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Sample records for advanced professional development

  1. Professional excellence and career advancement in nursing: a conceptual framework for clinical leadership development.

    PubMed

    Adeniran, Rita Kudirat; Bhattacharya, Anand; Adeniran, Anthony A

    2012-01-01

    Increasingly, stakeholders in the health care community are recognizing nursing as key to solving the nation's health care issues. This acknowledgment provides a unique opportunity for nursing to demonstrate leadership by developing clinical nurse leaders to collaborate with the multidisciplinary care team in driving evidence-based, safe quality, cost-effective health care services. One approach for nursing success is standardizing the entry-level education for nurses and developing a uniform professional development and career advancement trajectory with appropriate incentives to encourage participation. A framework to guide and provide scientific evidence of how frontline nurses can be engaged will be paramount. The model for professional excellence and career advancement provides a framework that offers a clear path for researchers to examine variables influencing nurses' professional development and career advancement in a systematic manner. Professional Excellence and Career Advancement in Nursing underscores professional preparedness of a registered nurse as central to leadership development. It also describes the elements that influence nurses' participation in professional development and career advancement under 4 main categories emphasizing mentorship and self-efficacy as essential variables.

  2. Preparing Future Biology Faculty: An Advanced Professional Development Program for Graduate Students

    ERIC Educational Resources Information Center

    Lockwood, Stephanie A.; Miller, Amanda J.; Cromie, Meghan M.

    2014-01-01

    Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy…

  3. Developing a professional poster: four "ps" for advanced practice nurses to consider.

    PubMed

    Bindon, Susan L; Davenport, Joan M

    2013-01-01

    Professional posters play an important role in the dissemination of knowledge and the professional development of advanced practice nurses, graduate students, and clinical faculty. Posters should be considered an integral component in communication of professional work in practice, research, and education. The invitation to submit a poster abstract is an important opportunity for clinicians and faculty alike to consider. Though sometimes misperceived as less prestigious than a podium presentation, posters add a unique element to professional and academic events. The argument is made for posters as an equal among scholarly presentation formats. The poster serves as a tremendous opportunity for collaboration between partners and a way to communicate important findings and advertise the presenters' work. For the advanced practice nurse who is a novice in presenting best practice or evidence from research trials, the poster format may be less intimidating while allowing the invaluable sharing of results. Four critical elements of professional poster development are deciding on a clear Purpose, targeting the right People, outlining key steps in the Process, and delivering a memorable Presentation. Using the "4 Ps" as cornerstones for the work of developing, preparing, and delivering the poster to an audience, the authors aim to help organize the entire process into these essential considerations. The poster, as a means of scholarly work, is a viable and essential activity, as interdisciplinary collaboration and sharing of best practice becomes the expectation for all professional development. PMID:23615014

  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. 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.

  6. Characteristics of Advanced Placement environmental science reading teacher participants and their perceptions of the reading as a professional development experience

    NASA Astrophysics Data System (ADS)

    Crawford, Freda M.

    Sixty percent of American high schools offer one or more Advanced Placement courses, and several thousand Advanced Placement teachers serve as Readers or graders of Advanced Placement exams each year. This study was conducted to determine the characteristics of teachers who choose to participate in Advanced Placement Environmental Science Readings and determine how these teachers view the Reading experience as a form of professional development. This study was conducted with teacher participants at the June 2004 Advanced Placement Environmental Science Reading. Sixty of the 114 teacher participants completed a survey regarding their education background, age, experience level, educational philosophy, involvement in professional development opportunities, perceptions of the professional benefits of the Reading, and the influence of the Reading experience on their pedagogical practices. Semi-structured interviews were then conducted with a subset of 18 teacher participants to determine their perceptions regarding the professional benefits of the Reading experience, its potential to serve as a professional development activity, and perceived changes in their pedagogical practices resulting from participation in the Reading process. Results indicate that APES Reading teacher participants are experienced, effective teachers from many parts of the country. These teachers participate in ongoing professional development activities, can delineate components of effective professional development, strongly believe that effective professional development occurs at the APES Reading, and report that their pedagogical practice has improved as a result of participation in the APES Reading. Considering the crucial role teachers play in the educational process, it is important to pursue this additional avenue of professional development in order to further improve APES teacher effectiveness.

  7. Professional development in photonics: the advanced technology education projects of the New England Board of Education

    NASA Astrophysics Data System (ADS)

    Donnelly, Judith; Hanes, Fenna; Massa, Nicholas

    2007-09-01

    Since 1995, the New England Board of Education (NEBHE) has been providing curriculum and professional development as well as laboratory improvement in optics/photonics to middle school and high school teachers and college faculty across the United States. With funding from the National Science Foundation's Advanced Technology Education program, NEBHE's optics/photonics education projects have created a national network of educational and industry alliances resulting in opportunities in optics and photonics for students at participating schools and colleges. The cornerstone of NEBHE projects is collaboration among educational levels, career counselors and teachers/faculty, and industry and academia. In such a rich atmosphere of cooperation, participants have been encouraged to create their own regional projects and activities involving students from middle school through four-year universities. In this paper we will describe the evolution of teacher/faculty professional development from a traditional week-long summer workshop to a collaborative distance learning laboratory course based on adult learning principles and supported by a national network of industry mentors.

  8. Child Rights as a Framework for Advancing Professional Standards for Practice, Ethics, and Professional Development in School Psychology

    ERIC Educational Resources Information Center

    Nastasi, Bonnie Kaul; Naser, Shereen

    2014-01-01

    The United Nations (1989) Convention on the Rights of the Child was designed to promote and protect the survival, development, and well-being of children, thus extending human rights to individuals from birth to age 18. This article examines the consistency of the Articles of the Convention with the professional standards for school psychology, as…

  9. 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…

  10. Faculty Professional Development: Advancing Integrative Social Pedagogy Using ePortfolio

    ERIC Educational Resources Information Center

    Bhika, Rajendra; Francis, Andrea; Miller, Dionne

    2013-01-01

    This article highlights the work of three faculty members across two different professional development seminars at LaGuardia Community College. It illustrates how their work was guided and is linked together by a common thread--the use of ePortfolio to foster integrative social pedagogy--as a result of their participation in these seminars. This…

  11. Factors That Advance and Restrict Programme Change and Professional Development in Dental Education

    ERIC Educational Resources Information Center

    Behar-Horenstein, Linda S.; Roberts, Kellie W.; Zafar, Mueen A.

    2013-01-01

    The aim of this study was to explore the effectiveness of a professional development initiative using organisational change research studies to frame the inquiry. Two faculty groups and two student groups participated in a total of four focus group interviews to ascertain their perceptions of a new model of pre-clinical dental education. Using a…

  12. The Impact of Advancement via Individual Determination (AVID) Professional Development on Teacher Perceptions of School Culture and Climate in the United States

    ERIC Educational Resources Information Center

    Watt, Karen M.; Huerta, Jeffery; Mills, Shirley J.

    2010-01-01

    This study examines relationships between Advancement via Individual Determination (AVID) implementation and school culture and climate and between AVID professional development and teachers' perceptions of whether AVIDhas had an impact on their schools' culture and climate. More than 3,100 teachers attending professional development workshops…

  13. Observations on the 2016 World Congress on Continuing Professional Development: Advancing Learning and Care in the Health Professions.

