2011-01-01

    Professional skills are vital to preparing engineers for their careers, but how well do we teach and assess them in our professional programs? Many design faculty are unclear about the required skills, how to develop them, and how to assess them. In response to this need, the Integrated Design Engineering Assessment and Learning System (IDEALS) promotes professional skills in a

  4. Coherence and the Development of Professional Knowledge and Skills

    ERIC Educational Resources Information Center

    Smeby, Jens-Christian; Heggen, Kåre

    2014-01-01

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

  5. Professional Development: A Skills Approach to a Writing Workshop

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  6. Leadership skills beyond the bedside: professional development classes for the staff nurse.

    PubMed

    Lannon, Susan L

    2007-01-01

    Preparation for advanced leadership roles requires hospital-based staff nurses to develop skills beyond clinical expertise. Non-clinical activities such as poster and oral presentations, article publication, and professional portfolio development are ways to demonstrate these skills. This article cle discusses how an educational initiative was developed to provide instruction and mentoring for these areas of professional development. In addition, the relationship between this initiative and a clinical advancement ladder is discussed. PMID:17269435

  7. Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

    NASA Astrophysics Data System (ADS)

    Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.

    2014-12-01

    Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.

  8. Developing Professional Skills in STEM Students: Data Information Literacy

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  9. Teachers and the Education of Aides. Paraprofessionals Develop Professional Skills.

    ERIC Educational Resources Information Center

    Hobson, Arline

    A group of 12 disadvantaged women--mostly Mexican-Americans, Negroes, and Yaqui Indians--were enrolled in a twelve-week Migrant Opportunity Program at the Early Childhood Education Laboratory of the University of Arizona in order to train them as preschool teacher aides. Some reading materials were developed by the laboratory staff, but the…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  11. Developing an occupational skills profile for the emerging profession of "big-data-enabled professional"

    NASA Astrophysics Data System (ADS)

    Kastens, K. A.; Malyn-Smith, J.; Ippolito, J.; Krumhansl, R.

    2014-12-01

    In August of 2014, the Oceans of Data Institute at Education Development Center, Inc. (EDC) is convening an expert panel to begin the process of developing an occupational skills profile for the "big-data-enabled professional." We define such a professional as an "individual who works with large complex data sets on a regular basis, asking and answering questions, analyzing trends, and finding meaningful patterns, in order to increase the efficiency of processes, make decisions and predictions, solve problems, generate hypotheses, and/or develop new understandings." The expert panel includes several geophysicists, as well as data professionals from engineering, higher education, analytical journalism, forensics, bioinformatics, and telecommunications. Working with experienced facilitators, the expert panel will create a detailed synopsis of the tasks and responsibilities characteristic of their profession, as well as the skills, knowledge and behaviors that enable them to succeed in the workplace. After the panel finishes their work, the task matrix and associated narrative will be vetted and validated by a larger group of additional professionals, and then disseminated for use by educators and employers. The process we are using is called DACUM (Developing a Curriculum), adapted by EDC and optimized for emergent professions, such as the "big-data-enabled professional." DACUM is a well-established method for analyzing jobs and occupations, commonly used in technical fields to develop curriculum and training programs that reflect authentic work tasks found in scientific and technical workplaces. The premises behind the DACUM approach are that: expert workers are better able to describe their own occupation than anyone else; any job can be described in terms of the tasks that successful workers in the occupation perform; all tasks have direct implications for the knowledge, skills, understandings and attitudes that must be taught and learned in preparation for the targeted career. At AGU, we will describe the process and present the finalized occupational profile.

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

    E-print Network

    Snider, Barry B.

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

  13. Developing Professional Skills in a Third-Year Undergraduate Chemistry Course Offered in Western Australia

    NASA Astrophysics Data System (ADS)

    Dunn, Jeffrey G.; Kagi, Robert I.; Phillips, David N.

    1998-10-01

    "This unit gave me a broad industrial view of the chemical world and I am grateful for the professional skills I gained." That is the response of one graduate several years after he had taken the "Chemistry and Technology" unit that we present in the third year of the undergraduate chemistry course at Western Australia's Curtin University of Technology. Students in tertiary education are effectively "cocooned from the real world". There is a growing need for a teaching that links students to situations they will encounter upon gaining employment. The Chemistry and Technology unit has been developed over a 12-year period and is presented in the final semester of the course. It comprises six modules and is taught by lecturers from industry and the staff of the School. The Professional Practice, Consumer Chemistry, and Environmental modules are ones that most teachers could consider in their course. The other three modules are specific to Western Australia's needs, but could be modified or replaced to cater to other employment circumstances. A survey of recent graduates yielded complimentary responses to the appropriateness of such a unit in the course.

  14. Using Diverse Professional Teams and a Graduate Qualities Framework To Develop Generic Skills within a Commerce Degree.

    ERIC Educational Resources Information Center

    Medlin, John; Graves, Christopher; McGowan, Sue

    2003-01-01

    Outlines the use of teams of professionals and a Graduate Qualities framework at the University of South Australia to develop students' generic skills within a Bachelor of Commerce degree. Explains the Graduate Qualities framework, discusses its importance to government, employees, and universities, and includes a summary of Graduate Qualities…

  15. Professional Skills in the Engineering Curriculum

    Microsoft Academic Search

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

    2010-01-01

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

  16. Professional Skills in the Engineering Curriculum

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  17. Professional Development

    E-print Network

    Sibille, Etienne

    Professional Development Advanced Public Speaking in a Nutshell An Introduction to Social Media Presentation Identifying Opportunities for Using Social Media for Business Purposes Public Speaking;2 Professional Development ADVANCED PUBLIC SPEAKING IN A NUTSHELL Presenter: Michael Bann

  18. Teaching practice in Initial Teacher Education: its impact on student teachers' professional skills and development

    Microsoft Academic Search

    Susana Caires; Leandro S. Almeida

    2005-01-01

    This paper describes the main gains resulting from student teachers' first contact with the teaching profession. The Inventory of Experiences and Perceptions at Teaching Practice (IEPTP) was used to assess the range of experiences of a sample of 224 student teachers on five dimensions of teaching practice: (1) learning and professional development; (2) professional and institutional socialisation; (3) socio?emotional aspects;

  19. Professional Development

    E-print Network

    Sibille, Etienne

    Professional Development Advanced Public Speaking in a Nutshell An Introduction to Social Media the University Library System Grammar, Punctuation, and Proofreading: Ensuring Professional Presentation Public Speaking in a Nutshell Revised Public Health Service Conflict of Interest Regulations Strategies

  20. Student-Teachers' Supervision as a Professional Development Activity: Building Work-Related Skills

    ERIC Educational Resources Information Center

    Minott, Mark A.; Willett, Ionie Liburd

    2011-01-01

    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…

  1. Professional Development for Professional Developers

    ERIC Educational Resources Information Center

    Wolf, Mary Ann

    2004-01-01

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

  2. Cultivating Problem-Solving Skills through Problem-Based Approaches to Professional Development.

    ERIC Educational Resources Information Center

    Lohman, Margaret C.

    2002-01-01

    A literature review analyzed training designs in four professional development approaches: case study, goal-based scenario, problem-based learning, and action learning. Case study and scenario tended to foster single-loop learning and solution of well-structured problems; problem-based and action learning fostered double-loop learning and…

  3. Transforming Professional Development to Professional Learning

    ERIC Educational Resources Information Center

    Stewart, Chelsea

    2014-01-01

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

  4. Professional Development.

    ERIC Educational Resources Information Center

    Benson, Chris, Ed.

    2000-01-01

    This serial issue contains 12 articles on the theme of "Professional Development," specifically about how teachers in the Bread Loaf Rural Teacher Network (BLRTN) are fostering their own and each other's development as teachers. The BLRTN consists of approximately 260 rural teachers in Alaska, Arizona, Colorado, Georgia, Kentucky, Mississippi, New…

  5. The Assessment Skills and Knowledge Standards: Professionalizing the Work of Assessing Student Learning and Development

    ERIC Educational Resources Information Center

    Henning, Gavin W.; Mitchell, Alice A.; Maki, Peggy L.

    2008-01-01

    This article offers a brief discussion on the Assessment Skills and Knowledge (ASK) Standards. The ASK Standards provide a consistent framework that outlines the skills and knowledge that should be advanced in educational sessions. It also recognizes the critical importance of assessment in the roles and responsibilities of student affairs…

  6. Computer Based Instruction of Professional Psychological Skill Acquisition.

    ERIC Educational Resources Information Center

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

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

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

    PubMed Central

    2011-01-01

    Background Health educators need rigorously developed instruments to evaluate cognitive skills relating to evidence based practice (EBP). Previous EBP evaluation instruments have focused on the acquisition and appraisal of the evidence and are largely based in the medical profession. The aim of this study was to develop and validate an EBP evaluation instrument to assess EBP cognitive skills for entry-level health professional disciplines. Methods The Fresno test of competence in evidence based medicine was considered in the development of the 'Knowledge of Research Evidence Competencies' instrument (K-REC). The K-REC was reviewed for content validity. Two cohorts of entry-level students were recruited for the pilot study, those who had been exposed to EBP training (physiotherapy students, n = 24), and who had not been exposed to EBP training (human movement students, n = 76). The K-REC was administered to one cohort of students (n = 24) on two testing occasions to evaluate test-retest reliability. Two raters independently scored the first test occasion (n = 24) to evaluate the inter-rater reliability of the marking guidelines. Construct validity was assessed by comparison of the two groups, 'exposed' and 'non-exposed', and the percentage of students achieving a 'pass' score in each of these groups. Item difficulty was established. Results Among the 100 participants (24 EBP 'exposed', and 76 EBP 'non-exposed' students), there was a statistically significant (p < 0.0001) difference in the total K-REC scores. The test-retest and inter-rater reliability of the individual items and total scores ranged from moderate to excellent (measured by Cohen's Kappa and ICC, range: 0.62 to perfect agreement). Conclusions The K-REC instrument is a valid and reliable evaluation instrument of cognitive skills of EBP in entry-level student health professionals. The instrument is quick to disseminate and easy to score, making it a suitable instrument for health educators to employ to evaluate students' knowledge of EBP or in the evaluation of entry-level EBP training. PMID:21967728

  8. Curricular Tools for Professional Communication Skills Development of Engineering Students within University of Craiova

    Microsoft Academic Search

    Denisa Rusinaru; Daniela Popescu; Cristina Popa Nistorescu

    2010-01-01

    Constrained by their companies' budget limits, the Romanian industry recruiters are oriented to graduates with high-tech systems management knowledge, and who are also trained to make both technical and business decisions. These new employers' requirements assume an extended list of graduates' competences: project management potential, ability for teamwork, and of great importance interpersonal skills. This paper describes the features and

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

    ERIC Educational Resources Information Center

    Supiano, Katherine P.; Berry, Patricia H.

    2013-01-01

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

  10. Professional development

    NASA Astrophysics Data System (ADS)

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

    2013-03-01

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

  11. Surveying Organization Development Skills.

    ERIC Educational Resources Information Center

    Warrick, D. D.; Donovan, Tom

    1979-01-01

    From a survey of leaders in organization development, the authors identified 40 major needed skills which they categorize under four headings: knowledge skills, consulting skills, conceptual skills, and human skills. They discuss concerns and needs in each category, providing a chart of the identified skills for self-evaluation. (MF)

  12. Illinois Occupational Skill Standards. Meeting Professional Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

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

    PubMed

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

    2012-12-01

    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

  14. Quality and Generic (Professional) Skills

    Microsoft Academic Search

    Barbara De La Harpe; Alex Radloff; John Wyber

    2000-01-01

    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

  15. Association of Polar Early Career Scientists Promotes Professional Skills

    NASA Astrophysics Data System (ADS)

    Pope, Allen; Fugmann, Gerlis; Kruse, Frigga

    2014-06-01

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

  16. Skills for Life: Insights from the New "Professionals"

    ERIC Educational Resources Information Center

    Dhillon, Sundeep; Hamilton-Victor, Raquel; Jeens, Diane; Merrick, Sarah; O'Brien, June; Siddons, Nikki; Smith, Rob; Wilkins, Bridgette

    2011-01-01

    This article originates in a networking project that facilitated the coming together of a group of Skills for Life (SfL) teachers from different Further Education (FE) contexts across the West Midlands region of England. The original impetus was to explore and develop a model of Continuing Professional Development (CPD) that was shaped by the…

  17. Professional Development for IT Leaders

    ERIC Educational Resources Information Center

    Cabot, Linda A.

    2006-01-01

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

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

    PubMed Central

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

    2013-01-01

    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. PMID:23412933

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

    PubMed

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

    2015-01-01

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

  20. Developing Scientists' "Soft" Skills

    NASA Astrophysics Data System (ADS)

    Gordon, Wendy

    2014-02-01

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

  1. Professional Development for Teacher Leaders

    ERIC Educational Resources Information Center

    Rodriguez, Fred; Mantle-Bromley, Corinne; Bailey, Mona; Paccione, Angela

    2003-01-01

    The Colorado Partnership for Educational Renewal has created a professional development opportunity for teachers who are skilled in and committed to teaching for equity and diversity. Participants discuss benefits of their participation, especially valuing the support that crosses district and age-level boundaries. (Contains 1 note.)

  2. Intelligent Portfolios for Professional Development.

    ERIC Educational Resources Information Center

    Wilcox, Bonita L.; And Others

    The intelligent electronic portfolio goes beyond assessment of teachers to a method of strengthening their professional development in the classroom. Adopted for teachers in a 3-year doctoral program, the intelligent electronic portfolio is a collection of artifacts, indicating competencies and skills, a place to showcase accomplishments and…

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

    PubMed Central

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

    2014-01-01

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

  4. Negotiation skills for clinical research professionals.

    PubMed

    Hake, Sanjay; Shah, Tapankumar

    2011-07-01

    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. PMID:21897886

  5. Developing academic writing skills: the PROCESS framework.

    PubMed

    Lloyd, Marjorie

    Academic writing is an important aspect of professional development for students and lecturers. It is one way in which they demonstrate their learning, but it can be a difficult skill to master. This article aims to enable students and professionals to develop their academic writing style using a coherent and effective framework. PMID:17601238

  6. Continuing professional development: best practices.

    PubMed

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

    2014-01-01

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

  7. Continuing Professional Development: Best Practices

    PubMed Central

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  9. HRD Professional Development.

    ERIC Educational Resources Information Center

    1998

    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…

  10. Critical Thinking Skills for Rehabilitation Professionals in the 21st Century

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  11. The Urban Teacher Residency Program: A Recursive Process to Develop Professional Dispositions, Knowledge, and Skills of Candidates to Teach Diverse Students

    ERIC Educational Resources Information Center

    Tindle, Kathleen; Freund, Maxine; Belknap, Bridget; Green, Colin; Shotel, Jay

    2011-01-01

    To be prepared to teach in an urban setting, preservice teachers must exit their teacher preparation program with a professional disposition toward equity and social justice as well as the knowledge and skills required to meet the needs of all students in their classroom. The National Council for the Accreditation of Teacher Education (NCATE)…

  12. CAMPUS & COMMUNITY PROFESSIONAL DEVELOPMENT

    E-print Network

    for experienced educators most effective? Under what conditions is the learning most productive? Within / Between Within Center (for both Educators and Parents) Local Community National and even International Build Professional Development for Educators Professional Development is a high priority at the Children's School

  13. Professional Development for You

    NSDL National Science Digital Library

    Joyce S. Kaser

    2004-02-01

    No Child Left Behind's emphasis on accountability and demands for a quality teacher in every classroom has spawned a cottage industry of providers of professional development. How can educators begin to sort through them all to find the right choice? This article provides some suggestions for providing relevant, meaningful professional development.

  14. Developing Professionals through Personalization

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

  15. The Development of Competent Marketing Professionals

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    PubMed

    Smith, Yvonne M; Caplin, Marcy

    2012-01-01

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

  17. Developing Critical Thinking Skills.

    ERIC Educational Resources Information Center

    Hendrickson, A. Dean

    In the fall of 1980, a course titled Developing Critical Thinking Skills was approved at the University of Minnesota-Duluth for offering as one of the options in the liberal education category called Communication, Language, and Symbolic Systems. This paper provides a description of the course (designed to provide experiences with methods and…

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

    ERIC Educational Resources Information Center

    Bastalich, Wendy; Behrend, Monica; Bloomfield, Robert

    2014-01-01

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

  19. A Virtual Teacher Community to Facilitate Professional Development

    E-print Network

    Paris-Sud XI, Université de

    A Virtual Teacher Community to Facilitate Professional Development Desislava Ratcheva, Eliza. Information technologies revolution calls for new skills and teachers' qualifications. In order to help relevant teachers knowledge and skills, on the other. The paper discusses the problem for supporting

  20. NSTA Professional Development Institutes

    NSDL National Science Digital Library

    1900-01-01

    Professional Development Institutes (PDIs) are focused, content-based programs that explore key topics in significant depth. Each institute begins with a full-day preconference session, followed by two days of pathways sessions that offer further explorat

  1. Approaches to Rural Professional Development

    ERIC Educational Resources Information Center

    Thornburg, Kathy R.; Scott, Jacqueline L.