    PubMed

    Turco, Mary G; Baron, Robert B

    2016-01-01

    The 2016 World Congress on Continuing Professional Development: Advancing Learning and Care in the Health Professions took place in San Diego, California, March 17-19, 2016. Hosts were the Association for Hospital Medical Education (AHME), Alliance for Continuing Education in the Health Professionals (ACEhp), and Society for Academic Continuing Medical Education (SACME). The target audience was the international community working to improve medical (CME), nursing (CNE), pharmacy (CPE), and interprofessional (CIPE) continuing education (CE) and continuing professional development (CPD). Goals included: addressing patients' concerns and needs; advancing global medical and interprofessional health sciences education; utilizing learning to address health disparities; and promoting international cooperation. The five keynote speakers were: patient advocate Alicia Cole ("Why What We Do Matters: The Patients Voice"); linguist Lorelei Lingard ("Myths about Healthcare Teamwork and Their Implications for How We Understand Competence"); futurist and philosopher Alex Jadad ("What Do We Need to Protect at All Costs in the 21st Century?"); ethicist and change agent Zeke Emanuel ("Learn to Change: Teaching Toward a Shifting Healthcare Horizon"); and technology innovator Stephen Downes ("From Individual to Community: The Learning Is in the Doing"). Organizers announced the new Dave Davis Distinguished Award for Excellence in Mentorship in Continuing Professional Development to honor the career of David Davis, MD, in CME/CPD scholarship in Canada, the United States, and beyond. Participants valued the emphasis on interprofessional education and practice, the importance of integrating the patient voice, the effectiveness of flipped classroom methods, and the power of collective competency theories. Attendee-respondents encouraged Congress planners to continue to strive for a broad global audience and themes of international interest. PMID:27584068

  14. Observations on the 2016 World Congress on Continuing Professional Development: Advancing Learning and Care in the Health Professions.

    PubMed

    Turco, Mary G; Baron, Robert B

    2016-01-01

    The 2016 World Congress on Continuing Professional Development: Advancing Learning and Care in the Health Professions took place in San Diego, California, March 17-19, 2016. Hosts were the Association for Hospital Medical Education (AHME), Alliance for Continuing Education in the Health Professionals (ACEhp), and Society for Academic Continuing Medical Education (SACME). The target audience was the international community working to improve medical (CME), nursing (CNE), pharmacy (CPE), and interprofessional (CIPE) continuing education (CE) and continuing professional development (CPD). Goals included: addressing patients' concerns and needs; advancing global medical and interprofessional health sciences education; utilizing learning to address health disparities; and promoting international cooperation. The five keynote speakers were: patient advocate Alicia Cole ("Why What We Do Matters: The Patients Voice"); linguist Lorelei Lingard ("Myths about Healthcare Teamwork and Their Implications for How We Understand Competence"); futurist and philosopher Alex Jadad ("What Do We Need to Protect at All Costs in the 21st Century?"); ethicist and change agent Zeke Emanuel ("Learn to Change: Teaching Toward a Shifting Healthcare Horizon"); and technology innovator Stephen Downes ("From Individual to Community: The Learning Is in the Doing"). Organizers announced the new Dave Davis Distinguished Award for Excellence in Mentorship in Continuing Professional Development to honor the career of David Davis, MD, in CME/CPD scholarship in Canada, the United States, and beyond. Participants valued the emphasis on interprofessional education and practice, the importance of integrating the patient voice, the effectiveness of flipped classroom methods, and the power of collective competency theories. Attendee-respondents encouraged Congress planners to continue to strive for a broad global audience and themes of international interest.

  15. Internships: The Key to Career Preparation, Professional Development, and Career Advancement

    ERIC Educational Resources Information Center

    Hurst, Jessica L.; Thye, Ann; Wise, Chris Leiran

    2014-01-01

    In today's competitive job market, students who lack real-world experience face major obstacles. Many professional positions require previous experience; therefore, relevant work experience is a key attribute that any entry-level family and consumer Sciences (FCS) professional can offer a potential employer. Internships provide one of the…

  16. Continuing professional development for veterinarians.

    PubMed

    Caple, I W

    2005-04-01

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

  17. 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…

  18. Professional Development & Student Achievement.

    ERIC Educational Resources Information Center

    Kroeger, Marianne, Ed.; Blaser, Stephanie, Ed.; Raack, Lenaya, Ed.; Cooper, Cinder, Ed.; Kinder, Ann, Ed.

    2000-01-01

    Professional development is viewed from several perspectives--time, funding, planning, and student outcomes--and includes both an urban and a rural story. This issue provides a special pullout section designed as a checklist to help guide professional development planning activities. The following articles are included: "Perspectives on Managing…

  19. The Value of Professional Development Activities in Advancing the Careers of Women Chief Academic Officers in Community Colleges

    ERIC Educational Resources Information Center

    Cejda, Brent D.

    2006-01-01

    Previous research has shown that there are not distinct career lines leading to the chief academic officer (CAO) position in community colleges.Rather, it appears that a variety of skills and experiences contribute to advancement to this position. This paper examines the perceptions of women CAOs as to the importance of professional development…

  20. Caring in Nursing Professional Development.

    PubMed

    Martin, Mary Brigid

    2015-01-01

    Caring science has been identified and examined in the discipline of nursing for over 40 years. Within this period, the topic has been analyzed and studied resulting in theories, models, books, and articles published nationally and internationally. Although advancements have been made in caring knowledge development, opportunities to integrate caring science into all aspects of nursing abound, including the specialty of nursing professional development. The focus of this article is to present ways in which nursing professional development specialists may incorporate caring science into practice, using Ray's (2010) Transcultural Caring Dynamics in Nursing and Health Care model as an exceptional exemplar for understanding, awareness, and choice for nurses and patients. PMID:26381337

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

    ERIC Educational Resources Information Center

    Eodanable, Miranda; Lauchlan, Fraser

    2009-01-01

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

  2. Preservice Teachers as Investigative Science Mentors: Advancing Self-Efficacy through School-Based Professional Development

    ERIC Educational Resources Information Center

    Flores, Ingrid M.

    2015-01-01

    Pedagogical competence and teaching efficacy significantly influence the quality of classroom science learning. Without applying pedagogical learning in realistic classroom environments, there is slight possibility that prospective teachers will increase their teaching confidence or develop understanding of how learners acquire and construct…

  3. Professional Environment for Teacher Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional…

  4. 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…

  5. Personal Professional Development

    NASA Astrophysics Data System (ADS)

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

    2009-04-01

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

  6. Searching for Professional Development

    ERIC Educational Resources Information Center

    Ashbrook, Peggy

    2010-01-01

    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 development (PD) can put you there and lead to new ways of teaching, deeper understanding of…

  7. The Advanced Course in Professional Selling

    ERIC Educational Resources Information Center

    Loe, Terry; Inks, Scott

    2014-01-01

    More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting…

  8. Developing Professionalism through Reflective Practice and Ongoing Professional Development

    ERIC Educational Resources Information Center

    Bleach, Josephine

    2014-01-01

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

  9. Science teachers' views of professional development

    NASA Astrophysics Data System (ADS)

    Loughran, John; Ingvarson, Lawrence

    1993-12-01

    Seventy-five science teachers from schools across Australia were interviewed in 1991 as part of the Science Education Professional Development Project (SEPD), a Department of Employment, Education and Training (DEET) funded Project of National Significance with a brief to develop a strategy to enhance the professional development of science teachers. At the time of interviewing there was considerable discussion about the implementation of a new classification, the Advanced Skilled Teacher. A major purpose of this Award Restructuring was to offer a career path for classroom teachers. In order to retain good science teachers and to encourage them to continue in the important role of classroom teaching it is crucial to understand and to meet their professional development needs. But what does it mean to develop and grow as a science teacher? What constitutes quality professional development? What do science teachers expect from professional development activities? This paper explores science teachers' expectations in relation to professional development and examines the implications for policy.