    2006-01-01

    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 serve…

  2. Helping Teachers Help Themselves: Professional Development That Makes a Difference

    ERIC Educational Resources Information Center

    Patton, Kevin; Parker, Melissa; Tannehill, Deborah

    2015-01-01

    For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

  3. Professionally Developing as a Teacher Educator

    ERIC Educational Resources Information Center

    Loughran, John

    2014-01-01

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

  4. Searching for Professional Development

    NSDL National Science Digital Library

    Peggy Ashbrook

    2010-07-01

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

  5. Building Professional Development Cadres

    NSDL National Science Digital Library

    Dan Lauffer

    2009-04-02

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

  6. Fixing Teacher Professional Development

    ERIC Educational Resources Information Center

    Hill, Heather C.

    2009-01-01

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

  7. Contextually Based Professional Development

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  8. Apple Professional Development Courses

    E-print Network

    Apple Professional Development Courses Spring / Summer 2013 #12;2 Contents Foundation 12th July ­ i ­ Vision and Plan 11 14th June ­ Vision and Plan 11 #12;3 Get the most from your Apple products with MMU. Apple has created a series of workshops which are delivered by independent facilitators. These hands

  9. Assessing Skill Development

    ERIC Educational Resources Information Center

    Mueller, Jon

    2008-01-01

    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…

  10. Professional Learning Communities and Teachers' Professional Development

    Microsoft Academic Search

    Ray Bolam

    This chapter takes the overall purposes of this collection as its starting point. It addresses the question of how the quality\\u000a of teaching might be improved by considering selected theoretical and empirical work on effective approaches to the professional\\u000a development of teachers and on schools as professional learning communities. In so doing, it also considers issues related\\u000a to the changing

  11. Electronic Portfolios for Authentic Professional Development.

    ERIC Educational Resources Information Center

    Heath, Marilyn

    2003-01-01

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

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

    ERIC Educational Resources Information Center

    Todd, Jeff

    2008-01-01

    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…

  13. 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

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

    2013-01-01

    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…

  14. Developing critical thinking skills.

    PubMed

    Cotter, Amanda J

    2007-07-01

    In a 1987 practicum report one researcher says, "Teaching children to become effective thinkers is increasingly recognized as an immediate goal of education ... If students are to function successfully in a highly technical society, then they must be equipped with the lifelong learning and thinking skills necessary to acquire and process information in an ever-changing world." There is no doubt that critical thinking skills will help you diagnose what is wrong with your patients and formulate a care plan, keep you and your partner safe, and make you more employable. PMID:17672280

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

    NASA Astrophysics Data System (ADS)

    Allington, Ruth; Fernandez-Fuentes, Isabel

    2013-04-01

    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.

  16. Gain just-in-time skills with a developerWorks skill Skill Level: Introductory

    E-print Network

    reach the desired skill objective. You'll also be able to search within the skill kit for specificGain just-in-time skills with a developerWorks skill kit Skill Level: Introductory Kevin Czap and technologies? Are you looking to increase your skills for your next promotion or assignment? Do you sometimes

  17. Required Business Skills for Training Professionals.

    ERIC Educational Resources Information Center

    Leach, James A.; Sandall, Darrel L.

    1995-01-01

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

  18. Developing a Research Skill Set

    PubMed Central

    You, Y. Nancy; Bednarski, Brian

    2014-01-01

    The recent decades have witnessed a significant expansion in the diversity of career paths within academic surgery. Although the skills for providing exemplary surgical care and for maintaining a strong work ethic are the foundations of an academic surgeon, deliberate career planning and organized acquisition of research skills contribute to the success of an academic career. In this article, we identify a set of core academic skills and propose a framework for acquiring them. We also describe specific career paths within academic surgery and provide an overview of the opportunities for acquiring specific skill sets. The development of an academic career is challenging, and firm knowledge of the personal motivations will sustain and endure the time needed for acquiring the needed skills. PMID:25067917

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  20. Future focus for professional development.

    PubMed

    Roberts, Nicole K; Coplit, Lisa D

    2013-01-01

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

  1. Professional Development: Setting the Context.

    ERIC Educational Resources Information Center

    Watts, Gordon E.; Hammons, James O.

    2002-01-01

    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)

  2. Professional Development: Then and Now

    ERIC Educational Resources Information Center

    Bolt, Susan

    2012-01-01

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

  3. Patients’ assessment of professionalism and communication skills of medical graduates

    PubMed Central

    2014-01-01

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

  4. Empowering Teachers through Professional Development

    ERIC Educational Resources Information Center

    Murray, Alice

    2010-01-01

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

  5. Continuing Professional Development: Developing a Vision

    ERIC Educational Resources Information Center

    Friedman, Andrew; Phillips, Mary

    2004-01-01

    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…

  6. Identifying and Applying for Professional Development Funding.

    PubMed

    Hyden, Christel; Escoffery, Cam; Kenzig, Melissa

    2015-07-01

    Participation in ongoing professional development can be critical for maintaining up-to-date knowledge in your field, as well as preparing for promotions and job changes. Career development activities may include formal classroom education, web-based courses, on-the-job training, workshops and seminars, professional conferences, and self-study programs. Developing a career development plan, cultivating a team to support your goals, and actively pursuing continuing education and skill-building opportunities are important across all career stages. However, the financial cost of these opportunities can often place them beyond reach. In this commentary, we summarize several potential sources for career development funding as well as best practices for completing the application process. PMID:25983083

  7. Guidelines for Developing Listening Skills.

    ERIC Educational Resources Information Center

    Funk, Hal D.; Funk, Gary D.

    1989-01-01

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

  8. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help 

    E-print Network

    Perez Guarda, Paola

    2014-05-15

    This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students. Therefore, it is necessary to provide ...

  9. Professionalism and Interpersonal and Communication Skills . . . We have long thought that these were congenital

    E-print Network

    Mootha, Vamsi K.

    Professionalism and Interpersonal and Communication Skills . . . We have long thought: patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication, MSW, MD, FAAP, is director of programs for communication skills at the Stoeckle Center for Primary

  10. Employability Skills Development in the United Kingdom.

    ERIC Educational Resources Information Center

    Turner, Dave

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

  11. Technology Skill Assessment of Construction Students and Professional Workers

    NSDL National Science Digital Library

    Nguyen, Thuy

    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.

  12. Designing for Problem-Based Learning: A Comparative Study of Technology Professional Development

    ERIC Educational Resources Information Center

    Ye, Lei; Walker, Andrew; Recker, Mimi; Leary, Heather; Robertshaw, M. Brooke; Sellers, Linda

    2012-01-01

    Despite of much focus on professional development aimed specifically at developing teachers' technology integration skills, rigorous studies of effective PD (professional development) are lacking. Evidence is also lacking on how these skills can best be integrated with pedagogical and content knowledge to improve student learning. The purpose of…

  13. 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.

  14. An Urban Professional Development School.

    ERIC Educational Resources Information Center

    Proctor, Thomas J.; Wagstaff, Mark E.; Ochoa, Bianca

    1998-01-01

    Addresses various Professional Development School (PDS) functions (teacher preparation, staff development, research, and student learning), describing the development of one urban PDS. Highlights issues raised by an exploratory study of a cohort of interns at the PDS and by a collaborative effort of the school and a field-based teacher-education…

  15. A New Assessment Tool. A Professional Development Kit for Trainers and Assessors Incorporating Language, Literacy and Numeracy Skills into Training Packages.

    ERIC Educational Resources Information Center

    Goulbourn, Barbara; Alexander, Ann

    This kit is designed to help trainers and assessors understand the importance of workplace communication in training packages. Section 1 explains what trainers and assessors need to know about communication skills, and how to use the kit. Section 2 provides an overview of training packages. It describes the endorsed parts of the package, which…

  16. Career development: enhancing your networking skills.

    PubMed

    Gumbus, Andra; Lussier, Robert N

    2003-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Sirotiak, Todd L.

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

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

    ERIC Educational Resources Information Center

    Lasserre, Kaye E.; Moffatt, Jennifer J.

    2013-01-01

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

  19. A Model for the Professional Development of Teachers of Thinking

    ERIC Educational Resources Information Center

    Adey, Philip

    2006-01-01

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

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

    Microsoft Academic Search

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

    2009-01-01

    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

  1. Web-based SBIRT Skills Training for Health Professional Students and Primary Care Providers

    PubMed Central

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

    2012-01-01

    We have developed and assessed two innovative, case-based, interactive training programs on substance abuse, one for health professional students on alcohol and one for primary care providers on SBIRT. Both programs build skills in substance abuse screening, brief intervention, and referral to treatment (SBIRT). Real-world effectiveness trials involving medical students (n=10); 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

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

    E-print Network

    Boonstra, Rudy

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

  3. Developing Higher-Order Thinking Skills through WebQuests

    ERIC Educational Resources Information Center

    Polly, Drew; Ausband, Leigh

    2009-01-01

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

  4. Issues in Science Education: Professional Development Leadership and the Diverse Learner

    NSDL National Science Digital Library

    2001-01-01

    Make science teaching better for every student. Help learners from different backgrounds--and with different learning styles--by developing new skills, resources, and knowledge. This book discusses the ways in which professional development can help you handle equity and diversity issues in the classroom. Among the topics: ? How professional development can help teachers motivate and increase participation by women and minorities in science ? Using professional development to promote change ? Professional development's role in leadership development and reform

  5. Professional Identity Development Theory and Doctoral Education

    ERIC Educational Resources Information Center

    Colbeck, Carol L.

    2008-01-01

    Students learn their chosen profession's abstract body of professional knowledge and its associated skills during lengthy degree programs and apprenticeships. In the process, each student is crafting a sense of identity as a particular type of professional. The period of doctoral preparation is particularly important because although identity is…

  6. Professional Development: Catalyst for Change?

    ERIC Educational Resources Information Center

    Niederhauser, Dale; Wessling, Sarah

    2011-01-01

    Difficulty securing adequate professional development (PD) has long been a barrier to the effective implementation of educational technology. Concerns about the dearth of PD for helping teachers integrate technology into their instructional practices raised nearly 25 years ago appear to still hold true despite repeated calls for increased…

  7. Teaching Experiments and Professional Development

    ERIC Educational Resources Information Center

    Norton, Anderson Hassell; McCloskey, Andrea

    2008-01-01

    The challenge that we address concerns teachers' shifts toward student-centered instruction. We report on a yearlong professional development study in which two United States elementary school teachers engaged in a teaching experiment, as described by Steffe and Thompson (in: Lesh and Kelly (eds) Research on design in mathematics and science…

  8. Getting to the Heart of Assessment: The Liberal Studies/Professional Skills Program at Inver Hills Community College.

    ERIC Educational Resources Information Center

    McGregor, Julia

    2002-01-01

    Describes the Liberal Studies/Professional Skills (LS/PS) faculty development program at Inver Hills Community College (Minnesota). Reports that the program began with the intent to develop an assessment process that would provide immediate benefits to students and faculty. Explains that it goes beyond transcripts to verify student competencies…

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

    NASA Astrophysics Data System (ADS)

    Allington, Ruth; Fernandez-Fuentes, Isabel

    2013-04-01

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

  10. Asian Americans: Developing Marketable Skills.

    ERIC Educational Resources Information Center

    Gordon, Robert A.; Friedenberg, Joan E.

    1988-01-01

    Describes special vocational education programs in New York City and San Francisco for adult immigrants. The programs offer English as a second language, office skills, survival training, counseling, and job search skills. (JOW)

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

    PubMed

    Stern, Patricia J; Carlton, Janice C

    2014-01-01

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

  12. Perceptions of Middle School Teachers on the Quality of Professional Development

    ERIC Educational Resources Information Center

    Giwa, Safurat Anike

    2012-01-01

    Professional learning and professional development are the essential tools employed in schools, districts, and universities in order to increase teachers' knowledge and skills. To gain the most from professional development in middle schools, the experiences and activities must be based on standards. Few researchers explore how teachers think…

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

    ERIC Educational Resources Information Center

    Creasy, Kim

    2005-01-01

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

  14. Creating Professional Learning Communities: The Work of Professional Development Schools

    Microsoft Academic Search

    Gini Doolittle; Maria Sudeck; Peter Rattigan

    2008-01-01

    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 partnerships. We argue that creating effective partnerships requires time upfront to establish ground rules,

  15. Teacher Efficacy in an Early Childhood Professional Development School

    ERIC Educational Resources Information Center

    Epstein, Ann; Willhite, Gary L.

    2015-01-01

    Teacher efficacy is the belief teachers have in their ability to impact student learning. Efficacy includes teacher confidence in instructional, management and collaboration skills. The following study addresses teacher efficacy in an Early Childhood Professional Development School (PDS). The PDS experience provides an opportunity for mentor…

  16. Professional Development for Elementary Science Teachers: Implications for Practice.

    ERIC Educational Resources Information Center

    Hernandez, Patricia; Arrington, Jeff; Whitworth, Jerry

    This project's goal was to design a professional development model to improve the skills of elementary teachers in providing quality science instruction. Surveys have concluded that lack of training, time, and instructional materials are obstacles for elementary science teachers. Eight elementary schools in a mid-sized west central Texas school…

  17. Professional Development Integrating Technology: Does Delivery Format Matter?

    ERIC Educational Resources Information Center

    Claesgens, Jennifer; Rubino-Hare, Lori; Bloom, Nena; Fredrickson, Kristi; Henderson-Dahms, Carol; Menasco, Jackie; Sample, James

    2013-01-01

    The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to…

  18. Modeling Teacher Professional Development Through a Telescope Making Workshop

    NASA Astrophysics Data System (ADS)

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

    2010-08-01

    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.

  19. Iranian nurses´ perceptions of their professional growth and development.

    PubMed

    Rahimaghaee, Flora; Nayeri, Dehghan; Mohammadi, Eesa

    2011-01-01

    Change in today's healthcare settings is inevitable. Professional growth and development are essential in order to remain a viable member of the healthcare team. Although the importance of professional growth and development is emphasized in the literature, the associated outcomes of professional development have not been fully described. In this article the authors present a qualitative study in which 21 Iranian nurses, whose years of nursing experienced ranged from 3 to 28 years, shared the perceptions of their professional development and growth. In reporting the study findings the authors discuss how these nurses described their skill and psychosocial development within the themes of developing judgment, improving communication, instilling confidence, seeing the whole patient, and strengthening commitment to nursing. PMID:21800930

  20. Measuring Professional Identity Development among Counselor Trainees

    ERIC Educational Resources Information Center

    Prosek, Elizabeth A.; Hurt, Kara M.

    2014-01-01

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

  1. OHRM Professional Development & Learning Management PROGRAM SCHEDULE

    E-print Network

    Qiu, Weigang

    OHRM Professional Development & Learning Management PROGRAM SCHEDULE Spring 2013 (February 2013;OHRM Professional Development & Learning Management PROGRAM SCHEDULE Spring 2013 (February 2013 ­ June: Central Office at 41 st Street Lean Six Sigma: An Introduction to Quality and Productivity Improvement (C

  2. Teachers' Professional Lives and Continuing Professional Development in Changing Times

    ERIC Educational Resources Information Center

    Tang, Sylvia Yee Fan; Choi, Pik Lin

    2009-01-01

    This paper presents a qualitative study about how teachers entering the profession at different times over the last five decades made sense of their professional lives and continuing professional development (CPD) experiences against the backdrop of the CPD policy infrastructure and wider educational context in Hong Kong. The life history method…

  3. Professional Doctoral Theses by Explication as Professional Management Development

    ERIC Educational Resources Information Center

    Zuber-Skerritt, Ortrun

    2007-01-01

    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…

  4. Improving Teachers' Assessment Literacy through Professional Development

    ERIC Educational Resources Information Center

    Koh, Kim H.

    2011-01-01

    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

  5. Making connections to develop a professional network.

    PubMed

    Chichester, Melanie

    2014-01-01

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

  6. Planning Considerations for Afterschool Professional Development

    ERIC Educational Resources Information Center

    Bradshaw, L. Daniele

    2015-01-01

    Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

  7. Professional Development for Teachers of Reading.

    ERIC Educational Resources Information Center

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

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

  8. From Professional Development to Professional Learning

    ERIC Educational Resources Information Center

    Easton, Lois Brown

    2008-01-01

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

  9. Professional development: mine and theirs.

    PubMed

    Ball, J D

    2010-12-01

    This paper is based on an invited address for the Association of Psychologists in Academic Health Centers (APAHC) at the 2010 American Psychological Association (APA) Convention in San Diego, California. It is in response to the Ivan Mensh Award for Distinguished Achievement in Teaching presented to the author at the 2009 APA Convention. This article addresses two key themes in the instruction and professional development of clinical psychologists: internalization and management matters. The author asserts that these process and content topics characterize critical training ingredients in preparing students for the future practice of clinical psychology within modern academic health care settings. PMID:21104114

  10. On the Problem of Motor Skill Development

    ERIC Educational Resources Information Center

    Clark, Jane E.

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  12. Learning to Become a Professional Orchestral Musician: Going beyond Skill and Technique

    ERIC Educational Resources Information Center

    Hager, Paul; Johnsson, Mary C.

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Snodgrass, Suzanne

    2011-01-01

    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…

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

    Microsoft Academic Search

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

    2011-01-01

    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

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

    ERIC Educational Resources Information Center

    Bancino, Randy; Zevalkink, Claire

    2007-01-01

    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,…

  16. School Data as Mediators in Professional Development

    ERIC Educational Resources Information Center

    Jensen, Ruth; Moller, Jorunn

    2013-01-01

    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…

  17. Professional Development: What Works. Second Edition

    ERIC Educational Resources Information Center

    Zepeda, Sally J.

    2012-01-01

    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

  18. Tailoring Professional Development for IT Staff

    ERIC Educational Resources Information Center

    Haile, Christine E.; Trubitt, Lisa

    2007-01-01

    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…

  19. Sustainable Development, Systems Thinking and Professional Practice

    ERIC Educational Resources Information Center

    Martin, Stephen

    2008-01-01

    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

  20. Continuing Professional Development MSc, Diploma and Certificate

    E-print Network

    and quantitative finance without disrupting their professional or personal commitments. A variety of distanceContinuing Professional Development MSc, Diploma and Certificate in Mathematical Finance Online Finance Online Distance Learning Programmes Introduction This postgraduate taught Masters programme

  1. Professional Development in the Natural Sciences Course Syllabus --Spring 2012

    E-print Network

    Watson, Craig A.

    interview skills, with emphasis on a formal job search and securing employment upon graduation. Professional: Thursday 5-6pm Course Description: Effective professional skills are needed to successfully obtain letter, and interview skills suitable for job applications. The class time will be spent either

  2. Circles of Women: Professional Skills Training with American Indian Women.

    ERIC Educational Resources Information Center

    LaFromboise, Teresa D.

    This manual is a resource guide for organizing leadership training workshops for American Indian women at various levels of professional training. The resources and ideas for training were supplied by American Indian women who participated in such workshops. Section 1 of the manual presents an overview of critical issues in the professionalization

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

    ERIC Educational Resources Information Center

    Neary, Siobhan

    2014-01-01

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

  4. Developing Teaching Skills in Physical Education.

    ERIC Educational Resources Information Center

    Siedentop, Daryl

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

  5. Developing Language Skills in Science Classrooms

    ERIC Educational Resources Information Center

    Jimenez-Silva, Margarita; Gomez, Conrado Laborin

    2011-01-01

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

  6. Using simulation to develop handover skills.

    PubMed

    Collins, Guy

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

  7. Using communication technology to support professional development in teaching science

    NASA Astrophysics Data System (ADS)

    Sundberg, Cheryl White

    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.

  8. Creating a culture of professional development: a milestone pathway tool for registered nurses.

    PubMed

    Cooper, Elizabeth

    2009-11-01

    The nursing shortage continues to be a significant threat to health care. Creating a culture of professional development in health care institutions is one way to combat this shortage. Professional development refers to a constant commitment to maintain one's knowledge and skill base. Increasing professional development opportunities in the health care setting has been shown to affect nurse retention and satisfaction. Several approaches have been developed to increase professional development among nurses. However, for the most part, these are "one size fits all" approaches that direct nurses to progress in lock step fashion in skill and knowledge acquisition within a specialty. This article introduces a milestone pathway tool for registered nurses designed to enhance professional development that is unique to the individual nurse and the specific nursing unit. This tool provides a unit-specific concept map, a milestone pathway template, and a personal professional development plan. PMID:19904863

  9. Looking Beyond Content: Skill development for engineers

    E-print Network

    Redish, Edward F

    2008-01-01

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

  10. Using Assessment for Developing Team Building Skills

    NSDL National Science Digital Library

    Akins, Lean M.

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

  11. A Professional Development Model for Technical Colleges.

    ERIC Educational Resources Information Center

    Selman, James W.; Shum, Ronald M.

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

  12. Facilitating Sustainable Professional Development through Lesson Study

    ERIC Educational Resources Information Center

    Hunter, Jodie; Back, Jenni

    2011-01-01

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

  13. Curriculum Reform, Professional Development, and Powerful Learning

    NSDL National Science Digital Library

    James B. Short

    2002-01-01

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

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

    ERIC Educational Resources Information Center

    Rostan, MaryMargret

    2009-01-01

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

  15. Evaluative Decision-Making for High-Quality Professional Development: Cultivating an Evaluative Stance

    ERIC Educational Resources Information Center

    Sumsion, Jennifer; Lunn Brownlee, Joanne; Ryan, Sharon; Walsh, Kerryann; Farrell, Ann; Irvine, Susan; Mulhearn, Gerry; Berthelsen, Donna

    2015-01-01

    Unprecedented policy attention to early childhood education internationally has highlighted the crucial need for a skilled early years workforce. Consequently, professional development of early years educators has become a global policy imperative. At the same time, many maintain that professional development research has reached an impasse. In…

  16. Commentary: Taking Responsibility for Professional Development

    NSDL National Science Digital Library

    Steven Long

    2004-12-01

    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!

  17. Contribution of Professional Development to Standards Implementation

    ERIC Educational Resources Information Center

    Klieger, Aviva; Yakobovitch, Anat

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  19. Relationships between physiological, anthropometric, and skill qualities and playing performance in professional rugby league players.

    PubMed

    Gabbett, Tim J; Jenkins, David G; Abernethy, Bruce

    2011-12-01

    In this study, we investigated the relationship between physiological, anthropometric, and skill qualities and playing performance in professional rugby league players. Fifty-eight high-performance rugby league players underwent measurements for anthropometry (height, body mass, sum of seven skinfolds), physiological (speed, change of direction speed, lower body muscular power, repeated-sprint ability, prolonged high-intensity intermittent running ability, and estimated maximal aerobic power), technical skill (tackling proficiency, draw and pass proficiency), and perceptual skill (reactive agility, pattern recall, pattern prediction) qualities. National Rugby League matches were coded for attacking (e.g. line breaks, try assists, etc.) and defensive (e.g. missed tackles, tackling efficiency, etc.) statistics commonly used to assess rugby league playing performance. The number of line break assists was significantly associated (P < 0.05) with greater playing experience (r = 0.36), dual-task draw and pass proficiency (r = 0.54), reactive agility (r = 0.29), and pattern recall (r = 0.32) and prediction (r = 0.28) ability, while faster speed over 40 m (r = -0.42) was associated (P < 0.05) with a higher number of tries scored. Greater age and playing experience, better lower body muscular power, and faster 10 m and 40 m speed were significantly associated (P < 0.05) with the number of tackle attempts (positive), tackles completed (positive), and proportion of missed tackles (negative). These findings demonstrate that well-developed physical and skill qualities are associated with effective playing performance in National Rugby League players. PMID:22092276

  20. Professional Presence and Soft Skills: A Role for Accounting Education

    ERIC Educational Resources Information Center

    Kermis, George; Kermis, Marguerite

    2010-01-01

    Current economic conditions have changed the dynamics of all employment, including accounting, which traditionally has had a supply shortfall. CPA firms are beginning to lay off experienced people for the first time in ten years, while still hiring new staff accountants. The AICPA Vision 2011 Project has added soft skills to the list of core…

  1. Evaluation Issues Related to Writing Skills of College Educated Professionals.

    ERIC Educational Resources Information Center

    Bauer, Robert K.; Shlechter, Theodore M.

    This study addressed the writing of college educated officers compared to their overall performance in an introductory Army course. The effects of an effective writing (communicative skills) program and a remedial enrichment program were also examined. A total of 137 U.S. Army lieutenants, who were students in the 15-week Military Police Officer…

  2. Training for Collaboration: Collaborative Practice Skills for Mental Health Professionals

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Robinson, Alice L.

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

  4. The Case Study: Professional Development Cases

    NSDL National Science Digital Library

    Dava Coleman

    2006-09-01

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

  5. Career Development and Professionalism within a Biomedical Engineering Capstone Course

    NSDL National Science Digital Library

    Allen, Timothy

    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.

  6. Professional Development Delivered Right to Your Door

    ERIC Educational Resources Information Center

    Breyfogle, M. Lynn; Spotts, Barbara

    2011-01-01

    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…

  7. Researching Pedagogy in a Professional Development School

    ERIC Educational Resources Information Center

    Rainer Dangel, Julie; Hooper, Sharon

    2010-01-01

    Six primary classrooms in an elementary professional development school were involved in this research, each characterized by high mobility and a diverse student population from economically disadvantaged families. Questions included the following: First, what approaches are found in a professional development school with diverse learners? Second,…

  8. Framing the Field: Professional Development in Context.

    ERIC Educational Resources Information Center

    Kronley, Robert A.; Handley, Claire

    In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report examines key factors and conditions that contribute to or hinder the success of professional development initiatives, especially as those factors and conditions relate to the financing of these…

  9. Teacher Professional Development: Who Is the Learner?

    ERIC Educational Resources Information Center

    Petrie, Kirsten; McGee, Clive

    2012-01-01

    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…

  10. Truman Graduate Student Professional Development Grants

    E-print Network

    Gering, Jon C.

    Truman Graduate Student Professional Development Grants Professional Development Grants, for up/scholarly activities. These grants are partially matched by the student's department. Who can apply? Students in good standing in a Truman graduate program. What expenses can be covered by the grant? Travel expenses (subject

  11. Ohio Physical Educators' Perceived Professional Development Needs

    ERIC Educational Resources Information Center

    Hovatter, Rhonda

    2010-01-01

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

  12. Effective Professional Development Planning: The Wisconsin PDP

    ERIC Educational Resources Information Center

    Fischer, John A.

    2010-01-01

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

  13. Professional Development: Perceptions of Benefits for Principals

    ERIC Educational Resources Information Center

    Blaik Hourani, Rida; Stringer, Patricia

    2015-01-01

    Schools in Abu Dhabi are going through change and reform. Abu Dhabi Education Council (ADEC) has initiated professional development for principals to facilitate change and school improvement. This paper explores principals' perception on the benefits of professional development received in light of managing school change and reforms.…

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

    Microsoft Academic Search

    Debbie Williams

    2008-01-01

    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

  15. Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism

    ERIC Educational Resources Information Center

    Montecinos, Carmen; Pino, Mauricio; Campos-Martinez, Javier; Domínguez, Rosario; Carreño, Claudia

    2014-01-01

    As education's main workforce, teachers have been the target of policies designed to shape and affirm new versions of professionalism. This paper examines this issue as it is exemplified by the Teachers of Teachers Network (TTN), a program developed by Chile's Ministry of Education. As a program designed to identify and reward high…

  16. ...a Comprehensive Four-Year Plan for Undergraduates Career & Professional Development

    E-print Network

    Linhardt, Robert J.

    to strengthen time management & goal setting skills Learn to handle your free time and develop healthy stress Time Management & Prioritizing * Communication * Key Professional Skills * Problem Solving * Teamwork to use JobLink to search for summer, co-op and full-time jobs. Employers begin interviewing students

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

    E-print Network

    Claus, Vanessa A

    2013-04-15

    organizations must recognize the impact that professional context variables have on ethical decision making. The purpose of this study was to examine Human Resource Development professional’s perceptions of the Academy of Human Resource Development’s Standards...

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

    ERIC Educational Resources Information Center

    Bone, John

    1996-01-01

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

  19. Extension's Capacity to Deliver Quality Early Childhood Professional Development

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  20. What is Metacognitive Skill? Collaborative Learning Strategy to Facilitate Development of Metacognitive Skill

    E-print Network

    Mizoguchi, Riichiro

    Page 2660 What is Metacognitive Skill? Collaborative Learning Strategy to Facilitate Development model of metacognitive skill and describe difficulties in learning and executing the skill. Based on our model, we also propose a learning support environment where learners develop their metacognitive skills

  1. Supporting the Professional Development of

    E-print Network

    Li, Mo

    and Presentation Skills · Academic Career Planning & Job Search Graduate Students Welcome... · Faculty Teaching Career and Job Search Consulting Sponsor: National Science Foundation (NSF) #12;Graduate-level Courses with Faculty Supervisors · Educational Technology Assistance (T-square and beyond) #12;Academic Job Search

  2. Development: Ages & Stages--Emerging Physical Skills

    ERIC Educational Resources Information Center

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

    2005-01-01

    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…

  3. Developing Individual Action-Planning Skills.

    ERIC Educational Resources Information Center

    Watts, A. G.

    1994-01-01

    Action planning is a tool for developing individual learning management skills such as self-awareness, planning, information seeking, communication, interpersonal assertiveness, target setting, personal organization, and reviewing. They can be developed through briefing, practice, supported practice, exercises, and modeling. (SK)

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Gourova, Elissaveta

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Kono, Craig D.

    2010-01-01

    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…

  8. Communication Skills Training Increases Self-Efficacy of Health Care Professionals

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  9. Professional Development and Web 2.0

    ERIC Educational Resources Information Center

    Jakes, David

    2007-01-01

    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…

  10. Professional Development Grants for Truman Graduate Students

    E-print Network

    Gering, Jon C.

    Professional Development Grants for Truman Graduate Students Travel grants, for up to $400.00 each, are offered to support graduate students' participation in professional/scholarly activities. These grants program. What expenses can be covered by the grant? Travel expenses (subject to Truman State University

  11. Professional Development Leading to Sustained Change

    ERIC Educational Resources Information Center

    Stickney, Catherine Alaimo

    2012-01-01

    Determining effective change that leads to sustainable improved student achievement remains an elusive goal for most educational communities. This research addresses the question of what factors of professional development promote sustained change within a school organization. The survey questions focus on the formation of professional learning…

  12. Professional Development. Symposium 26. [AHRD Conference, 2001].

    ERIC Educational Resources Information Center

    2001

    This document contains three papers on professional development. "An Inquiry into the Continuing Professional Education of Information Technology Workers" (David D. Branigan) reports on a study in which the model of the critically reflective teacher was used to examine the practice of continuing education for the information technology profession.…

  13. Developing Opportunities for Professional Counselors.

    ERIC Educational Resources Information Center

    Vacc, Nicholas A.

    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…

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

    ERIC Educational Resources Information Center

    Palmer, Robert

    2007-01-01

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

  15. "Out of the box" professional development

    NASA Astrophysics Data System (ADS)

    2015-04-01

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

  16. Building Ongoing and Sustained Professional Development

    NSDL National Science Digital Library

    Brenda Wojnowski

    2006-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

  18. Promoting Workplace Literacy and Basic Skills Development.

    ERIC Educational Resources Information Center

    Peterson, Elizabeth A.; Ott, Joyce; Wilson, Kathleen

    This document is intended to help literacy practitioners and others in South Carolina promote workplace literacy and basic skills development programs. The introduction examines the following topics: South Carolina's current workforce and its outlook; the definitions of literacy and workplace literacy; the need for workplace literacy and basic…

  19. Methods & Strategies: Developing Investigative Skills Purposefully

    ERIC Educational Resources Information Center

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

    2007-01-01

    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…

  20. Development of Implanted Deaf Children's Conversational Skills

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  1. Faculty Perceptions of Basic Skills Faculty Development

    ERIC Educational Resources Information Center

    Duffy, Michelle Moreau

    2012-01-01

    This study investigated the perceptions of faculty regarding why they choose to attend basic skills faculty development; what they choose to implement in their classrooms; and how they determine the effectiveness of the strategies selected. A survey was completed by 173 full and part-time faculty from a large, suburban single-campus community…

  2. Skills Governance and the Workforce Development Programme

    ERIC Educational Resources Information Center

    Hordern, Jim

    2013-01-01

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

  3. Developing a Cooperative Library Skills Program.

    ERIC Educational Resources Information Center

    Quantic, Diane Dufva

    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…

  4. Helping Faculty Develop Teaching Skills through Workshops.

    ERIC Educational Resources Information Center

    Russell, James R.; Stafford, Carl W.

    This paper describes the teaching skills workshops at Purdue University (Indiana), which were originally developed in 1980 to train graduate assistants to teach college classes but are now being used by the faculty--instructors through full professors--to improve their teaching. It is noted that the workshops have been successfully modified for…

  5. The Development of Shorthand Writing Skills

    ERIC Educational Resources Information Center

    Hanson, Robert N.; Stickrod, Sandra L.