  10. Professional Academic Development through Professional Journal Dialogue

    ERIC Educational Resources Information Center

    Ruth, Damian; Naidoo, Kogi

    2012-01-01

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

  11. Individual Professional Development Plans: Cultivating Professional Growth

    ERIC Educational Resources Information Center

    Hargens, Taryl M.

    2010-01-01

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

  12. Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

    NASA Astrophysics Data System (ADS)

    Dietz, Laura

    The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

  13. Professional Obsolescence and Continuing Professional Development in Higher Education.

    ERIC Educational Resources Information Center

    Knight, Peter

    1998-01-01

    Discusses professional development in higher education; considers the work environment as the main site for professional development; and maintains that continuing professional development, in times of continuing professional obsolescence, is best served by attention to departmental cultures. Implications for staff development professionals are…

  14. Professional Advanced Research and Analysis

    NASA Technical Reports Server (NTRS)

    Coulman, George A.

    1996-01-01

    Reported here is a summary of studies examining some problems in an energy conversion system. Regenerative fuel cell systems have been suggested for future manned space missions, but to meet the needed specific power requirements substantial improvements in the state-of-the-art technologies are needed. Similar improvements are needed, with emphasis on cost reduction in addition to higher conversion efficiency, for fuel cell systems that have potential for terrestrial applications. Polymer Electrolyte Membrane (PEM) fuel cells have been identified as promising candidates for development that would lead to the desired cost reduction and increased efficiency.

  15. Professional Advanced Research and Analysis

    NASA Technical Reports Server (NTRS)

    Coulman, George A.

    1996-01-01

    Reported here is a summary of studies examining some problems in an energy conversion system. Regenerative fuel cell systems have been suggested for future manned space missions, but to meet the needed specific power requirements substantial improvements in the state-of-the-art technologies are needed. Similar improvements are needed, with emphasis on cost reduction in addition to higher conversion efficiency, for fuel cell systems that have potential for terrestrial applications. Polymer electrolyte membrane (PEM) fuel cells have been identified as promising candidates for development that would lead to the desired cost reduction and increased efficiency.

  16. 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.

  17. Professional Development for the New Millennium. Professional Development Model.

    ERIC Educational Resources Information Center

    Mississippi State Dept. of Education, Jackson.

    In 1998, the Mississippi Legislature amended Mississippi Code Section 37-17 concerning the requirements for local school district professional development programs. The Department of Education then revised this portion of the model to reflect the statutory changes. This handbook contains the definition and purpose of professional development and…

  18. 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)

  19. 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…

  20. Observation Tools for Professional Development

    ERIC Educational Resources Information Center

    Malu, Kathleen F.

    2015-01-01

    Professional development of teachers, including English language teachers, empowers them to change in ways that improve teaching and learning (Gall and Acheson 2011; Murray 2010). In their seminal research on staff development--professional development in today's terms--Joyce and Showers (2002) identify key factors that promote teacher change.…

  1. Reconceptualizing Professional Teacher Development. ERIC Digest.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.

    This digest highlights ways in which new and seasoned teachers are developing a repertoire of skills and knowledge that complement education reform efforts. For example, rather than seeing each stage of a teacher's professional life as distinct and separate, a more holistic view of the development of teacher from novice to advanced practitioner is…

  2. Professional Development: Substance or Fad?

    ERIC Educational Resources Information Center

    Smith, H. Stuart, Jr.

    1979-01-01

    Discusses three issues that may weaken the professional development movement in higher education: overemphasis on teaching methodology in faculty development, administrative apathy towards the programs, and the lack of a philosophic framework upon which to develop the programs. (AYC)

  3. Facilitating Respectful Diversity Professional Development

    ERIC Educational Resources Information Center

    Bell, David L.; Thomas, Earl E.

    2007-01-01

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

  4. Online Professional Development: A Primer

    ERIC Educational Resources Information Center

    Bates, Meg S.; Phalen, Lena; Moran, Cheryl

    2016-01-01

    Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and…

  5. 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…

  6. Professional Development of Mathematics Teachers.

    ERIC Educational Resources Information Center

    Wu, Hung-Hsi

    1999-01-01

    This essay discusses inservice professional development and suggests that any improvement in mathematics education must begin with teachers already in the classroom. It includes three examples of mathematical presentations in professional development made in Californian schools relating to discrete mathematics, connections, and technology. (MM)

  7. Definition of Professional Development

    ERIC Educational Resources Information Center

    Learning Forward, 2015

    2015-01-01

    President Obama signed into law the Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act, on December 10, 2015. "Learning Forward's focus in this new law is its improved definition of professional learning," said Stephanie Hirsh, executive director of Learning Forward. "We've long advocated…

  8. Advanced Directives and Advanced Care Planning for Healthcare Professionals.

    PubMed

    Booth, Adam T; Lehna, Carlee

    2016-01-01

    The purposes of this study were to assess healthcare professionals' need for information on advanced directives and to implement and evaluate an educational plan for change in knowledge and behaviors related to advanced directives. End-of-life (EOL) care is an important topic for patients to discuss with their families and healthcare professionals (HP). Needs assessment data were collected from healthcare providers at an urban trauma intensive care unit (ICU) in Louisville, Kentucky on concepts related to end-of-life. Next, healthcare professionals participated in an educational intervention focused on: knowledge about advanced directives; communication techniques for healthcare professionals to use with patients and their families; awareness of the patient's level of illness in advanced care planning; and specifics about living wills in Kentucky and how to complete one. Pre- and post-test data were collected to evaluate change in knowledge, capability an average of 8.7 years (SD = 9.1; range = 1.9-35 years) in healthcare and worked an average of 8.4 years (SD = 9.3; range = 4 months to 35 years) in their respective ICUs. Eighty-seven percent did not have an AD in place even though their perceived knowledge about AD remained moderate throughout pre- and post-test scores (3.3 to 3.8 on a 5 point scale, respectively). Total post-test scores revealed a 2% improvement in correct responses. These findings point to the need for education of healthcare providers in the ICU to increase early AD and ACP discussions with patients and their families. PMID:27183766

  9. Professional Development: Specialization or Hybridization.

    ERIC Educational Resources Information Center

    Agha, Syed Salim

    2001-01-01

    Discusses the professional development of librarians and information professionals and considers the future direction it should take. Topics include the forces of capitalism, the growth in information and communication technology, and the changing demands and needs of users (or customers). (LRW)

  10. Professional Development of Academic Library Professionals in Kerala

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  11. Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies

    ERIC Educational Resources Information Center

    Roschelle, Jeremy; Shechtman, Nicole; Tatar, Deborah; Hegedus, Stephen; Hopkins, Bill; Empson, Susan; Knudsen, Jennifer; Gallagher, Lawrence P.

    2010-01-01

    The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. The studies evaluated the SimCalc approach, which integrates an interactive representational technology, paper curriculum,…

  12. 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.

  13. 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

  14. Predictors of Professional Identity Development for Student Affairs Professionals

    ERIC Educational Resources Information Center

    Pittman, Edward C.; Foubert, John D.

    2016-01-01

    This study examined whether professional involvement, supervision style, and mentoring predicted the professional identity of graduate students and new professionals in student affairs. Results of the study show that all three independent variables predicted the professional identity development of graduate students. Supervision style of a…

  15. Professional Values: Key to Professional Development.

    ERIC Educational Resources Information Center

    Weis, Darlene; Schank, Mary Jane

    2002-01-01

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

  16. Professional Development in Secondary Schools.

    ERIC Educational Resources Information Center

    Haile, Brian

    1980-01-01

    Citing information gained in his study of professional development programs in industry, retailing, and banking, the author proposes a new model for staff development in England's secondary schools, one based on self-assessment of individual needs and diversified training strategies. (SJL)

  17. Fostering Professional Nursing Careers in Hospitals: The Role of Staff Development, Part 2.

    ERIC Educational Resources Information Center

    Sovie, Margaret D.

    1983-01-01

    Building on the model of professional nursing careers presented in Part 1, the author discusses the aspects of professional maturation and professional mastery, focusing on the vital role of staff development for career advancement. (SK)

  18. Reframing Professional Development through Understanding Authentic Professional Learning

    ERIC Educational Resources Information Center

    Webster-Wright, Ann

    2009-01-01

    Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the…

  19. Advancing Professionalism in Technology Education. 48th Yearbook, 1999.

    ERIC Educational Resources Information Center

    Gilberti, Anthony F., Ed.; Rouch, David L., Ed.

    This yearbook contains 14 chapters, each by different authors, collected to assist in advancing professionalism within technology education. The 14 chapters are organized in five sections. Section 1: The Need for Professionalism in Technology Education contains "The Need for Professionalism in Technology Education: Challenges for the Future"…

  20. When funds for professional development are scarce.

    PubMed

    Wider, Lottchen Crane; Sind, Joann

    2012-01-01

    This column describes an approach to sustaining interprofessional education for perioperative staff when budgetary cuts in professional education significantly limit professional development. PMID:22214413

  1. Dos Hermanas Chicanas: Overcoming Barriers to Professional Advancement

    ERIC Educational Resources Information Center

    Prospero, Moises

    2007-01-01

    Women and ethnic minorities face steep barriers to professional advancement, and those who rise to the executive level typically use a variety of strategies to overcome obstacles in their way. This study first reviewed the literature on barriers to professional advancement for women and ethnic minorities and the strategies that they report using…

  2. 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…

  3. 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…

  4. What Works in Professional Development?

    ERIC Educational Resources Information Center

    Guskey, Thomas R.; Yoon, Kwang Suk

    2009-01-01

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

  5. Professional Development, Artistry, and Style.

    ERIC Educational Resources Information Center

    Brockett, Ralph G.

    1991-01-01

    Successful professional development is more than acquiring new techniques for practice. It involves an awareness of the "big picture" of the field of adult education and an understanding of how individuals can make a unique contribution to this picture. (Author/JOW)

  6. Professional development for science teachers.

    PubMed

    Wilson, Suzanne M

    2013-04-19

    The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

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

    ERIC Educational Resources Information Center

    Doolittle, Gini; Sudeck, Maria; Rattigan, Peter

    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…

  8. Professional Development. One State's Process in the Articulation Puzzle.

    ERIC Educational Resources Information Center

    Baptiste, Nancy; Cahill, Betsy

    1996-01-01

    Notes that many states are establishing educational and training systems to form a coordinated early care and education professional development system that allows professionals to access easily advanced levels of education without redundancy of content or expenditure of unnecessary time and money. Discusses New Mexico's establishment of core…

  9. Professional Development in Adult Basic Education.

    ERIC Educational Resources Information Center

    Marceau, Georges

    2003-01-01

    Addresses the professional development needs of adult basic education instructors. Describes federal and state resources for professional development. Recommends field-based research, reflective practice, and learner-centered instruction. (Contains 15 references.) (SK)

  10. 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…

  11. 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.

  12. 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 &…

  13. Differentiating Teacher Professional Development with Design

    ERIC Educational Resources Information Center

    MacFarlane, Bronwyn

    2012-01-01

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

  14. A Cost Framework for Professional Development.

    ERIC Educational Resources Information Center

    Odden, Allan; Archibald, Sarah; Fermanich, Mark; Gallagher, H. Alix

    2002-01-01

    Defines professional development and its key components; reviews previous research on professional development costs; examines problems with current fiscal accounting codes; proposes a framework for capturing professional development costs composed of six elements: teacher time; training and coaching; administration; materials, equipment, and…

  15. Leadership in Accountability for Professional Development Systems.

    ERIC Educational Resources Information Center

    Rude, Harvey; Stockhouse, Judy; Read, Jo Smith; Street, Steve; Murray, Karl

    The Professional Development Leadership Academy supports states in transforming systems of professional development. This paper investigates accountability considerations that are necessary to determine the impact and results of professional development from a state systems perspective. The five areas of focus that comprise the Academy knowledge…

  16. Develop a Professional Learning Plan

    ERIC Educational Resources Information Center

    Journal of Staff Development, 2013

    2013-01-01

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

  17. Advanced Skills Teachers: Professional Identity and Status

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  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. 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…

  20. Ethics, Professional Expectations, and Graduate Education: Advancing Research in Kinesiology

    ERIC Educational Resources Information Center

    DePauw, Karen P.

    2009-01-01

    The university is a social institution and as such has a social responsibility to advance knowledge through research that is ultimately meaningful and beneficial to society. As we seek to advance research and graduate education in kinesiology, we must accept ethical standards and professional expectations not only as an institutional value but as…

  1. 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…

  2. Online learning for professional development.

    PubMed

    Purkis, Nick; Gabb, Carol A

    This article addresses how nurses in the UK can use online learning to meet the changing requirements of continuing professional development. Recent changes in post-registration nurse education are due to two main reasons: financial cutbacks and reduced use of agency staff make it difficult for nurse managers to release nurses for study time away from the ward; and healthcare becoming increasingly diverse and complex, so pre-registration education has changed. Since September 2013, only degree-level pre-registration nursing programmes have been available in the UK. Degree-level education is intended to sharpen critical thinking skills to improve future healthcare but it may also disadvantage nurses without degrees. One response to these challenges is to provide online learning, such as online personal learning programmes. portfolios (e-portfolios) or other onlinen PMID:24592659

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

    ERIC Educational Resources Information Center

    Hipp, Kristine Kiefer; Huffman, Jane Bumpers

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

  4. The Professional Development Educator as a FITness Trainer.

    PubMed

    Bleich, Michael R

    2015-10-01

    Professional development educators play an important role in advancing leadership development by ensuring a FIT (Fun and Forgiveness, Intelligence and Integrity, Teamwork and Transparency) workforce. This article addresses the complementarity of FIT as an organizing model for leadership development. PMID:26430860