    1977-01-01

    Describes seven essential considerations for shorthand writing skill development: (1) observe students as they write, (2) use postviews as well as previews, (3) dictate in thought phrases, (4) force the speed, (5) reduce hesitations, (6) provide immediate feedback, and (7) require homework practice. (TA)

  6. A Skills Approach to Career Development.

    ERIC Educational Resources Information Center

    Grites, Thomas J.

    1983-01-01

    A counseling approach encourages students' development of job-applicable, career-transferable skills to meet the changing demands of specialization, automation, mobility, urban growth, and industrial trends in the job market. These include writing; speaking; research; and analytical, organizational, leadership, interpersonal, and quantitative…

  7. SKILL DEVELOPMENT THROUGH GAMES AND RHYTHMIC ACTIVITIES.

    ERIC Educational Resources Information Center

    NAGEL, CHARLES; MOORE, FREDRICKA

    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…

  8. A Master Key to Workforce Skills Development

    ERIC Educational Resources Information Center

    Association of Canadian Community Colleges, 2006

    2006-01-01

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

  9. Nanoscience Professional Development Workshop for Science Teachers

    Microsoft Academic Search

    Vishal Kapoor; Eric Hagedorn

    2006-01-01

    Nanoscience Professional Development Workshop for Science Teachers This poster provides an overview of a 2 week nanoscience workshop for local high school and middle school science teachers. Goals, activities used, and evaluative findings are presented.

  10. The Model of Metacognitive Skill and How to Facilitate Development of the Skill

    E-print Network

    Mizoguchi, Riichiro

    also propose a learning support environment to facilitate development of a learner's self-regulation metacognitive activities, especially, how to support a learner's development of self-regulation skill. So, we skill. The environment provides learners with opportunities to develop their self-regulation skill

  11. Developing Transferable Skills: Some Examples from Geomorphology Teaching.

    ERIC Educational Resources Information Center

    Mottershead, Derek; Suggitt, Steve

    1996-01-01

    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…

  12. Problematising ourselves: continuing professional development in higher education

    Microsoft Academic Search

    Sue Clegg

    2003-01-01

    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

  13. The professional development portfolio process: setting goals for credentialing.

    PubMed

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

    2002-10-01

    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

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

    ERIC Educational Resources Information Center

    Schack, Gina; Overturf, Brenda J.

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

  15. Sustainable school development: professional learning communities

    Microsoft Academic Search

    E. Verbiest

    2008-01-01

    In this contribution we report about a project about Professional Learning Communities.This project combines development and research. In this contribution we pay attention to the effect of the organisational capacity of a school on the personal and interpersonal capacity and to the impact of a professional\\u000alearning community on the self and collective efficacy of teachers and on the innovative

  16. Assessment of Resident Physicians in Professionalism, Interpersonal and Communication Skills: a Multisource Feedback

    PubMed Central

    Qu, Bo; Zhao, Yu-hong; Sun, Bao-zhi

    2012-01-01

    Objective: To assess the internal validity and reliability of a multisource feedback (MSF) program by China Medical Board for resident physicians in China. Method: Multisource feedback was used to assess professionalism, interpersonal and communication skills. 258 resident physicians were assessed by attending doctors, self-evaluation, resident peers, nurses, office staffs, and patients who completed a sealed questionnaire at 19 hospitals in China. Cronbach's alpha coefficient was used to assess reliability. Validity was assessed by exploratory factor analyses and by profile ratings. Results: 4128 questionnaires were collected from this study. All responses had high internal consistency and reliability (Cronbach's ?> 0.90), which suggests that both questions and form data were internally consistent. The exploratory factor analysis with varimax rotation for the evaluators' questionnaires was able to account for 70 to 74% of the total variance. Conclusion: The current MSF assessment tools are internally valid and reliable for assessing resident physician professionalism and interpersonal and communication skills in China. PMID:22577337

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

    ERIC Educational Resources Information Center

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

    2002-01-01

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

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

    PubMed Central

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

    2011-01-01

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

  19. Developing the "write" skills for publishing.

    PubMed

    Hasse, Jeanette M

    2013-04-01

    Someone once told me that you (as a writer) are only as good as your worst publication. I think the point of that statement is that you should not submit a paper unless you have put your best effort into writing it. The quality of a paper is often a reflection of the amount of time you spent planning and writing it. As detailed in this Commentary, writing for publication is a not a single step but a process that includes planning, writing, submitting, revising, resubmitting, and proofing. Developing good writing skills involves seeking mentors and opportunities to write. However, if you have the passion or desire to publish, it is possible to develop the "write" skills. PMID:23454722

  20. Issues surrounding professional portfolio development for nurses.

    PubMed

    Bowers, Susan J; Jinks, Annette M

    This article discusses issues that underpin professional portfolio development for registered nurses. The findings were informed by a review of the pertinent literature. The literature was obtained by undertaking searches of a number of electronic databases and hand searches of key journals. It was found that portfolio development has been a requirement for re-registration for a number of years. However, there appears to remain confusion and uncertainty among professionals regarding the meaning and implications of portfolio development for nurses. For example, in the review conducted, the terminology used was often found to be confusing and expectations of how a portfolio should look are unclear. Conclusions can be drawn that practitioners may be in a quandary of how to develop and present evidence in what is now a mandatory requirement for re-registration, the maintenance of a professional portfolio. PMID:14997077

  1. From Competence to Excellence: Developing Excellence in Vocational Skills.

    ERIC Educational Resources Information Center

    Smeaton, Barry; Hughes, Maria; Hall, Graeme

    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…

  2. Pathways to Play: Developing Play Skills in Young Children.

    ERIC Educational Resources Information Center

    Heidemann, Sandra; Hewitt, Deborah

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

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

    ERIC Educational Resources Information Center

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

    2003-01-01

    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…

  4. In Step with Holland College: A Performance Based Professional Development Program

    ERIC Educational Resources Information Center

    Coffin, Lawrence; Sands, Jack

    1977-01-01

    Describes the development of the Self-Training and Evaluation Program (STEP), a performance-based professional development program for college instructors teaching in an individualized performance-based instructional system. The DACUM (Developing A Curriculum) model, consisting of a skill profile that serves as a curriculum plan and an evaluation…

  5. University Partnership to Deliver Statewide Professional Development

    NSDL National Science Digital Library

    Beth Walizer

    2008-04-01

    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.

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

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

    2002-01-01

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

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

    ERIC Educational Resources Information Center

    Bechtel, Pamela A.; O'Sullivan, Mary

    2006-01-01

    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…

  9. Chapter 7: Principles of Professional Development

    ERIC Educational Resources Information Center

    O'Sullivan, Mary; Deglau, Dena

    2006-01-01

    This chapter summarizes the 4-year-long PEP professional development (PD) initiative in terms of current perspectives on teacher learning and PD, shares lessons learned about the design and delivery of high-quality PD, and presents some principles to guide the development of future PD efforts. The first section reviews the definition and…

  10. Tailoring Professional Development for a Better Fit

    ERIC Educational Resources Information Center

    Petzko, Vicki Nord

    2004-01-01

    "Developing School Leaders: A Call for Collaboration" calls for professional development for principals that is a "seamless garment" that extends through preservice, induction, career changes, and retirement (NASSP, 1992). Daresh and Playko (1992) concur with this assertion, stating that training should not be fragmented, but should occur…

  11. Professional Development Schools: Weighing the Evidence.

    ERIC Educational Resources Information Center

    Abdal-Haqq, Ismat

    This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's). The book discusses whether PDS's are: improving K-12 curriculum and instruction through faculty development; making substantive, positive differences in students' learning levels; addressing the needs of…

  12. Enterprise Professional Development--Evaluating Learning

    ERIC Educational Resources Information Center

    Murphy, Gerald A.; Calway, Bruce A.

    2010-01-01

    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…

  13. Seven Steps to Flipped Professional Development

    ERIC Educational Resources Information Center

    Conley, Laura

    2013-01-01

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

  14. Postgraduate and Professional Development College of Education

    E-print Network

    Hickman, Mark

    Develop. Postgraduate and Professional Development College of Education 2014Education #12;Contents PGCertTT 18 Bachelor of Teaching and Learning (Early Childhood via Upgrade BTchLn(Early Childhood) 19 Certificate in Learning Support CertLS 20 Doctor of Philosophy in Health Sciences PhD 21 MA or MSc in Child

  15. Commentary: Laboratory Science Teacher Professional Development

    NSDL National Science Digital Library

    Todd Clark

    2006-07-01

    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.

  16. Mathematics and Logic - Skill and Concept Development

    NSDL National Science Digital Library

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

  17. Exploring the "Development" in Professional Development School Research

    ERIC Educational Resources Information Center

    Neapolitan, Jane E.; Tunks, Jeanne L.

    2009-01-01

    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,…

  18. Skill Intensity and Skills Development in Bangladesh Manufacturing Enterprises

    ERIC Educational Resources Information Center

    Comyn, Paul

    2013-01-01

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

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

    Microsoft Academic Search

    Linzy Brady

    2009-01-01

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

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

    PubMed Central

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

    2006-01-01

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

  1. Consensus development for healthcare professionals.

    PubMed

    Kea, Bory; Sun, Benjamin Chih-An

    2015-04-01

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

  2. Optics professional development in North Carolina

    Microsoft Academic Search

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

    2010-01-01

    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

  3. Turbo-Charging Professional Development.

    ERIC Educational Resources Information Center

    Edwards, Mark A.

    1998-01-01

    The Henrico County (Virginia) Public Schools have made a major financial and philosophical commitment to employee growth and development. A summer institute for teachers offers over 250 courses focusing on technology, classroom management, and methodology updates. Driven by personal accountability, the new system provides differentiated pathways…

  4. Professional Development through Formative Evaluation

    ERIC Educational Resources Information Center

    Nsibande, Rejoice; Garraway, James

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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, one…

  6. Issues in Science Education: Professional Development Planning and Design

    NSDL National Science Digital Library

    2001-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  8. Considering Professional Identity to Enhance Agriculture Teacher Development

    ERIC Educational Resources Information Center

    Shoulders, Catherine W.; Myers, Brian E.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

    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.…

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

    ERIC Educational Resources Information Center

    Bradley, Rosaline Teresita

    2012-01-01

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

  11. The Effects of Professional Development on Preschool Teachers' Instructional Behaviours during Storybook Reading

    ERIC Educational Resources Information Center

    Dennis, Lindsay; Horn, Eva

    2014-01-01

    Early literacy skill development at the preschool level is critical for later success in learning to read and other reading-related activities. Professional development (PD), specifically coaching via performance feedback delivered through email, may provide a viable alternative to other types of trainings (e.g. workshops) that are often…

  12. Year 3 of Implementing the Common Core State Standards: Professional Development for Teachers and Principals

    ERIC Educational Resources Information Center

    Kober, Nancy; McIntosh, Shelby; Rentner, Diane Stark

    2013-01-01

    Timely, ongoing, and effective professional development for teachers and principals will be critical to the successful implementation of the Common Core State Standards (CCSS). These voluntary state-developed standards in mathematics and English language arts (ELA) outline the knowledge and skills that students in grades kindergarten through 12…

  13. SF STATE Extended Learning PROFESSIONAL DEVELOPMENT PROGRAM

    E-print Network

    that allows a project to be completed within defined scope, quality, time and cost constraints. ProjectSF STATE Extended Learning 2013/2014 PROFESSIONAL DEVELOPMENT PROGRAM Project Managementwww.cel.sfsu.edu/project to enter and advance in the industry. Please see available events at www.cel.sfsu.edu/project

  14. Lessons Learned from Transformational Professional Development

    ERIC Educational Resources Information Center

    Miranda, Twyla T.

    2012-01-01

    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…

  15. Professional Development Training. ACTWU Insurance Department.

    ERIC Educational Resources Information Center

    Martin, Sabrina Budasi

    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…

  16. Destination Arts Research Assistant Research & Professional Development

    E-print Network

    taken at the meetings are carried out · assists in the writing of the final project report C. FinancialDestination Arts Research Assistant Research & Professional Development Faculty of Education, York, school administrators and community members as they design programs of enrichment and educational

  17. Center for Professional Development and Business Research

    E-print Network

    Rutledge, Steven

    Center for Professional Development and Business Research Certificate in Supply Chain Management will introduce the major strategies and processes in managing the supply chain that will be covered in subsequent of demand and supply. PROCESS MANAGEMENT ­ Wednesday, December 7, 2011 This session will examine production

  18. after an Intensive Professional Development Program

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  19. The Changing Face of Professional Development

    ERIC Educational Resources Information Center

    Branom, Vaughn

    2012-01-01

    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…

  20. Lesson Study in a Professional Development School

    ERIC Educational Resources Information Center

    Devlin-Scherer, Roberta; Mitchel, Lourdes Z.; Mueller, Mary

    2007-01-01

    For the past six years, the Cranford Public School District and Seton Hall University in northern New Jersey, USA, have been Professional Development School partners. As a result of this partnership, experienced teachers have systematically mentored pre-service candidates in university field experiences. The Japanese practice of Lesson Study was…

  1. Professional Development in the Field of Education

    ERIC Educational Resources Information Center

    Moore, Jeanne L. Hager

    2009-01-01

    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…

  2. Technology Integration: A Case of Professional Development.

    ERIC Educational Resources Information Center

    Nisan-Nelson, Paula D.

    2001-01-01

    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)

  3. Teacher Observing Experiences: Deepening Teacher Professional Development

    Microsoft Academic Search

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

    2004-01-01

    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

  4. Supply Chain Management Strategy PROFESSIONAL DEVELOPMENT SEMINAR

    E-print Network

    Gilchrist, James F.

    Supply Chain Management Strategy PROFESSIONAL DEVELOPMENT SEMINAR Saturday, June 14th, and Friday Strategy on June 14 and June 20. WHAT YOU WILL LEARN For many companies, Supply Chain Management has become decision making. This simulation will provide a rich learning experience: 1. analyzing complex data 2

  5. OHRM Professional Development & Learning Management PROGRAM SCHEDULE

    E-print Network

    Qiu, Weigang

    to Quality and Productivity Improvement (C9100) For Managers and Supervisors Wednesday, October 30 to Quality and Productivity Improvement (C9100) For Queens College Managers and Supervisors Friday, October 4OHRM Professional Development & Learning Management PROGRAM SCHEDULE Fall 2013 (September 2013

  6. Professional Development for Teaching in Higher Education

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  7. Professional Development of International Teaching Assistants

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  8. Transformative Professional Development and Teacher Engagement

    ERIC Educational Resources Information Center

    Geil, Kimberly E.

    2011-01-01

    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…

  9. AASA Cites Five Districts for Professional Development.

    ERIC Educational Resources Information Center

    School Administrator, 1990

    1990-01-01

    The AASA Instructional Leadership and Technology Committee this year honored five school districts with Outstanding Achievement in Professional Development awards. Honored were Deer Valley Unified School District (Arizona), South Windsor Public Schools (Connecticut), Fort Knox Community Schools (Kentucky), West Orange Public Schools (New Jersey),…

  10. Conditions for Student Teacher Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

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

  11. Lesson Study for Professional Development and Research

    ERIC Educational Resources Information Center

    Pierce, Robyn; Stacey, Kaye

    2011-01-01

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

  12. Infusing Neuroscience into Teacher Professional Development

    ERIC Educational Resources Information Center

    Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank

    2013-01-01

    Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

  13. The Promise of Community in Professional Development.

    ERIC Educational Resources Information Center

    Hicks, Jean Wolph

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

  14. Structuring Professional Development with an Online Community

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  15. Counselling and Psychotherapy Continuing Professional Development

    E-print Network

    Davies, Christopher

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

  16. Collaborative and Reflective Professional Development: A Pilot

    ERIC Educational Resources Information Center

    Cowan, John; Westwood, Jenny

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Wette, Rosemary

    2011-01-01

    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…

  18. Professional and Creative Development of Natural Geographic Course Teachers within the Process of Professional Retraining

    ERIC Educational Resources Information Center

    Samigullina, Galina Savelevna; Gilmanchina, Syriya Irekovna; Gaisin, Ilgisar Timergalievich; Gilmanshin, Iskander Rafailevich; Rafailevna, Akchurina Ilsia

    2015-01-01

    The purpose of this article is to analyse the professional and creative development of natural geographic course teachers of the Republic of Tatarstan in the process of professional retraining. The method for work performing is a retrospective analysis of professional retraining of natural geographic course teachers within the higher professional

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

    NASA Astrophysics Data System (ADS)

    Kreamer, Sherry Maureen

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

  20. Developing Skills in Second Year Biological Science Undergraduates

    ERIC Educational Resources Information Center

    Robinson, Rosanna L.; McDonald, James E.

    2014-01-01

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

  1. Professional Development for Cooperative Learning. Issues and Approaches.

    ERIC Educational Resources Information Center

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

    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

  2. Professional Associations: Their Role in Promoting Sustainable Development in Australia

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  3. Attitudes and behavior in counseling skill development

    Microsoft Academic Search

    Philip A. Hirsch; Gerald L. Stone

    1982-01-01

    To examine the association between attitudes and skill performance under laboratory conditions, 37 undergraduates received brief training in 2 counseling skills (reflection of feeling and interpretation) and then conducted interviews with coached clients. Ss with positive attitudes toward using reflection of feeling produced significantly higher quality reflective responses than did those with negative attitudes toward the use of this skill.

  4. Technology and New Directions in Professional Development: Applications of Digital Video, Peer Review, and Self-Reflection

    ERIC Educational Resources Information Center

    Collins, James L.; Cook-Cottone, Catherine P.; Robinson, Judith Schick; Sullivan, Roberta R.

    2004-01-01

    Pedagogical applications of technology--including digital video, course management systems, online discussion forums, and CD-ROM com-pilations--for development of professional skills were tested in three distinct professional graduate programs. Role-playing, peer review, and self-reflection instructional methods were technologically enhanced by…

  5. Comprehensive Development Plan in Office Skills. Final Performance Report.

    ERIC Educational Resources Information Center

    Waubonsee Community Coll., Sugar Grove, IL.

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

  6. Perceptual skill in soccer: Implications for talent identification and development

    Microsoft Academic Search

    A. M. Williams

    2000-01-01

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

  7. Haptic Glove Technology: Skill Development through Video Game Play

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  8. Developing 3D Spatial Skills for K-12 Students

    ERIC Educational Resources Information Center

    Sorby, Sheryl A.

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Mielke, Dan; Morrison, Craig

    1985-01-01

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

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

    Microsoft Academic Search

    Stephen Johnston; Helen McGregor

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

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

    PubMed Central

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2000-01-01

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

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  14. The ‘Self-Regulated Learning Opportunities Questionnaire': a diagnostic instrument for teacher educators' professional development

    Microsoft Academic Search

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Gupta, Sarika S.; Daniels, Janese

    2012-01-01

    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…

  16. Effects of Continuing Professional Development on Group Work Practices in Scottish Primary Schools

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    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.…

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

    ERIC Educational Resources Information Center

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

    2005-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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.…

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

    ERIC Educational Resources Information Center

    Brand, Brenda R.; Moore, Sandra J.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

    This study examined the impact of a time efficient self-study method for providing practicing teachers with job-embedded professional development targeting specific classroom management skills. The training method employed print packets and videotapes that provided models of effective classroom management strategies for instruction-giving, praise,…

  2. Communities of Practice and Students' Professional Development

    Microsoft Academic Search

    Catherine H. Monaghan; Norina L. Columbaro

    2009-01-01

    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

  3. Engaging the audience: developing presentation skills in science students.

    PubMed

    Stuart, Ann E

    2013-01-01

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

  4. Engaging the Audience: Developing Presentation Skills in Science Students

    PubMed Central

    Stuart, Ann E.

    2013-01-01

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

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

    PubMed Central

    Muramoto, Myra L.; Lando, Harry

    2014-01-01

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

  6. Feasibility and Validation of Real-Time Patient Evaluations of Internal Medicine Interns' Communication and Professionalism Skills

    PubMed Central

    Dine, C. Jessica; Ruffolo, Stefanie; Lapin, Jennifer; Shea, Judy A.; Kogan, Jennifer R.

    2014-01-01

    Background Residents receive little information about how they interact with patients. Objective This pilot study assessed the feasibility and validity of a new 16-item tool developed to assess patients' perspectives of interns' communication skills and professionalism and the team's communication. Methods Feasibility was determined by the percentage of surveys completed, the average time for survey completion, the percentage of target interns evaluated, and the mean number of evaluations per intern. Generalizability was analyzed using an (evaluator:evaluatee) × item model. Simulated D studies estimated optimal numbers of items and evaluators. Factor analysis with varimax rotation was used to examine the structure of the items. Scores were correlated with other measures of communication and professionalism for validation. Results Most patients (225 of 305 [74%]) completed the evaluation. Each survey took approximately 6.3 minutes to complete. In 43 days over 18 weeks, 45 of 50 interns (90%) were evaluated an average of 4.6 times. Fifty evaluations would be required to reach a minimally acceptable coefficient (0.57). Two factor structures were identified. The evaluation did not correlate with faculty evaluations of resident communication but did correlate weakly (r ?=? 0.140, P??=??.04) with standardized patient evaluations. Conclusions A large number of patient evaluations are needed to reliably assess intern and team communication skills. Evaluations by patients add a perspective in assessing these skills that is different from those of faculty evaluations. Future work will focus on whether this new information adds to existing evaluation systems and warrants the added effort. PMID:24701314

  7. Interdisciplinary Professional Development: Astrolabes for Medievalists

    NASA Astrophysics Data System (ADS)

    Larsen, Kristine

    2014-06-01

    Astronomers and astronomy educators have significantly broadened the intended audience for their outreach activities, from the traditional venues of public schools, libraries and planetariums to national parks, coffee houses, and concert halls. At the same time, significant attention has been paid to improving the quality and relevance of professional development directed toward preservice and inservice science teachers. Many of our outreach and professional development programs have also become increasingly creative in their use of interdisciplinary connections to astronomy, such as cultural astronomy and the history of astronomy. This poster describes a specific example of interdisciplinary professional development directed at a different audience, humanities faculty and researchers, through hands-on workshops on the basic astronomical background and usage of an astrolabe conducted at the International Congress on Medieval Studies at Western Michigan University in 2013 and 2014. The goal was to explain the basic astronomy behind astrolabes (as well as their cultural relevance) to medieval scholars in history, literature, and other disciplines. The intention was to increase their comfort with manipulating and explaining astrolabes to a basic level where they could share their knowledge with their own college classes. In this way the relevance of astronomy to myriad human endeavors could be reinforced by humanities faculty within their own courses.

  8. Engaging learners across generations: the Progressive Professional Development Model.

    PubMed

    Notarianni, Mary Ann; Curry-Lourenco, Kimberly; Barham, Phyllis; Palmer, Kay

    2009-06-01

    The Progressive Professional Development Model (PPDM) is a framework to guide educators in planning learning experiences that promote development in the cognitive, affective, and psychomotor domains. The model marries the use of standardized patients and virtual and simulated practice environments with traditional clinical practice and offers the opportunity to address learning styles of a multigenerational work force. Proposed is the application of technology in designing both instructional and evaluative experiences for new nurse orientation and continuing education. Outcome measures include learning of increasingly complex knowledge, values, skills, and demonstration of competency-based behaviors. Examples of application are provided, including a discussion of considerations for operationalizing the model in the health care setting. PMID:19639915

  9. The Socially Skilled Teacher and the Development of Tacit Knowledge

    ERIC Educational Resources Information Center

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

    2011-01-01

    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.…

  10. On Developing the Writing Skills Course for Accounting Students

    ERIC Educational Resources Information Center

    Firch, Tim; Campbell, Annhenrie; Lindsay, David H.; Garner, Don E.

    2010-01-01

    The CSU, Stanislaus, accounting program is providing a new course that meets the university-wide upper-division writing requirement and offers accounting students additional professional study. While a writing skills course is not unusual in a business program, few offer an alternative centered on the accounting body of knowledge. Undergraduate…

  11. Future Perfect: A Guide for Professional Development and Competence.

    ERIC Educational Resources Information Center

    Allen, Kathleen; And Others

    A professional development plan for a career in campus activities is presented, along with suggestions for implementing the plan. Attention is directed to: professional development as an ongoing process, steps to develop competence, how people learn, personal qualities needed by a student development professional, areas of knowledge and traits…

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

    PubMed

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

    2013-03-01

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

  13. Development of word identification speed in skilled and less skilled beginning readers

    Microsoft Academic Search

    Linnea C. Ehri; Lee S. Wilce

    1983-01-01

    Three phases comprise the development of word reading skill: accuracy, automaticity, and speed. The 3rd phase is reached when components of the identification process (i.e., graphic, phonological, semantic) are unitized in memory for particular words. Attainment of this final phase was explored with 2 experiments. In Exp I with Ss from 1st-, 2nd-, and 4th-grade classes, skilled and less skilled

  14. Research Capacity Building through Professional Development for K-12 Teachers

    NASA Astrophysics Data System (ADS)

    Sparrow, E. B.; Cable, J.; Bolton, W. R.

    2014-12-01

    Engaging teachers in field research provides opportunities to learn and use the knowledge and skills in the eight practices of science and engineering emphasized in the Next Generation Science Standards. At Global Learning and Observations to Benefit the Environment (GLOBE) professional development workshops for teachers in Alaska, we use a professional development model that we developed in the Seasons and Biomes Project. Daily activities integrate an earth system and interdisciplinary approach, science content and processes based on GLOBE measurement protocols in various fields of investigations such as weather and climate, hydrology, land cover, phenology, and soils, best teaching practices such as inquiry, and a model for student science research investigation. Besides learning and practicing the measurement protocols and the steps in conducting a science investigation inside and outside the workshop classroom, teachers conduct field research with scientists studying the ecosystems of a deciduous forest and a black spruce forest. In addition to enhancing science content and practices learning, assessment results and student work indicate increased research capacity when the trained teachers return to their classroom and engage their students in ongoing regional or global research investigations as well as in conducting their own studies at or close to their schools.

  15. Learning, Motivation, and Transfer: Successful Teacher Professional Development

    ERIC Educational Resources Information Center

    McDonald, Lex

    2012-01-01

    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,…

  16. Teacher Internships as Professional Development in Career & Technical Education

    ERIC Educational Resources Information Center

    Stephens, Geralyn E.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Hudson, Peter

    2013-01-01

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

  18. So, What About the Professional Development of Teacher Educators?

    ERIC Educational Resources Information Center

    Smith, Kari

    2003-01-01

    Discusses incentives for teacher educators to engage in professional development, proposing examples of how teacher educators' professional development is initiated by individual teacher educators and occurs outside the teacher education institution and suggesting that systematic professional development is needed within the teacher education…

  19. Skill Development for Volunteering in Rural Communities

    ERIC Educational Resources Information Center

    Kilpatrick, Sue; Stirling, Christine; Orpin, Peter

    2010-01-01

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

  20. Teachers' Perception of Satisfaction, Skill Development, and Skill Application after Instructional Consultation Services

    ERIC Educational Resources Information Center

    Kaiser, Lauren; Rosenfield, Sylvia; Gravois, Todd

    2009-01-01

    A primary hypothesized outcome of consultee-centered consultation, including instructional consultation (IC), is that consultees will become more skilled. However, these claims have not been well researched. Data from 274 teachers implementing IC were analyzed to investigate perceptions of satisfaction and skill development. Results indicated that…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  2. Response to Section II: What's Needed Now--Professional Development Schools and the Professionalization of Teaching

    ERIC Educational Resources Information Center

    Goodwin, A. Lin

    2011-01-01

    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…

  3. Teacher Observing Experiences: Deepening Teacher Professional Development

    NASA Astrophysics Data System (ADS)

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

    2004-12-01

    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.

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

    PubMed

    Rajalahti, Elina; Heinonen, Jarmo; Saranto, Kaija

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  6. Development of Professional Identity among Professional Development School Preservice Teachers: Longitudinal and Comparative Analysis.

    ERIC Educational Resources Information Center

    Walling, Brenda; Lewis, Mark

    2000-01-01

    Compared Professional Development School (PDS) and traditional preservice teachers regarding development of a sense of teacher identity. Surveys given periodically during the programs indicated that PDS students' concern about educational system problems increased, while traditional students' concern decreased. PDS experiences may foster beliefs…

  7. Professional Development for Occupational Specialist: Beginning Teacher Assistantship and Professional Development Plan. Final Report.

    ERIC Educational Resources Information Center

    Indiana State Univ., Terre Haute. School of Technology.

    The state of Indiana mandated a Beginning Teacher Assistantship and Professional Development Plan. Training for 63 mentor teacher educators was conducted at 4 locations in 4 days in August 1989. A 2-hour videotape was produced using the original training sessions for training or reinforcement of training. The advisory committee developed a…

  8. Developing Practical Skills for Quality Assurance and Metrology Applications in Manufacturing

    NSDL National Science Digital Library

    Amos, Scott

    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.

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

    ERIC Educational Resources Information Center

    Leavesley, West

    2011-01-01

    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…

  10. Infusing Neuroscience into Teacher Professional Development

    PubMed Central

    Dubinsky, Janet M; Roehrig, Gillian; Varma, Sashank

    2015-01-01

    Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers – the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers.

  11. Developing Cultural Competence: Mainstream Teachers and Professional Development

    ERIC Educational Resources Information Center

    Colombo, Michaela W.

    2007-01-01

    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…

  12. Using social media to enhance career development opportunities for health promotion professionals.

    PubMed

    Roman, Leah A

    2014-07-01

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

  13. 78 FR 47676 - Agency Information Collection Activities; Comment Request; National Professional Development...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-06

    ...Comment Request; National Professional Development Program: Grantee Performance...Collection: National Professional Development Program: Grantee Performance...Abstract: The National Professional Development (NPD) program...

  14. 34 CFR 263.4 - What training costs may a Professional Development program include?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...What training costs may a Professional Development program include? 263...DISCRETIONARY GRANT PROGRAMS Professional Development Program § 263.4 What training costs may a Professional Development program include?...

  15. Using the SAI to Build a District Professional Development Plan

    ERIC Educational Resources Information Center

    Roy, Patricia

    2010-01-01

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

  16. Reforming Professional Development: Focusing on Teachers' Practices

    ERIC Educational Resources Information Center

    Leach, Laura M.

    2012-01-01

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

  17. Leadership Skill Development of Teen Leaders.

    ERIC Educational Resources Information Center

    Kleon, Scott; Rinehart, Susan

    1998-01-01

    Teen participants in the Ohio 4-H Teen Community Leadership College (n=64) perceived their leadership skills to be much higher after the program. They appeared to need improvement in initiative, assertiveness, and objectivity. (SK)

  18. Developing Understanding and Social Skills through Cooperative Learning

    ERIC Educational Resources Information Center

    Ferrer, Lourdes M.

    2004-01-01

    This study has two parallel research agenda: (1) the development of social skills and pedagogical content knowledge in teacher candidates as they work collaboratively in pairs, and (2) the development of conceptual understanding and social skills in elementary school students who are taught by teacher candidates with cooperative learning…

  19. SMEs and barriers to skills development: a Scottish perspective

    Microsoft Academic Search

    Thomas Lange; Mélanie Ottens; Andrea Taylor

    2000-01-01

    Reviews and elaborates on some of the major skills development barriers for small and medium-sized enterprises (SMEs). The analysis reveals the influence of the prevalent SME culture to be significant. Other barriers that are identified refer to awareness, finance, access and provision of training and other skills development opportunities. By highlighting the difficulties that SMEs face in deciding to advance

  20. A hypermedia approach for developing research and reporting skills

    Microsoft Academic Search

    Peggy Buffington; Edward L. Vockell

    1994-01-01

    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

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

    ERIC Educational Resources Information Center

    Amarantides, Niki; Blumner, Ellen

    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 at…

  2. Towards Shared Understanding of Metacognitive Skill and Facilitating Its Development

    E-print Network

    Mizoguchi, Riichiro

    learning strategies and systems support as metacognitive skill or what ac- tivity they do not support. Next existing learning strategies and systems to facilitate the development of learners' metacognition whichTowards Shared Understanding of Metacognitive Skill and Facilitating Its Development Michiko

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

    NASA Astrophysics Data System (ADS)

    Gargus, Gerald Vincent

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

  4. A Space Science Teacher Professional Development Program

    NASA Astrophysics Data System (ADS)

    Limaye, Sanjay S.; Pertzborn, Rosalyn A.

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

  5. Building an Early Childhood Professional Development System. Issue Brief

    ERIC Educational Resources Information Center

    NGA Center for Best Practices, 2010

    2010-01-01

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

  6. Beyond the Garden of Eden: Deep Teacher Professional Development

    ERIC Educational Resources Information Center

    Samuel, M.

    2009-01-01

    Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom management. This article begins by exploring the many forces which influence the curriculum of teacher education in higher education, signaling the complexity of the practice of…

  7. The Benefits of Developing a Professional Portfolio

    ERIC Educational Resources Information Center

    Priest, Cheryl

    2010-01-01

    The author's years of work with preservice early childhood teachers, new professionals, and organizations that recruit beginning professionals have helped her identify key activities and documents to be incorporated into a professional portfolio. A well-organized portfolio can help newer practitioners effectively express their beliefs and…

  8. FGSR Professional Development www.gradstudies.ualberta.ca FGSR Professional Development

    E-print Network

    MacMillan, Andrew

    and torso are relaxed. Buzz/burble your lips like a horse. #12;FGSR Professional Development www.gradstudies.ualberta.ca Now add voice and explore burbling your lips on a humming sound. (Lip trill) Burble your lips that burble up to as high a pitch as you can. As you descend in pitch, roll your spine back up to an upright

  9. From Theory to Practice: Adult Instructional Methodologies. Quality Professional Development Project. Professional Development Manual III.