  5. What I Wish: Three Advancement Professionals Discuss What Their Colleagues Need to Understand about Their Jobs

    ERIC Educational Resources Information Center

    Gurd, Andy; Peirce, Susan; Morris, Sarah

    2012-01-01

    Three advancement professionals discuss what their colleagues need to understand about their jobs. The Ohio State University Alumni Association is currently integrating into the university's advancement office at the behest of the board of trustees, so Andy Gurd is now working more closely with his development and communications colleagues than…

  6. 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…

  7. Who Is the "Professional" in a Professional Learning Community? An Exploration of Teacher Professionalism in Collaborative Professional Development Settings

    ERIC Educational Resources Information Center

    Servage, Laura

    2009-01-01

    This study is a survey and interpretation of professional development literature related to professional learning communities (PLCs) in schools. Current K 12 trade publications focusing on PLCs were analyzed against four different theoretical models of professionalism. Each model encourages and legitimates a different understanding of the…

  8. Avionics advanced development strategy

    NASA Technical Reports Server (NTRS)

    Dyer, D.

    1990-01-01

    Discussed here is the problem of how to put together an integrated, phased, and affordable avionics advanced development program that links and applies to operational, evolving, and developing programs/vehicles, as well as those in the planning phases. Collecting technology needs from individual programs/vehicles and proposed technology items from individual developers usually results in a mismatch and something that is unaffordable. A strategy to address this problem is outlined with task definitions which will lead to avionics advanced development items that will fit within an overall framework, prioritized to support budgeting, and support the scope of NASA space transportations needs.

  9. Professionalism in Broadcasting in Developing Countries

    ERIC Educational Resources Information Center

    O'Brien, Rita Cruise

    1977-01-01

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

  10. The Professional Development of Teachers in Malta.

    ERIC Educational Resources Information Center

    Bezzina, Christopher; Camilleri, Antoinette

    2001-01-01

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

  11. 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…

  12. Guidelines for Individual Professional Development Plans.

    ERIC Educational Resources Information Center

    Usera, John J.

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

  13. Peer Coaching: Professional Development for Experienced Faculty

    ERIC Educational Resources Information Center

    Huston, Therese; Weaver, Carol L.

    2008-01-01

    The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced…

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

    NASA Astrophysics Data System (ADS)

    Musikul, Kusalin

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

  15. Advanced Hydrogen Turbine Development

    SciTech Connect

    Marra, John

    2015-09-30

    Under the sponsorship of the U.S. Department of Energy (DOE) National Energy Technology Laboratories, Siemens has completed the Advanced Hydrogen Turbine Development Program to develop an advanced gas turbine for incorporation into future coal-based Integrated Gasification Combined Cycle (IGCC) plants. All the scheduled DOE Milestones were completed and significant technical progress was made in the development of new technologies and concepts. Advanced computer simulations and modeling, as well as subscale, full scale laboratory, rig and engine testing were utilized to evaluate and select concepts for further development. Program Requirements of: A 3 to 5 percentage point improvement in overall plant combined cycle efficiency when compared to the reference baseline plant; 20 to 30 percent reduction in overall plant capital cost when compared to the reference baseline plant; and NOx emissions of 2 PPM out of the stack. were all met. The program was completed on schedule and within the allotted budget

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

    ERIC Educational Resources Information Center

    MacDonald Grieve, Ann; McGinley, Brian Peter

    2010-01-01

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

  17. 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…

  18. Advancing Your Career: Concepts of Professional Nursing. Second Edition.

    ERIC Educational Resources Information Center

    Kearney, Rose

    This textbook, intended for registered nurses (RN's) returning to school, is designed to provide practicing RN's with professional concepts to advance their careers. The book contains 22 chapters organized in five sections. Each chapter includes chapter objectives, key terms, key points, chapter exercises, references, and a bibliography. Section I…

  19. Teachers' Professional Development: A Theoretical Review

    ERIC Educational Resources Information Center

    Postholm, May Britt

    2012-01-01

    Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers' learning: how they learn to learn and how they apply their knowledge in practice to support pupils' learning. The research…

  20. Professional Development Research: Consensus, Crossroads, and Challenges

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  1. Transforming Professional Development into Student Results

    ERIC Educational Resources Information Center

    Reeves, Douglas B.

    2010-01-01

    Focusing on just three things--evidence of student learning, feedback on teacher and principal decisions, and depth of implementation--renowned author and thinker Douglas B. Reeves provides you with a blueprint for how to ensure professional development improves student learning. Find out: (1) Which ineffective professional development practices…

  2. Professional Development for Water Quality Control Personnel.

    ERIC Educational Resources Information Center

    Shepard, Clinton Lewis

    This study investigated the availability of professional development opportunities for water quality control personnel in the midwest. The major objective of the study was to establish a listing of educational opportunities for the professional development of water quality control personnel and to compare these with the opportunities technicians…

  3. Bringing Effective Professional Development to Educators

    ERIC Educational Resources Information Center

    Reese, Susan

    2010-01-01

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

  4. The Principal as Professional Development Leader

    ERIC Educational Resources Information Center

    Lindstrom, Phyllis H.; Speck, Marsha

    2004-01-01

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

  5. Buying Time for Teachers' Professional Development.

    ERIC Educational Resources Information Center

    Cutler, Ada Beth; Ruopp, Faye Nisonoff

    1993-01-01

    Middle School Math Project at Education Development Center in Newton, Massachusetts, puts industry representatives into classroom to free teachers for professional development and to show students real-life applications of science and math. Although the program is no magic bullet for achieving teacher professionalism, this innovative approach buys…

  6. Using the Internet in Professional Development.

    ERIC Educational Resources Information Center

    Seguin, Armand

    This document contains ideas and information regarding using the Internet in the professional development of vocational education teachers. Presented first is basic information about what the Internet is and its value as a tool for professional development (including its role as a vehicle for accessing the ERIC database, taking online classes, and…

  7. Teacher Professional Development in Congregational Settings

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  8. 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…

  9. Critical Issues in Early Childhood Professional Development

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  10. 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.…

  11. 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…

  12. Cognitive Apprenticeship and Teachers' Professional Development

    ERIC Educational Resources Information Center

    Nichol, Jon; Turner-Bisset, Rosie

    2006-01-01

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

  13. Great Expectations: Emergent Professional Development Schools.

    ERIC Educational Resources Information Center

    Winitzky, Nancy; And Others

    1992-01-01

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

  14. Faculty Professional Development for Quality Online Teaching

    ERIC Educational Resources Information Center

    Alexiou-Ray, Jennifer; Bentley, Courtney C.

    2015-01-01

    Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful…

  15. Professional Development in Massachusetts' Public Alternative Schools

    ERIC Educational Resources Information Center

    Farese, Christina Susan

    2013-01-01

    This qualitative study utilized 102 open-ended questionnaires and 15 semi-structured interviews to examine the professional development offered in 27 Massachusetts public alternative schools by answering the major question: What form do professional development programs take in Massachusetts' public, alternative schools? There were many…

  16. Developing a Professional Learning Community

    ERIC Educational Resources Information Center

    Herrera, Charmaine M.