    ERIC Educational Resources Information Center

    Florida Community Coll., Jacksonville.

    This workbook, one of six professional development manuals for adult education (AE) teachers, explores instructional methodologies to promote student success, the theories behind them, and their applications in the self-paced, open-entry/open-exit AE classroom. The pretest and posttest appear first. Each of the seven units begins with a list of…

  10. Motivation and continuation of professional development.

    PubMed Central

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

    1998-01-01

    Variations in levels of motivation to learn among established general practitioners (GPs) have received scant attention. Building on previous work, we present an analysis of factors contributing to the development of motivation to learn in those who are entering and already established in practice. This approach suggests that individual motivation is both complex and unstable in response to external factors. We draw attention to the possibility of motivational immaturity in recruits to general practice, the contribution of values, and the presence of demotivators. The implications of our analysis are explored in relation to individual professional development and continuing education provision. We suggest that motivational audit will identify individual and contextual factors that are reducing the capacity of GPs to continue learning. A number of approaches addressing these factors are proposed. PMID:9800406

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

    NASA Astrophysics Data System (ADS)

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

    2012-12-01

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

  12. Developing the skills of seven? and eight?year?old researchers: a whole class approach

    Microsoft Academic Search

    Ros Frost

    2007-01-01

    This article describes a research project undertaken as part of a Master’s degree drawing on the author’s recent professional experience as a primary teacher and headteacher. It explores the possibilities and benefits of supporting the development of social research skills with a class of seven?and eight?year?old (Year 3) children in one English primary school over a period of seven afternoons.

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

    Microsoft Academic Search

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

    2008-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  15. Developing Writing Skills Through Students Giving Instructional Explanations

    Microsoft Academic Search

    Kwangsu Cho; Christian Schunn

    \\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

  16. Soft Skills at the Malaysian Institutes of Higher Learning

    ERIC Educational Resources Information Center

    Shakir, Roselina

    2009-01-01

    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,…

  17. Soft Skills: Definition, Behavioral Model Analysis, Training Procedures. Professional Paper 3-74.

    ERIC Educational Resources Information Center

    Whitmore, Paul G.; Fry, John P.

    In a report on leadership research for the U.S. Army, three papers dealing with soft skills analysis and training are presented. "What Are Soft Skills?" describes a questionnaire designed to clarify the terms "hard" and "soft" skills. Soft skills are defined as important job-related skills that involve little or no interaction with machines and…

  18. A Discriminant Analysis of Gender and Counselor Professional Identity Development

    ERIC Educational Resources Information Center

    Healey, Amanda C.; Hays, Danica G.

    2012-01-01

    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…

  19. Continuous Professional Development along the Continuum of Lifelong Learning.

    ERIC Educational Resources Information Center

    Ryan, Jane

    2003-01-01

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

  20. Development of Professional Identity through Socialization in Graduate School

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    PubMed Central

    Ferrill, Mary J.

    2009-01-01

    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

  2. Developing Employability Skills: Peer Assessment in Higher Education

    ERIC Educational Resources Information Center

    Cassidy, Simon

    2006-01-01

    Purpose: Reports examining graduate employment issues suggest that employers are concerned by the lack of employability skills exhibited by entry-level job applications. It is also suggested that employers consider it the responsibility of educational institutions to develop such skills. The current study seeks to identify peer assessment as a…

  3. Using Blended Learning in Developing Student Teachers Teaching Skills

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  4. Promoting Motor Skill Development through the MOVE Curriculum.

    ERIC Educational Resources Information Center

    Barnes, Stacie B.

    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…

  5. Skill Development: How Brain Research Can Inform Music Teaching

    ERIC Educational Resources Information Center

    Walter, Donald J.; Walter, Jennifer S.

    2015-01-01

    Practice is a major element in cultivating musical skill. Some psychologists have proposed that deliberate practice, a specific framework for structuring practice activities, creates the kind of practice necessary to increase skill and develop expertise. While psychologists have been observing behavior, neurologists have studied how the brain…

  6. Developing the skills required for evidence-based practice

    Microsoft Academic Search

    Beverley French

    1998-01-01

    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

  7. Developing Argument Skills across Scientific and Social Domains

    ERIC Educational Resources Information Center

    Iordanou, Kalypso

    2010-01-01

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

  8. Metabolic Pathways Visualization Skills Development by Undergraduate Students

    ERIC Educational Resources Information Center

    dos Santos, Vanessa J. S. V.; Galembeck, Eduardo

    2015-01-01

    We have developed a metabolic pathways visualization skill test (MPVST) to gain greater insight into our students' abilities to comprehend the visual information presented in metabolic pathways diagrams. The test is able to discriminate students' visualization ability with respect to six specific visualization skills that we identified as key to…

  9. Developing the Social Skills of Young Adult Special Olympics Athletes

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  10. Advancing Student Achievement Through Professional Development

    NSDL National Science Digital Library

    John H. Holloway

    2006-01-01

    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.

  11. Development of Map Construction Skills in Childhood

    ERIC Educational Resources Information Center

    Hirsch, Pamela L.; Sandberg, Elisabeth Hollister

    2013-01-01

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

  12. Developing Business Writing Skills through Group Activity.

    ERIC Educational Resources Information Center

    Cullinan, Mary

    1987-01-01

    Advocates in-class group writing exercises to increase business students' writing skills as an alternative to homework writing assignments that may make a student feel extremely pressured. Also provides excellent practice in revision--one of the most important facets of business writing. (NKA)

  13. Communication Technology To Develop Collaborative Skills.

    ERIC Educational Resources Information Center

    Lawrence, Carolena Lyons

    2003-01-01

    Explores communication technology as an instructional tool in relationship to quality of interaction, individual productivity, group productivity, and satisfaction with the learning environment. Discusses collaborative learning skills and examines differences in graduate students' perception using groupware versus face-to-face learning.…

  14. Development of Map Construction Skills in Childhood

    Microsoft Academic Search

    Pamela L. Hirsch; Elisabeth Hollister Sandberg

    2012-01-01

    Two studies examined children's map construction skills when drawing demands were removed from the task and scenes were highly simplified. Study 1 compared the performance of first graders and third graders on their ability to preserve configuration during transformation of pictured arrays from eye-level to aerial views. For children with difficulties, Study 2 exposed groups to enhanced vantage points, either

  15. Developing Academic Skills through Multigenre Autobiography

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  16. Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

    ERIC Educational Resources Information Center

    Armour, Kathleen M.; Yelling, Martin

    2004-01-01

    This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

  17. Personal Professional Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community

    ERIC Educational Resources Information Center

    Brody, David L.; Hadar, Linor L.

    2015-01-01

    Experience in the workforce influences teacher educators' responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching. A four-stage trajectory…

  18. Accounting Undergraduates' Perceptions of Cooperative Learning as a Model for Enhancing their Interpersonal and Communication Skills to Interface Successfully with Professional Accountancy Education and Training

    Microsoft Academic Search

    Joan Ballantine; Patricia McCourt Larres

    2009-01-01

    To interface effectively with professional accountancy training, accounting educationalists should ensure that they turn out graduates who possess the interpersonal and communication skills required of today's accountant. Attainment of these skills is promoted by group work. However, little empirical evidence exists to help academics make an informed choice about which form of group learning enhances interpersonal and communication skills. This

  19. Development of a complex intervention to improve health literacy skills

    PubMed Central

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

    2013-01-01

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

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

    Microsoft Academic Search

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

    2012-01-01

    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, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately

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

    Microsoft Academic Search

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

    2011-01-01

    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, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately

  2. 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

    2012-01-01

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

  3. Comprehensive professional development plan for a college of education

    Microsoft Academic Search

    Nancy A. McKellar

    1996-01-01

    The professional development plan for a college of education and the process used to develop the plan are described to encourage and assist others to undertake similar projects. The committee that developed the plan first had to reach consensus on the purpose and nature of professional development. The plan was cited by the National Council for Accreditation of Teacher Education

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

    PubMed Central

    Mulvey, Rachel

    2013-01-01

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

  5. Practice Skill Development Through the Use of Human Patient Simulation

    PubMed Central

    2011-01-01

    Human patient simulation (HPS) is used in health care education to enhance the transition from classroom learning to competent performance. It has been used frequently in nursing and medical schools and less often in pharmacy and other allied health professions. HPS is used to improve the development of pharmacy practice skills such as physical assessment, pharmacotherapy plan development, and monitoring plans. Engaging multiple health care disciplines in simulations enables participants to practice teamwork and communication skills that are essential in preventing errors and events of harm to patients. This article reviews current literature and use of simulation in pharmacy curricula for the development, enhancement, and assessment of pharmacy practice skills. PMID:22171116

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

    ERIC Educational Resources Information Center

    Allais, Stephanie

    2012-01-01

    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…

  7. An analysis of zoo and aquarium provided teacher professional development

    NASA Astrophysics Data System (ADS)

    Kubarek-Sandor, Joy

    Informal science institutions are a significant provider of science teacher professional development. As pressure continues to critically analyze the work of teachers and their effectiveness in the classroom, it is important to understand how informal science institutions contribute to effective change in teacher science content knowledge and pedagogy. This research study analyzed zoo and aquarium provided teacher professional development to respond to the research questions: How do zoos and aquaria determine and assess their goals for teacher professional development? How do these goals align with effective teacher change for science content knowledge and pedagogy? Theoretical frameworks for high quality teacher professional development, effective evaluation of teacher professional development, and learning in informal science settings guided the research. The sample for the study was AZA accredited zoos and aquariums providing teacher professional development (N=107). Data collection consisted of an online questionnaire, follow-up interviews, and content analysis of teacher professional development artifacts. Analysis revealed that by and large zoos and aquariums are lacking in their provision of science teacher professional development. Most professional development focuses on content or resources, neglecting pedagogy. Assessments mismatch the goals and rely heavily on self-report and satisfaction measures. The results demonstrate a marked difference between those zoos and aquariums that are larger in capacity versus those that are medium to small in size. This may be an area of research for the future, as well as analyzing the education resources produced by zoos and aquariums as these were emphasized heavily as a way they serve teachers.

  8. 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

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

    2008-01-01

    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…

  9. CREATIVITY AND DEVELOPMENT IN PROFESSIONAL LEARNING COMMUNITIES

    Microsoft Academic Search

    Madeleine Sclater; Vic Lally

    In this paper we present a vignette of shared creative activity in a distributed professional learning community. This vignette is necessarily very brief, and represents, in outline only, the extensive case studies upon which it is based. We will look at how a group of professional architects used collaborative learning strategies within a networked environment for Art and Design Education

  10. Technology Integration for Instructional Improvement: The Impact of Professional Development

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  11. From Youth Worker Professional Development to Organizational Change

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  12. Guide for Instructors of Adult ESOL. Quality Professional Development Project.

    ERIC Educational Resources Information Center

    Florida Community Coll., Jacksonville.

    This manual on conducting an adult English for speakers of other languages (ESOL) program is designed for professional development of new ESOL instructors. It is one of three manuals developed to supplement a previous series of professional development manuals. The Adult ESOL Instructor Self-Directed Assessment is provided to assess prior adult…

  13. Overhauling Professional Development: Self-Assessment Conversations To Initiate Reform.

    ERIC Educational Resources Information Center

    Good, Jennifer M.; Miller, Vikki; Gassenheimer, Cathy

    This report describes a program for administrator and lead teacher professional development based on revised standards of the National Staff Development Council. The program acted as a catalyst for improving professional development practices at school sites. The report also presents a preliminary evaluation of the process, which involved…

  14. Creating Professional Development School Partnerships. A Resource Guide.

    ERIC Educational Resources Information Center

    Teitel, Lee; Del Prete, Tom

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

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

    Microsoft Academic Search

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

    2009-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  17. Using reflective thinking to develop personal professional philosophies.

    PubMed

    Brown, S C; Gillis, M A

    1999-04-01

    Reflective thinking, closely related to critical thinking, is discussed as an essential teaching-learning process to help students in introductory professional courses develop personal professional philosophies. Reflective thinking opportunities used by nurse educators and teacher educators include students' own experiences, actual case studies, and media presentations. Using reflective thinking to develop personal professional philosophies helps students view themselves as future participants in their chosen professions. PMID:10225265

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

    PubMed

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

    2015-03-01

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

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

    PubMed

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

    2010-01-01

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

  20. Technology Professional Development: Successful Strategies for Teacher Change. ERIC Digest.

    ERIC Educational Resources Information Center

    Barnett, Harvey

    The goal of any professional development program is to inform and change teacher behavior as a result of new information. Professional development activities need to be designed in a way that ensures that teachers' time and your investment in time and money pay off in increased student achievement. Getting teacher buy in is important when…

  1. Facilitating Professional Development for Teachers of English Language Learners

    ERIC Educational Resources Information Center

    Molle, Daniella

    2013-01-01

    The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

  2. Do Less Effective Teachers Choose Professional Development Does It Matter?

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  3. Professional Development and Teacher Change: The Missing Leadership Link

    ERIC Educational Resources Information Center

    Whitworth, Brooke A.; Chiu, Jennifer L.

    2015-01-01

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

  4. Supporting Early Childhood Educators through Professional Development Partnerships

    ERIC Educational Resources Information Center

    Mraz, Maryann

    2011-01-01

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

  5. Professional Development: Implications for Illinois Career and Technical Education Teachers

    ERIC Educational Resources Information Center

    Drage, Karen

    2010-01-01

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

  6. Teachers' Beliefs about Using a Professional Development Plan

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  7. The Antecedents of Teacher Satisfaction with Professional Development Programs

    ERIC Educational Resources Information Center

    Nir, Adam E.; Bogler, Ronit

    2008-01-01

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

  8. Growing Teachers: Some Important Principles for Professional Development

    ERIC Educational Resources Information Center

    Wassermann, Selma

    2009-01-01

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

  9. Professional Development and Teacher Learning: Mapping the Terrain

    Microsoft Academic Search

    Hilda Borko

    2004-01-01

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

  10. A Critical Analysis of Collaboration within Professional Development Schools.

    ERIC Educational Resources Information Center

    Fear, Kathleen L.; And Others

    A study examined the dynamics of the exchange of knowledge frames that lead to empowering participation for teachers and researchers, in the context of a professional development school serving elementary students of varied backgrounds. The subset of professional development school faculty who participated in the study were 2 school faculty and 3…

  11. Professional Development: The Teacher's Perspective

    ERIC Educational Resources Information Center

    Brown, Julie Miller

    2013-01-01

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

  12. Online Professional Development for Mathematics Teachers: A Strategic Analysis

    ERIC Educational Resources Information Center

    Ginsburg, Alan; Gray, Tracy; Levin, Douglas

    2004-01-01

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

  13. Local Vocational Education Agencies and Professional Personnel Development.

    ERIC Educational Resources Information Center

    Kraska, Marie F.

    Dalton Junior College, Georgia, has developed a comprehensive staff development plan for professionals in the vocational-technical division to relate student needs to professional competencies and meet certification requirements. The plan consists of a rationale or stated need and general goals, policies, and procedures. As a component of the…

  14. Primary Teachers' Experience of a Physical Education Professional Development Programme

    ERIC Educational Resources Information Center

    Coulter, Maura; Woods, Catherine B.

    2012-01-01

    Professional development (PD) is essential for primary school teachers to meet the demands of the education system. Quality PD is aligned with classroom conditions, school contexts and teachers' daily experiences. The purpose of the study was to explore primary teachers' experiences of a 6-week physical education professional development programme…

  15. Delivering Online Professional Development in Mathematics to Rural Educators

    ERIC Educational Resources Information Center

    Cady, Jo; Rearden, Kristin

    2009-01-01

    Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers'…

  16. Developing, implementing, and evaluating a professional practice model.

    PubMed

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

    2015-01-01

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

  17. Children's School October 2010 Professional Development for Educators

    E-print Network

    Children's School October 2010 Professional Development for Educators Professional Development memberships to the National Association for the Education of Young Children (NAEYC), and everyone stays is a high priority at the Children's School because it supports our continuous quality improvement. We

  18. Teacher Professional Development Focusing on Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Van Driel, Jan H.; Berry, Amanda

    2012-01-01

    Because pedagogical content knowledge (PCK) includes teachers' understanding of how students learn, or fail to learn, specific subject matter, the development of PCK is an important goal to focus on in professional development programs. The research literature clearly indicates the complex nature of PCK as a form of teachers' professional

  19. School Nurse Summer Institute: A Model for Professional Development

    ERIC Educational Resources Information Center

    Neighbors, Marianne; Barta, Kathleen

    2004-01-01

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

  20. The Perceived Effectiveness of Christian School Professional Development

    ERIC Educational Resources Information Center

    Hicks, Kory G.

    2012-01-01

    The purpose of this study was to explore the effectiveness of professional development programs in Christian schools. This study compared the perceptions of Christian school and public schoolteachers towards their professional development to determine if any statistically significant differences existed among Learning Forward's 12 standards…

  1. Mathematics Coaching: A New Kind of Professional Development

    ERIC Educational Resources Information Center

    Obara, Samuel

    2010-01-01

    While millions of dollars are spent on traditional professional development each year in the USA, some school districts are trying other means to increase students' test scores. One strategy is hiring mathematics coaches as on-site professional developers. Whereas mathematics coaching is a newly investigated research area and many issues still…

  2. Teachers' Perceptions of Online Professional Development in Literacy

    ERIC Educational Resources Information Center

    Garbe, Amber Yudchitz

    2012-01-01

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

  3. Effectiveness of Professional Development Policies Based on Teachers' Subjective Evaluation

    ERIC Educational Resources Information Center

    Zhang, Donghai

    2010-01-01

    The results of a questionnaire-based investigation carried out across China regarding teachers' professional development were used to create an extensive database. Chinese teachers' subjective evaluation of a number of professional development policies was statistically analyzed. From their ratings, it is shown that in schools across China,…

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

    ERIC Educational Resources Information Center

    Tallerico, Marilyn

    2005-01-01

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

  5. Professional Development Schools: Catalysts for Collaboration and Change.

    ERIC Educational Resources Information Center

    Hobbs, Sharon F.; Bullough, Robert V., Jr.; Kauchak, Don P.; Crow, Nedra A.; Stokes, David

    1998-01-01

    Reports on the impact of being in a Professional Development Schools network on seven Utah schools (four elementary, one junior, and two high schools) over five years. Identifies and analyzes the catalysts that promoted teachers' professional development and school reform, as well as the road blocks to effective reform. (SR)

  6. A Research Agenda for Online Teacher Professional Development

    ERIC Educational Resources Information Center

    Dede, Chris; Ketelhut, Diane Jass; Whitehouse, Pamela; Breit, Lisa; McCloskey, Erin M.

    2009-01-01

    This article highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The literature review of this field documents much work that is anecdotal, describing professional development

  7. Teacher Tensions: Expectations in a Professional Development Institute

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  8. Living Educational Theory Research as Transformational Continuing Professional Development

    ERIC Educational Resources Information Center

    Whitehead, Jack; Huxtable, Marie

    2013-01-01

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

  9. Bolstering the Impact of Online Professional Development for Teachers

    ERIC Educational Resources Information Center

    Reeves, Todd D.; Pedulla, Joseph J.

    2013-01-01

    Online professional development (OPD) for teachers is an increasingly popular and viable alternative to face-to-face professional development. While OPD can be effective, little is known about OPD's design and implementation features that maximize its impact. Using data from a large-scale OPD initiative, this correlational study (N = 1231)…

  10. Teaching Teachers: Professional Development To Improve Student Achievement

    NSDL National Science Digital Library

    Heather Hill, David Cohen

    2005-01-01

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

  11. An Oil Spill Professional Development Program for Educators

    NSDL National Science Digital Library

    2012-05-29

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

  12. Influence of Remedial Professional Development Programs for Poorly Performing Physicians

    ERIC Educational Resources Information Center

    Goulet, Francois; Gagnon, Robert; Gingras, Marie-Eve

    2007-01-01

    Introduction: The College des medecins du Quebec (CMQ) offers an individualized remedial professional development program to help physicians overcome selected clinical shortcomings. To measure the influence of the remedial professional development program, physicians who completed the program between 1993 and 2004 and who were assessed by peer…

  13. Engineering Education Development to Enhance Human Skill in DENSO

    NASA Astrophysics Data System (ADS)

    Isogai, Emiko; Nuka, Takeji

    Importance of human skills such as communication or instruction capability to their staff members has recently been highlighted in a workplace, due to decreasing opportunity of face-to-face communication between supervisors and their staff, or Instruction capability through OJT (On the Job Training) . Currently, communication skills are being reinforced mainly through OJT at DENSO. Therefore, as part of supplemental support tools, DENSO has established comprehensive engineers training program on off-JT basis for developing human skills, covering from newly employeed enginners up to managerial class since 2003. This paper describes education activities and reports the results.

  14. Professional Development and Teacher Change: The Missing Leadership Link

    NASA Astrophysics Data System (ADS)

    Whitworth, Brooke A.; Chiu, Jennifer L.

    2015-03-01

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

  15. Relations of Emergent Literacy Skill Development with Conventional Literacy Skill Development in Korean

    ERIC Educational Resources Information Center

    Kim, Young-Suk; Petscher, Yaacov

    2011-01-01

    The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean…

  16. Forming and developing your professional identity: easy as PI.

    PubMed

    Goltz, Heather Honoré; Smith, Matthew Lee

    2014-11-01

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

  17. Career Development Skills, Outcomes, and Hope among College Students

    ERIC Educational Resources Information Center

    Sung, Yoonhee; Turner, Sherri L.; Kaewchinda, Marid

    2013-01-01

    The purpose of this study was twofold. First, the utility of the Integrative Contextual Model of Career Development (ICM) to describe the career development behavior of college students was examined. Second, relationships among educational and career development skills (career exploration, person-environment fit, goal setting,…

  18. Online Professional Development for K-12 Educators: Benefits for School Districts with Applications for Community College Faculty Professional Development

    ERIC Educational Resources Information Center

    Fenton, Celeste; Watkins, Brenda Ward

    2007-01-01

    Hillsborough Community College's IT3-Professional Development Services makes available to educators in the school district of Hillsborough County a series of online courses focused on professional development. The program boasts a retention rate exceeding 78%, with over 500 educators served. The program is self funded and pays for itself and an…

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

    ERIC Educational Resources Information Center

    Belzer, Alisa

    2005-01-01

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

  20. Scientific reasoning skills development in the introductory biology courses for undergraduates

    NASA Astrophysics Data System (ADS)

    Schen, Melissa S.

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

  1. Developing public affairs counseling skills to support a public participation focus at Fernald

    SciTech Connect

    Hoopes, J. [Fernald Environmental Restoration Management Corp., Cincinnati, OH (United States)

    1994-03-01

    To provide closer coordination between the Public Affairs Division and environmental restoration management and technical staff, the Fernald Environmental Restoration Management Corporation (FERMCO) matrixed Public Affairs staffers as counselors to project teams within FERMCO. Close coordination between technical staff and public affairs staff is essential for effective public communication in a public participation, environmental risk communication environment. Two-way symmetrical communication (public participation) represents a paradigm shift for public affairs staff who have developed skills primarily in a public information (asymmetrical communication) environment. While there has been much focus in the literature and workshops on management changes needed to support a public participation environment, less attention has been paid to identifying and developing the skills needed by public affairs professionals to support public participation. To support the new counseling role of public affairs staffers, FERMCO used a public affairs training consultant to design and deliver a workshop to initiate development of the skills needed for the public affairs counseling role. This paper describes FERMCO`s matrixed counseling program and the training to develop public affairs counseling skills for the public participation environment.

  2. Engineering Professional Development www.engineering.uiowa.edu/epd

    E-print Network

    Casavant, Tom

    of Women Engineers is a student organization that focus' on the development of students throughEngineering Professional Development www.engineering.uiowa.edu/epd TUESDAY FEBRUARY 5 2:00 PM ­ 6 Engineering Career Fair STUDENT & UNIVERSITY ORGANIZATIONS

  3. Developing Sport Skills. A Dynamic Interplay of Task, Learner, and Teacher. Monograph 2. Motor Skills: Theory into Practice.

    ERIC Educational Resources Information Center

    Arnold, Ree K. Spaeth

    This monograph on sport skill development: (1) raises questions concerning the teaching and learning of sport skills; (2) provides a general information base from which answers may be derived; and (3) identifies teaching strategies which appear to facilitate sport skill learning. The monograph's intent is to raise questions as well as to suggest…

  4. Developing Professional-Level Language Proficiency.

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Concannon-Gibney, Tara; Murphy, Brian

    2012-01-01

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

  6. The Practicum Script Concordance Test: An Online Continuing Professional Development Format to Foster Reflection on Clinical Practice

    ERIC Educational Resources Information Center

    Hornos, Eduardo H.; Pleguezuelos, Eduardo M.; Brailovsky, Carlos A.; Harillo, Leandro D.; Dory, Valerie; Charlin, Bernard

    2013-01-01

    Introduction: Judgment in the face of uncertainty is an important dimension of expertise and clinical competence. However, it is challenging to conceive continuing professional development (CPD) initiatives aimed at helping physicians enhance their clinical judgment skills in ill-defined situations. We present an online script concordance-based…

  7. The Professional Development of Teacher Identities in Hong Kong: Can a Short-Term Course Make a Difference?

    ERIC Educational Resources Information Center

    Trent, John

    2011-01-01

    This article reports on a qualitative study that explored the experiences of eight Hong Kong teachers of academic subjects who undertook a full-time, short-term professional development course (PDC) designed to provide them with specialized knowledge and classroom skills required to teach content subjects through the English medium. Using a…

  8. Standards for Required Professional Development for Teachers: A New Vision (N.J.A.C. 6:11-13).

    ERIC Educational Resources Information Center

    New Jersey State Dept. of Education, Trenton.

    This paper presents New Jersey's standards for the required professional development of teachers as follows: (1) enhances subject content knowledge; (2) improves understanding of learners' academic, social, emotional, and physical needs and ensures that educators utilize appropriate teaching skills to enable students to meet or exceed their…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Giallo, Rebecca; Hayes, Louise

    2007-01-01

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

  11. COIL on wheels: a library professional development roadshow.

    PubMed

    Hoberecht, Toni; Brown, Emily

    2010-07-01

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

  12. Structuring a Project Management Course to Develop Team Skills

    NSDL National Science Digital Library

    Edmonson, Charlie P.

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

  13. A Conceptual Model of National Skills Formation for Knowledge-based Economic Development

    Microsoft Academic Search

    Wes Schwalje

    2011-01-01

    The movement of many countries towards knowledge-based economic development requires the transition to more effective skill formation systems. This paper proposes an institutionalist approach to national skills development systems in the advancement towards knowledge-based economic development. There is currently no accepted general framework to analyze national skills development systems which has resulted in countries adopting reactive approaches to skills development

  14. Developing advanced nursing skills for frail older people.

    PubMed

    Goldberg, Sarah; Cooper, Jo; Russell, Catherine

    2014-05-01

    Improving hospital care for frail older people requires expertise, leadership and resources as these patients have multiple complex needs. One innovative solution to providing the skilled care necessary is to train experienced nurses to become advanced nurse practitioners (ANPs). Such roles encompass activity previously undertaken by medical staff, together with leadership, teaching, research and service development. Skills specific to caring for older people, such as comprehensive geriatric assessment, are also required. This article discusses the need for ANPs in this clinical area, a pilot that is under way in one acute trust to develop these roles, and the potential benefits and challenges that may accompany this development. PMID:24787943

  15. The Case for Developing Professional Master's Degrees to Compete in the Business World

    NASA Astrophysics Data System (ADS)

    Bozler, Hans M.

    2002-04-01

    Graduate education in most physics programs is oriented towards preparing students for research careers even though the majority of the students do not actively pursue research after graduation. This research orientation causes physics graduate programs to lose potential students. In addition science-trained professionals are often underrepresented in corporate decision making. Meanwhile, many physics graduates at all levels supplement their skills by taking courses in professional schools (engineering, law, and business). A survey of our graduates shows that combinations of knowledge and skills from physics and applied disciplines including business often form the basis for successful careers. The objective of our new Professional Master's in Physics for Business Applications program is to streamline this education by combining disciplines so that physics graduates can rapidly move into decision making positions within business and industry. We combine a traditional physics curriculum with courses that add to problem solving and computational skills. Students take courses in our Business School and also do an internship. Our physics courses are kept at the same level as those taken by Ph.D. students. The business courses are selected from offerings by the Marshall School of Business to their own MBA students. The progress and problems associated with the development of curriculum, recruiting, and placement will be discussed.

  16. The Effects of Top Management Professional Development on Administrator Turnover

    Microsoft Academic Search

    Nicholas G. Castle; Lisa R. Shugarman

    2005-01-01

    This study examines how characteristics associated with professional development of the top management team in 406 nursing homes can affect administrator turnover. Tenure, education, and membership in a professional association are the characteristics investigated. Data used in this investigation came from a survey of nursing facilities and the 1999 On-line Survey, Certification, and Reporting system. Using logistic regression analyses, the

  17. Teacher Activist Organizations and the Development of Professional Agency

    ERIC Educational Resources Information Center

    Quinn, Rand; Carl, Nicole Mittenfelner

    2015-01-01

    Teacher professional agency refers to the ability of teachers to control their work within structural constraints. In this paper, we show how teacher activist organizations can assist in the development of professional agency. We focus on a teacher activist organization in a large urban district in the United States and identify three…

  18. International Handbook on the Continuing Professional Development of Teachers

    ERIC Educational Resources Information Center

    Day, Christopher; Sachs, Judyth

    2005-01-01

    This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: (1) A review of current CPD literature; (2)…

  19. Engaging Beginning Teachers as Experts in Professional Development

    ERIC Educational Resources Information Center

    Fleming, Jane

    2014-01-01

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

  20. Practitioner-Oriented Research as a Tool for Professional Development

    ERIC Educational Resources Information Center

    Johansson, Inge; Sandberg, Anette; Vuorinen, Tuula

    2007-01-01

    The aim of this study was to analyse how a model for practitioner-oriented research can be used as a tool for professional development in the preschool. The focus of interest is the type of knowledge that is formed when researchers and preschool staff cooperate on local projects, and what this new knowledge means for the images of professional

  1. Israeli Counsellors Facing Terrorism: Coping and Professional Development

    ERIC Educational Resources Information Center

    Cinamon, Rachel Gali; Hellman, Shoshana

    2006-01-01

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

  2. Professional Sports Facilities, Franchises and Urban Economic Development

    Microsoft Academic Search

    Dennis Coates; Brad R. Humphreys

    2003-01-01

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

  3. Teachers’ continuing professional development: contested concepts, understandings and models

    Microsoft Academic Search

    Christine Fraser; Aileen Kennedy; Lesley Reid; Stephen Mckinney

    2007-01-01

    Teachers’ continuing professional development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing professional and political context has resulted in unprecedented investment in CPD. However, analysis and evaluation of CPD policies, practice and impact is complex. In seeking to understand some of the complexities, this article proposes a triple?lens framework, drawing on three different

  4. Teacher Professional Development for the Less Commonly Taught Languages.

    ERIC Educational Resources Information Center

    Johnston, Bill; Janus, Louis

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

  5. History and Future of Professional Development Schools in Kansas

    ERIC Educational Resources Information Center

    Mercer, Debbie; Myers, Scott

    2014-01-01

    This article provides a history of the Professional Development School (PDS) movement in Kansas, as well as the major influences and challenges ahead as partnerships continue to grow and adapt. Mercer and Myers highlight the Kansas State Department of Education's (KSDE's) engagement in dialogue about the professional learning continuum…

  6. Exploring Professional Development Practices for Vocational Education and Training Practitioners

    ERIC Educational Resources Information Center

    Williams, Kim

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Beach, Richard

    2012-01-01

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

  8. Using Professional Learning Communities for the Development of Shared Governance

    ERIC Educational Resources Information Center

    Phillips, William; Sweet, Charlie; Blythe, Hal

    2011-01-01

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

  9. Making the Most of Professional Development

    ERIC Educational Resources Information Center

    Abell, Sandra K.; Leek, Michele H.

    2008-01-01

    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…

  10. The Learning Effects of a Multidisciplinary Professional Development Programme

    NASA Astrophysics Data System (ADS)

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

    2013-12-01

    Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers' daily school practice (Hunzicker in Prof Dev Educ 37:177-179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done by a professional development programme where teachers are actively involved (Visser et al. 2010). This study evaluates the designed and implemented professional development programme with respect to its effectiveness in terms of degree of teacher learning and development. Effects are evaluated for five learning areas: Instructional strategies, differences in students' prior knowledge, adjustments to the module, assessment methods and instruments, and field trips and guest lectures. Eleven teachers from four different schools participated in two professional development programmes, six teachers in the first professional development programme and five teachers in the programme for the subsequent module. Questionnaires and interviews were used to assess the effects in the different learning areas. The findings show that the professional development programme is a useful venture for teachers' professional growth in different learning areas.