    2012-01-01

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

  17. 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…

  18. Infant Development: Recent Advances.

    ERIC Educational Resources Information Center

    Bremner, Gavin, Ed.; Slater, Alan, Ed.; Butterworth, George, Ed.

    Noting that the last 30 years have seen enormous increases in the understanding of infancy, this book examines the current state of knowledge regarding infant development. The book's contents stem from meetings of the British Infancy Research Group. Although the book was intended for advanced undergraduates, it would also be useful for advanced…

  19. Advanced servomanipulator development

    SciTech Connect

    Kuban, D.P.

    1985-01-01

    The Advanced Servomanipulator (ASM) System consists of three major components: the ASM slave, the dual arm master controller (DAMC) or master, and the control system. The ASM is remotely maintainable force-reflecting servomanipulator developed at the Oak Ridge National Laboratory (ORNL) as part of the Consolidated Fuel Reprocessing Program. This new manipulator addresses requirements of advanced nuclear fuel reprocessing with emphasis on force reflection, remote maintainability, reliability, radiation tolerance, and corrosion resistance. The advanced servomanipulator is uniquely subdivided into remotely replaceable modules which will permit in situ manipulator repair by spare module replacement. Manipulator modularization and increased reliability are accomplished through a force transmission system that uses gears and torque tubes. Digital control algorithms and mechanical precision are used to offset the increased backlash, friction, and inertia resulting from the gear drives. This results in the first remotely maintainable force-reflecting servomanipulator in the world.

  20. Teachers' Professional Development from the Perspective of Teaching Reflection Levels

    ERIC Educational Resources Information Center

    Zhao, Mingren

    2012-01-01

    This paper is a case study based on Habermas's theory of knowledge and human interest. We analyzed the written reflections of four teachers employed at a school and found that the teachers who had experienced advanced professional development tended to engage in practical and critical reflection, whereas those who had experienced average…

  1. Investigating Mathematical Knowledge for Teaching Proof in Professional Development

    ERIC Educational Resources Information Center

    Lesseig, Kristin

    2016-01-01

    Research documenting teachers' fragile understanding of proof and how it is advanced suggests that enhancing the role of proof in school mathematics will demand substantial teacher learning. To date, there is little research detailing what mathematical knowledge might support the teaching of proof or how professional development (PD) might afford…

  2. Inquiry identity and science teacher professional development

    NASA Astrophysics Data System (ADS)

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-06-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

  3. 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…

  4. Using Action Learning for Professional Development

    ERIC Educational Resources Information Center

    Stark, Sheila

    2006-01-01

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

  5. 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…

  6. 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…

  7. Advanced CCD camera developments

    SciTech Connect

    Condor, A.

    1994-11-15

    Two charge coupled device (CCD) camera systems are introduced and discussed, describing briefly the hardware involved, and the data obtained in their various applications. The Advanced Development Group Defense Sciences Engineering Division has been actively designing, manufacturing, fielding state-of-the-art CCD camera systems for over a decade. These systems were originally developed for the nuclear test program to record data from underground nuclear tests. Today, new and interesting application for these systems have surfaced and development is continuing in the area of advanced CCD camera systems, with the new CCD camera that will allow experimenters to replace film for x-ray imaging at the JANUS, USP, and NOVA laser facilities.

  8. Advanced battery development

    SciTech Connect

    Diegle, R.B.; McWilliams, J.Y.

    1989-01-01

    In order to promote national security by ensuring that the United States has an adequate supply of safe, assured, affordable, and environmentally acceptable energy, the Storage Batteries Division at Sandia National Laboratories (SNL), Albuquerque, is responsible for engineering development of advanced rechargeable batteries for energy applications. This effort is conducted within the Exploratory Battery Technology Development and Testing (ETD) Lead center, whose activities are coordinated by staff within the Storage Batteries Division. The ETD Project, directed by SNL, is supported by the US Department of Energy, Office of Energy Systems Research, Energy Storage and Distribution Division (DOE/OESD). SNL is also responsible for technical management of the Electric Vehicle Advanced Battery Systems (EV-ABS) Development Project, which is supported by the US Department Of Energy's Office of Transportation Systems (OTS). The ETD Project is operated in conjunction with the Technology Base Research (TBR) Project, which is under the direction of Lawrence Berkeley Laboratory. Together these two projects seek to: establish the scientific feasibility of advanced electrochemical energy storage systems, and conduct the initial engineering development on systems suitable for mobile and stationary commercial applications. 6 figs.

  9. "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.

  10. Professional development for teaching in higher education

    NASA Astrophysics Data System (ADS)

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

    2011-10-01

    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 the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.

  11. Professional development in optics and photonics education

    NASA Astrophysics Data System (ADS)

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

    2002-05-01

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

  12. Pediatric advance care planning from the perspective of health care professionals: A qualitative interview study

    PubMed Central

    Jox, Ralf J; Borasio, Gian Domenico; Führer, Monika

    2015-01-01

    Background: Pediatric advance care planning differs from the adult setting in several aspects, including patients’ diagnoses, minor age, and questionable capacity to consent. So far, research has largely neglected the professionals’ perspective. Aim: We aimed to investigate the attitudes and needs of health care professionals with regard to pediatric advance care planning. Design: This is a qualitative interview study with experts in pediatric end-of-life care. A qualitative content analysis was performed. Setting/participants: We conducted 17 semi-structured interviews with health care professionals caring for severely ill children/adolescents, from different professions, care settings, and institutions. Results: Perceived problems with pediatric advance care planning relate to professionals’ discomfort and uncertainty regarding end-of-life decisions and advance directives. Conflicts may arise between physicians and non-medical care providers because both avoid taking responsibility for treatment limitations according to a minor’s advance directive. Nevertheless, pediatric advance care planning is perceived as helpful by providing an action plan for everyone and ensuring that patient/parent wishes are respected. Important requirements for pediatric advance care planning were identified as follows: repeated discussions and shared decision-making with the family, a qualified facilitator who ensures continuity throughout the whole process, multi-professional conferences, as well as professional education on advance care planning. Conclusion: Despite a perceived need for pediatric advance care planning, several barriers to its implementation were identified. The results remain to be verified in a larger cohort of health care professionals. Future research should focus on developing and testing strategies for overcoming the existing barriers. PMID:25389347

  13. A Recipe for Support Staff Professional Development.

    ERIC Educational Resources Information Center

    Hash, Vickie

    2002-01-01

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

  14. An Investigation of Early Career Teachers' Perceptions of Professional Development Opportunities and Career Advancement for Teachers in Rural and Remote Queensland

    ERIC Educational Resources Information Center

    Motley, Emma; Rossi, Tony; King, Sheila

    2005-01-01

    It is generally accepted that to live and work in the remote regions of Australia requires specific skills and expertise to accommodate the shifting demands of outback life. For professionals assigned to such areas by employing bodies, this is particularly the case, and teachers are no exception. In addition to such personal attributes,…

  15. Professional Socialisation: An Influence on Professional Development and Role Definition

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  16. Developing and Implementing a Professional Practice Model.

    PubMed

    Glassman, Kimberly S

    2016-10-01

    Professional practice models guide nursing practice by giving meaning to the work of nurses. They elevate the practice from tasks to theory, from skills to knowledge, and remind us that the patient and family are at the center of our practice. Professional practice models are one of the foundations of the Magnet Recognition Program. The purpose of this paper is to describe the development and implementation of a professional practice model in a healthcare system, which includes three hospitals and over 80 ambulatory practices in the New York City region. PMID:27641284

  17. Workshop IV: Professional Development and Leadership

    NASA Astrophysics Data System (ADS)

    Sui, Man-Ling; Yoon, Jin-Hee

    2015-12-01

    The Professional Development and Leadership workshop of the 5th IUPAP International Conference on Women in Physics was aimed at identifying and overcoming the personal and professional roadblocks that female physicists experience while pursuing their careers and obtaining leadership positions. Participants shared their thoughts and experiences related to the workshop's three sessions—Leadership, Education, and Inspiration—and concluded by formulating resolutions and recommendations to present to the International Union of Pure and Applied Physics (IUPAP).

  18. The Vital Program: Transforming ICT Professional Development

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  19. Encouraging Faculty Attendance at Professional Development Events

    ERIC Educational Resources Information Center

    Burdick, Dakin; Doherty, Tim; Schoenfeld, Naomi

    2015-01-01

    For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small…

  20. Advanced centrifugal contactor development

    SciTech Connect

    DeMuth, S.F.; Jubin, R.T.; Ladd, L.D.

    1988-01-01

    As part of the Consolidated Fuel Reprocessing Program (CFRP) of the Oak Ridge National Laboratory (ORNL), compact centrifugal contactors were designed and prototypes were built for the Breeder Reprocessing Engineering Test (BRET) facility. These contactors were designed for a nominal throughput of 0.1 metric tons of heavy metal per day. While construction of BRET has been put on indefinite hold, development of the 5.5-cm-diam rotor centrifugal contactors has advanced due to their broad applicability in other areas of reprocessing. Development has been concentrated in three areas: (1) mass transfers, (2) hydraulics, and (3) fabrication. Mass transfer development has involved determining how the stage efficiency is affected by the rotor speed, phase ratio, and feed flow rate. Hydraulic efforts have focused on the cascade operation with individual stage failures. Fabrication development has resulted in reducing the number of rotor components from seven to four. This paper discusses the results of these development efforts. 20 refs., 10 figs., 6 tabs.

  1. Collection Development and Professional Ethics.

    ERIC Educational Resources Information Center

    Frazier, Kenneth

    1999-01-01

    Illustrates the ethical dilemmas of library collection development through three specific examples related to scholarly communication, including the ongoing effort by publishers to use licensing contracts to abolish interlibrary loans for information in electronic format. Considers information needs of clients versus optimizing public access to…

  2. 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…

  3. The Development of Professional Counseling in Botswana

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  4. 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…

  5. Inquiry Identity and Science Teacher Professional Development

    ERIC Educational Resources Information Center

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-01-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often…

  6. 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:…

  7. Young Adult Literature and Professional Development

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  8. 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…

  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. The Professional Development of Kosovan Leaders

    ERIC Educational Resources Information Center

    Goddard, J. T.

    2004-01-01

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

  11. Cross-Cultural Issues in Professional Development.

    ERIC Educational Resources Information Center

    Marsick, Victoria J.

    1985-01-01

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

  12. What to Do until the Mentor Arrives? Professional Advancement Kit.

    ERIC Educational Resources Information Center

    Moore, Kathryn M.

    Mentoring is a form of adult socialization for professional-level and leadership roles, and plays a critical part in developing leadership for the academic administration of colleges and universities. Sexism in these high level positions means that men, who are most likely to be mentors, choose other men as proteges, leaving women without access…

  13. A Model of Professional Development: Teachers' Perceptions of Their Professional Development

    ERIC Educational Resources Information Center

    Avidov-Ungar, Orit

    2016-01-01

    This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…

  14. 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…

  15. Military Education: DOD Needs To Develop Performance Goals and Metrics for Advanced Distributed Learning in Professional Military Education. Report to the Ranking Minority Member Committee on Armed Services, House of Representatives. GAO-04-873

    ERIC Educational Resources Information Center

    US Government Accountability Office, 2004

    2004-01-01

    As part of its transformation to prepare the armed forces to meet current and future challenges, the Department of Defense (DOD) is expanding its use of advanced distributed learning (ADL) techniques in senior- and intermediate-level officer professional military education (PME).To determine whether DOD uses a systematic process for evaluating the…

  16. Instructional Technology Professional Development Evaluation: Developing a High Quality Model

    ERIC Educational Resources Information Center

    Gaytan, Jorge A.; McEwen, Beryl C.

    2010-01-01

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

  17. Advanced Hydrogen Turbine Development

    SciTech Connect

    Joesph Fadok

    2008-01-01

    advanced hydrogen turbine that meets the aggressive targets set forth for the advanced hydrogen turbine, including increased rotor inlet temperature (RIT), lower total cooling and leakage air (TCLA) flow, higher pressure ratio, and higher mass flow through the turbine compared to the baseline. Maintaining efficiency with high mass flow Syngas combustion is achieved using a large high AN2 blade 4, which has been identified as a significant advancement beyond the current state-of-the-art. Preliminary results showed feasibility of a rotor system capable of increased power output and operating conditions above the baseline. In addition, several concepts were developed for casing components to address higher operating conditions. Rare earth modified bond coat for the purpose of reducing oxidation and TBC spallation demonstrated an increase in TBC spallation life of almost 40%. The results from Phase 1 identified two TBC compositions which satisfy the thermal conductivity requirements and have demonstrated phase stability up to temperatures of 1850 C. The potential to join alloys using a bonding process has been demonstrated and initial HVOF spray deposition trials were promising. The qualitative ranking of alloys and coatings in environmental conditions was also performed using isothermal tests where significant variations in alloy degradation were observed as a function of gas composition. Initial basic system configuration schematics and working system descriptions have been produced to define key boundary data and support estimation of costs. Review of existing materials in use for hydrogen transportation show benefits or tradeoffs for materials that could be used in this type of applications. Hydrogen safety will become a larger risk than when using natural gas fuel as the work done to date in other areas has shown direct implications for this type of use. Studies were conducted which showed reduced CO{sub 2} and NOx emissions with increased plant efficiency. An approach to

  18. Literacy-Related Professional Development Preferences of Secondary Teachers

    ERIC Educational Resources Information Center

    Jones, Shara L.; Lee, Elizabeth A.

    2014-01-01

    A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared…

  19. A Hybrid Evaluation Model for Evaluating Online Professional Development

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  20. Quality Professional Development for Secondary Science Teachers

    ERIC Educational Resources Information Center

    Mchazlett, Dwight Henry, Jr.

    2015-01-01

    This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed…

  1. 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…

  2. Moving toward Teamwork through Professional Development Activities

    ERIC Educational Resources Information Center

    Fitzgerald, Meghan M.; Theilheimer, Rachel

    2013-01-01

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

  3. Shared Leadership in a Professional Development Center.

    ERIC Educational Resources Information Center

    Romerdahl, Nancy Sue

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

  4. Induction: The Best Form of Professional Development.

    ERIC Educational Resources Information Center

    Wong, Harry K.