  11. The Factors that Affect Science Teachers' Participation in Professional Development

    NASA Astrophysics Data System (ADS)

    Roux, Judi Ann

    Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities within local school districts, the use of formal and informal professional development, and the needs of rural science teachers compared to urban and suburban teachers.

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

    ERIC Educational Resources Information Center

    Cargill, Margaret

    2004-01-01

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

  13. Effective Communication. The Port of Baltimore Workplace Skills Development Project.

    ERIC Educational Resources Information Center

    Blumner, Ellen

    This set of learning modules was developed during a project to deliver workplace literacy instruction to individuals employed in the more than 50 businesses related to the activities of the Port of Baltimore. It is intended to help office staff of port businesses develop basic interpersonal communication and time and stress management skills. The…

  14. Developing Writing Skills in a Speech Writing Course.

    ERIC Educational Resources Information Center

    Townsend, Patricia

    Speech writing can be an excellent vehicle for helping students develop writing skills. The course described in this paper blends rhetorical principles and practices from public speaking, speech composition, persuasion and public relations with "real world applications." Students work on developing purposeful communication, a consistent and…

  15. Developing Language Arts Skills through the Reading and Writing Connection.

    ERIC Educational Resources Information Center

    Avila, Judy; Pahuski, Linda; Perez, Linda

    This report describes a program for the development of language arts skills through the reading and writing connection. The targeted population is a split third and fourth grade class, a third grade class, and a high school cross-categorical special education class. The difficulties in the area of language arts development and student…

  16. DEVELOPMENT OF READING\\/WRITING SKILLS: ACQUISITION AND DOMINION

    Microsoft Academic Search

    ROSALÍA MONTEALEGRE; LUZ ADRIANA FORERO

    2006-01-01

    This work analyzes the development of reading\\/writing skills, specifying two phases: acquisition and dominion. In the fi rst phase, it shows the different conceptual levels developed by the child, from early ages, in his attempt for understand the written language. It describes the paper of gestures, scribbles, drawings and games, as the fi rst constructions with symbolic characteristics. Conceptualization of

  17. Developing Students' Metacognitive Skills in a Data-Rich Environment

    ERIC Educational Resources Information Center

    DeLuca, V. William; Lari, Nasim

    2013-01-01

    This paper examines the development of students' metacognitive skills in a data-rich environment. The study involves the development and use of a Metacognitive Inventory, which evaluates students' awareness of their cognitive processes as they approach and solve problems. This 26-item inventory is based on the Problem Solving Inventory and State…

  18. Early Markers of Vulnerable Language Skill Development in Galactosaemia

    ERIC Educational Resources Information Center

    Lewis, Fiona M.; Coman, David J.; Syrmis, Maryanne

    2014-01-01

    There are no known biomedical or genetic markers to identify which infants with galactosaemia (GAL) are most at risk of poor language skill development, yet pre-linguistic communicative "red flag" behaviours are recognised as early identifiers of heightened vulnerability to impaired language development. We report on pre-linguistic…

  19. Science Learning Centres and Governmental Policy for Continuing Professional Development (CPD) in England

    ERIC Educational Resources Information Center

    Bishop, Keith; Denleg, Paul

    2006-01-01

    This article examines the impact of the "new professionalism" on the culture of professional development of science teachers. In the era of "new professionalism" there is an expectation that teachers will engage in professional development, but rather than encouraging an intrinsic desire to learn as professionals, it promotes forms of professional

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

    NASA Astrophysics Data System (ADS)

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

    2004-10-01

    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 at their own institutions. The project will also focus on building the capacity of educators to engage in lifelong learning through web-based professional development. Unlike the traditional professional development model whereby educators receive training through intensive short-term workshops, the PHOTON2 project team has developed a pedagogical framework designed specifically for adult learners in which technical content, curriculum development, and learner self-regulatory development are integrated into an active, collaborative, and sustained online learning environment. In Spring 2004, two cohorts of science and technology educators, career/guidance counselors, and industry mentors from eleven states including California, Pennsylvania, Texas, Arizona, Hawaii, and the six New England states commenced participation in the three-year project. Qualitative and quantitative research, focused on individual and environmental factors related to web-based learning, will examine the viability of web-based teacher/faculty professional development in engineering technology education.

  1. A professional development model for medical laboratory scientists working in the microbiology laboratory.

    PubMed

    Amerson, Megan H; Pulido, Lila; Garza, Melinda N; Ali, Faheem A; Greenhill, Brandy; Einspahr, Christopher L; Yarsa, Joseph; Sood, Pramilla K; Hu, Peter C

    2012-01-01

    The University of Texas M.D. Anderson Cancer Center, Division of Pathology and Laboratory Medicine is committed to providing the best pathology and medicine through: state-of-the art techniques, progressive ground-breaking research, education and training for the clinical diagnosis and research of cancer and related diseases. After surveying the laboratory staff and other hospital professionals, the Department administrators and Human Resource generalists developed a professional development model for Microbiology to support laboratory skills, behavior, certification, and continual education within its staff. This model sets high standards for the laboratory professionals to allow the labs to work at their fullest potential; it provides organization to training technologists based on complete laboratory needs instead of training technologists in individual areas in which more training is required if the laboratory needs them to work in other areas. This model is a working example for all microbiology based laboratories who want to set high standards and want their staff to be acknowledged for demonstrated excellence and professional development in the laboratory. The PDM model is designed to focus on the needs of the laboratory as well as the laboratory professionals. PMID:22693775

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  3. SKILLS FOR UPGRADING: Workforce Development and Global

    E-print Network

    Ferrari, Silvia

    Value Chains, Mobilizing SME Investment in Frontier Finance Countries, Smart Regulation, Cultivating Development Karina Fernandez-Stark, Penny Bamber and Gary Gereffi 132 5. The Tourism Global Value Chain

  4. Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

    PubMed

    Foster, Jamie S; Lemus, Judith D

    2015-01-01

    Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology. PMID:25474292

  5. Professional Development Sites: Revitalizing Preservice Education in Middle Schools.

    ERIC Educational Resources Information Center

    Bell, Nancy M.

    This case study reports on the experiences of teachers and student teachers during the process of developing and implementing professional development sites (PDSs) at one urban and two rural middle schools. The study examines the phases of development that teachers go through in the process of developing PDSs and how teachers' level of development

  6. Evaluating the impact of a Biology I professional development series

    NASA Astrophysics Data System (ADS)

    Sampsell, Jacquelyn Scipper

    2005-11-01

    Effective professional development offers opportunities for teachers to reflect on their practices, modify and implement changes in the classroom, and eventually impact students' learning. However, professional development must be evaluated to determine whether the desired results are actually occurring in the classroom. The Program for Research and Evaluation for Public Schools, Inc. (PREPS) created a Biology I Workshop series to assist school districts in Mississippi in aligning curriculum, instruction, and assessment that will ultimately improve student achievement in the classroom and performance on the current high-stakes test. This study evaluated the PREPS Biology I Subject Area workshops by using Thomas Guskey's evaluation model as a guide for the process. This study used a mixed-method design and collected data from three primary sources: the PREPS Final Evaluation Form completed at the conclusion of workshops, a questionnaire created by the researcher, and interviews with six-case study teacher participants selected from the results of the questionnaire. According to the ratings and comments written on the two instruments and supporting evidence from the case-study teachers, the participants of the Biology I workshop found the workshops to be effective for all five levels of Guskey's evaluation model. The content was rated effective because the workshop materials were aligned to the curriculum frameworks and were focused on using student learning to improve student achievement. Working through the activities rather than simply being told about them and having a successful classroom biology teacher as a presenter were the factors that contributed to the increase in the participants' knowledge and skills. Organizational results indicate that the workshop was effective in that the goals of the workshop series aligned with the schools' mission and goals for student learning. Several issues, such as financial support, time for collaboration with peers, and reward opportunity for successful teachers, were rated low in school organizational structures. The results also indicate that the PREPS Biology I workshops had a positive impact on student achievement both in the classroom and on the Mississippi Biology I Subject Area Test for the schools that implemented the teaching units and strategies.

  7. Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement

    ERIC Educational Resources Information Center

    Haug, Carolyn A.; Sands, Deanna Iceman

    2013-01-01

    The Literacy Lab Professional Development provided a laboratory approach to professional development for 42 high school teachers in two schools. Three main activities included: (1) planning and professional development days, (2) lab and professional development days, and (3) individual coaching. The targets of the Literacy Lab Professional

  8. Perceptual skill in soccer: implications for talent identification and development.

    PubMed

    Williams, A M

    2000-09-01

    In this review, key components of perceptual skill in soccer are identified and implications for talent identification and development highlighted. Skilled soccer players can recall and recognize patterns of play more effectively than their less skilled counterparts. This ability to encode, retrieve and recognize sport-specific information is due to complex and discriminating long-term memory structures and is crucial to anticipation in soccer. Similarly, experts use their knowledge of situational probabilities (i.e. expectations) to anticipate future events. They have a better than average idea of what is likely to happen given a particular set of circumstances. Also, proficiency-related differences in visual search strategy are observed. Skilled players use their superior knowledge to control the eye movement patterns necessary for seeking and picking up important sources of information. The nature of the task plays an important role in constraining the type of search used. Skilled soccer players use different search strategies when viewing the whole field (i.e. 11 vs 11 situations) compared with micro-states of the game (i.e. 1 vs 1, 3 vs 3 situations). Visual search behaviour also differs between defensive and offensive plays. These observations have implications for the development of perceptual training programmes and the identification of potential elite soccer players. PMID:11043899

  9. Guest Editorial: A revolutionary model of professional development

    NSDL National Science Digital Library

    Christine Anne Royce

    2010-11-01

    Traditionally, professional development in education has focused on three main areas: content, general pedagogy, or pedagogical content knowledge. While each area has its own purpose, in this article the author focuses on what the literature states should

  10. Best Practices for Professional Development for the 21st Century

    NSDL National Science Digital Library

    Karen J. Charles

    2006-01-01

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

  11. Understanding Teacher Perceptions in a Professional Development Program for a Middle Grade Science

    NASA Astrophysics Data System (ADS)

    Deloney, Dericka B.

    The standards-based framework requires teachers to evaluate and in some cases change their instructional approach to more student-centered and inquiry-based in an effort to help students meet the standards. The rationale for this study was to determine the skills needed for teachers to be effective in a standard-based, problem-based learning (PBL) constructivist classroom. Traditionally, teachers in this school district transitioning from teacher to student-centered classrooms need new skills when implementing this type of instruction. A qualitative case study design served to highlight the research questions for this project study. The participants in this study participated in data collection activities that include a multiple-choice survey, an interview, and the sharing of their PBL units. Artifacts, professional development teaching resources, from the workshop added credence to the survey and interview responses. The findings from each research question addressed the teachers' perception of their understanding and the obstacles of instructional design, development, and implementation the participants encountered. The results of this study indicated that teachers had problems with designing and implementing this instructional strategy due to lack of time and resources. This data assisted the development of district specific PBL sustainable professional development program that could be adaptable to other curriculums and school systems. Social change resulting from this study could include a framework for developing K-12 professional development as well as instructional programs that incorporates PBL curriculum design to enhance the student's inquiry, problem-solving, and decision-making skills that in turn should change their academic achievement and scores on high stakes test in science.

  12. Promoting the teaching of critical thinking skills through faculty development.

    PubMed

    Behar-Horenstein, Linda S; Schneider-Mitchell, Gail; Graff, Randy

    2009-06-01

    Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor-assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self-doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5-point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence-based pedagogies are followed, instructional changes can result from faculty development. PMID:19491344

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

    ERIC Educational Resources Information Center

    Logan, Debra Kay

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

  14. Gender, immigration policies and accreditation: valuing the skills of professional women migrants

    Microsoft Academic Search

    Robyn Iredale

    2005-01-01

    Human capital is the most important form of wealth for a modern nation and countries with the most intellectual resources are achieving the highest rates of economic growth. In the drive for human capital, many industrialised countries are giving priority to policies aimed at attracting highly skilled immigrants. The number of skilled immigrants who settle permanently in these countries is

  15. Transformative Professional Development: A Model for Urban Science Education Reform

    Microsoft Academic Search

    Carla C. Johnson; Sherry Marx

    2009-01-01

    This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional\\u000a development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school\\u000a climate, teacher needs, and teacher beliefs with the intention of promoting change in practice. In this study, TPD was used\\u000a to meet the needs

  16. Just Google It? Developing Internet Search Skills

    NSDL National Science Digital Library

    Sarah Kavanagh

    2010-01-01

    Do Internet search engines point us to the information that we need or confuse us with irrelevant or questionable information? How can Internet users improve their searches to find reliable information? What are some ways to perform effective searches? In this lesson, students conduct Web searches on open-ended questions, and draw on their experiences to develop guides to searching effectively and finding reliable information online.

  17. A professional development model for medical laboratory scientists working in the Core Laboratory.

    PubMed

    Ali, Faheem A; Pulido, Lila A; Garza, Melinda N; Amerson, Megan H; Greenhill, Brandy; Brown, Krystyna N; Lim, Shari K; Manyam, Venkatesara R; Nguyen, Hannah N; Prudhomme, Carrie C; Regan, Laura E; Sims, Willie R; Umeh, Afamefuna U; Williams, Rosemary; Tillman, Patricia K; Hu, Peter C

    2012-01-01

    The Division of Pathology and Laboratory Medicine at The University of Texas MD Anderson Cancer Center has implemented a professional development model designed to further the education, expertise, and experiences of medical laboratory scientists in the core laboratory. The professional development model (PDM) has four competency levels: Discovery, Application, Maturation and Expert. All levels require the medical laboratory scientist to learn new skill sets, complete task and projects, and meet continuing education and certification requirements. Each level encourages personal development, recognizes increased competencies, and sets high standards for all services provided. Upon completion of a level within a given timeframe, the medical laboratory scientist receives a salary adjustment based on the competency level completed. PMID:22693774

  18. 34 CFR 263.1 - What is the Professional Development program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...2010-07-01 false What is the Professional Development program? 263.1 Section...DISCRETIONARY GRANT PROGRAMS Professional Development Program § 263.1 What is the Professional Development program? (a) The...

  19. The development of aerobic and skill assessment in soccer.

    PubMed

    O'Reilly, John; Wong, Stephen H S

    2012-12-01

    Methods of assessing soccer players' performance have developed significantly in recent times. The fitness profiles and skill levels of a prospective elite soccer player is a valuable resource for coaches in the process of identifying talent. Traditional means to measure aerobic fitness have centred on the 'aerobic capacity' or '&OV0312;O(2max)' test (also known as the maximal oxygen consumption test) but, over time, this has been shown not to be a sensitive measure for specific aspects of soccer in a match situation. Therefore, numerous soccer-specific simulations have been designed to re-create exercise patterns similar to those experienced during a match. Some of these studies have yet to be validated, while others have been shown to result in a similar physiological load to that encountered during regular match play. Further developments have led to specifically designed intermittent sprint tests, which are used as a sensitive tool to accurately measure the fluctuations in players' ability both between and within soccer seasons. Testing procedures have also been developed that incorporate elements of both skill and physical ability. Soccer-specific field tests have been designed, incorporating skill and dynamic movements, and this opens up the possibility of teams testing the aerobic capacity of their elite players using soccer-specific movements. Valid studies assessing soccer-specific skills in an ecologically sound environment have been quite rare until recently. Some test protocols have been deemed largely irrelevant to soccer match play, while others have had limited impact on scientific literature. More recently, skill tests have been developed and shown to be valid and reliable methods of assessing soccer skill performance. Many new skill tests continue to be developed, and some have been shown to be highly reliable, but further study of these relatively novel concepts is required before a more solid recommendation can be made. Overall, while significant work has been completed to date, there is still a need for further focused investigations, which can more closely assess the physiological demands of an elite soccer player, with a particular emphasis on sport-specific exercises during the execution of soccer skills. In this regard, more reliable and specific performance tests can be designed to more efficiently assess soccer players in the future. PMID:23046223

  20. Writing therapeutic letters in undergraduate nursing education: promoting relational skill development.

    PubMed

    SmithBattle, Lee; Leander, Sheila; Westhus, Nina; Freed, Patricia E; McLaughlin, Dorcas E

    2010-05-01

    Although therapeutic letters (TLs) have been included in graduate nursing programs, studies have not examined the impact of TLs on the clinical learning of undergraduate students. This qualitative study was part of a larger project that introduced TLs into already established undergraduate clinical courses. Instructors prepared students for writing TLs by discussing their purpose and by providing a relevant article and examples. In all, 74 students participated in 12 focus group interviews. Interviews were audiotaped, professionally transcribed, and analyzed using qualitative description. Results suggest that TLs cultivate rapport building and the development of students' relational skills. Although the assignment promoted clinical learning and reflection on helping relationships for the vast majority of students, a few students treated TLs as an instrumental activity. Implications for educating health professionals are described. PMID:19940088