    2002-01-01

    Asserts that professional development for beginning teachers should begin with induction programs. Describes three exemplary beginning-teacher induction programs: Flowing Wells School District, Tucson, Arizona; Lafourche Parish Public Schools, Thibodaux, Louisiana; and Port Huron Area Schools, Port Huron, Michigan. (PKP)

  5. 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…

  6. 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…

  7. 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),…

  8. The Professional Development of Graduate Teaching Assistants.

    ERIC Educational Resources Information Center

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

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

  9. Professional Development through Faculty Learning Communities

    ERIC Educational Resources Information Center

    Glowacki-Dudka, Michelle; Brown, Michael P.

    2007-01-01

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

  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. Great Expectations: Emergent Professional Development Schools.

    ERIC Educational Resources Information Center

    Winitzky, Nancy; And Others

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

  12. Meaningful Professional Development: A Personal Journey

    ERIC Educational Resources Information Center

    Shore, Rebecca Ann

    2012-01-01

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

  13. Preservice Teachers' Microblogging: Professional Development via Twitter

    ERIC Educational Resources Information Center

    Carpenter, Jeffrey

    2015-01-01

    Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of teacher education is, however, limited. This paper investigates the use of Twitter by preservice…

  14. A New Vision for Professional Development

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  15. Measuring the Achievement of Professional Development Schools

    ERIC Educational Resources Information Center

    Theiss, Deb; Grigsby, Carl

    2010-01-01

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

  16. Professional Development Needs of State Extension Specialists.

    ERIC Educational Resources Information Center

    Radhakrishna, Rama B.

    2001-01-01

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

  17. Professional Development Schools and Transformative Partnerships

    ERIC Educational Resources Information Center

    Polly, Drew, Ed.; Heafner, Tina, Ed.; Chapman, Marvin, Ed.; Spooner, Melba, Ed.

    2015-01-01

    School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators. "Professional Development Schools and Transformative Partnerships" provides a comprehensive look at the…

  18. Give Your Professional Development a Second Life

    ERIC Educational Resources Information Center

    Sheehy, Peggy

    2009-01-01

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

  19. Development of Professional Identity in SMEs.

    ERIC Educational Resources Information Center

    Puurula, Arja; Lofstrom, Erika

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

  20. "Tears, Laughter, Camaraderie": Professional Development for Headteachers

    ERIC Educational Resources Information Center

    Woods, Philip A.; Woods, Glenys J.; Cowie, Michael

    2009-01-01

    This article reports and interprets the findings of a study of headteachers' views and perceptions of continuing professional development (CPD) provision and their ongoing CPD needs and priorities, carried out in 2007 in Scotland, involving headteachers from the primary and secondary sectors. Topic areas in which headteachers generally were most…

  1. 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…

  2. Relational Dynamics in Teacher Professional Development

    ERIC Educational Resources Information Center

    Finkelstein, Carla

    2013-01-01

    Teacher professional development (PD) is considered essential to improving student achievement toward high standards. I argue that while current notions of high quality PD foreground cognitive aspects of learning, they undertheorize the influence of relational dynamics in teacher learning interactions. That is, current conceptions of high quality…

  3. Professional Development to Promote Teacher Adaptability

    ERIC Educational Resources Information Center

    Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee

    2016-01-01

    Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that…

  4. 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…

  5. 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…

  6. 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…

  7. Teacher Professional Development: A Different Perspective

    ERIC Educational Resources Information Center

    Roseler, Katrina; Dentzau, Michael W.

    2013-01-01

    Reform in science education is a slow process. Current professional development experiences may slow the process even more if modeled after traditional top down approaches. The common practice of inviting "experts" to deal with specific local issues supports a covert message that classroom teachers are not capable of meeting the…

  8. A Professional Development Framework for Online Teaching

    ERIC Educational Resources Information Center

    Baran, Evrim; Correia, Ana-Paula

    2014-01-01

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

  9. 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…

  10. Money down the Drain: Mandated Professional Development

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  11. Professional Development for School Library Media Professionals: Elements for Success

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  12. Becoming an Early Years Professional: Developing a New Professional Identity

    ERIC Educational Resources Information Center

    Murray, Janet

    2013-01-01

    Research on professional identity places various emphasis on the influence of internal or external components (Beijaard, Meijer and Verloop 2004; McGillivray 2008; Osgood 2010), which can create tension between the normative and subjective view of what it means to be a particular type of professional. This small scale research sought to uncover…

  13. Clinical registered dietitians, employers, and educators are interested in advanced practice education and professional doctorate degrees in clinical nutrition.

    PubMed

    Skipper, Annalynn; Lewis, Nancy M

    2006-12-01

    A subset of registered dietitians (RDs) is known to practice at an advanced level, but a clear educational pathway supporting advanced medical nutrition therapy practice has not been identified. Thus, an electronic survey was designed to investigate interest of clinical RDs, employers, and educators in advanced practice competencies and professional doctorate degree programs in clinical nutrition. Usable responses were obtained from 440 of 978 (45%) RDs, 61 of 107 (57%) employers, and 76 of 114 (67%) educators. Mean interest (5 = very interested, 1 = very uninterested) in obtaining advanced practice education was highest among RDs (3.93+/-1.01) and was significantly different (P < 0.01) from employers (3.74 +/-1.28) and educators (2.76+/-1.33). Interest in completing a professional doctorate in clinical nutrition was significantly (P < 0.01) different among RDs (3.05+/-1.28), employers (3.18+/-1.30), and educators (2.3+/-1.34). Employers' mean interest score for hiring RDs with a professional doctorate in clinical nutrition was 4.02+/-0.93. A subset of clinical RDs appears to be interested in obtaining advanced practice competency and enrolling in professional doctorate degrees in clinical nutrition. Clinical nutrition managers in academic medical centers may be interested in hiring advanced practice clinical RDs with professional doctorate degrees. Opportunities exist for educators to develop advanced practice educational experiences and professional doctorate degree programs.

  14. 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.

  15. 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

  16. 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).…

  17. 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…

  18. Putting Yourself in Action: Individual Professional Development Plans

    ERIC Educational Resources Information Center

    Sugarman, Nancy A.

    2011-01-01

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

  19. Developing Teachers: Improving Professional Development for Teachers

    ERIC Educational Resources Information Center

    Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot

    2015-01-01

    This document is a summary of the report "What Makes Great Teaching". It argues that improved teacher ­development will positively impact on pupil attainment, particular those from disadvantaged backgrounds. "Developing Teachers" presents five policy recommendations which have been signed by 17 of Britain's leading headteachers…

  20. Nursing Professional Development Organizational Value Demonstration Project.

    PubMed

    Harper, Mary G; Aucoin, Julia; Warren, Joan I

    2016-01-01

    A common question nursing professional development (NPD) practitioners ask is, "How many NPD practitioners should my organization have?" This study examined correlations among facility size and structure, NPD practitioner characteristics and time in service, and organizational outcomes. Organizations with a higher rate of NPD full-time equivalents per bed had higher patient satisfaction with nurses' communication and provision of discharge instruction on their HCAHPS (Hospital Consumer Assessment of Healthcare Provider and Systems) scores. PMID:27648899

  1. Nursing Professional Development Organizational Value Demonstration Project.

    PubMed

    Harper, Mary G; Aucoin, Julia; Warren, Joan I

    2016-01-01

    A common question nursing professional development (NPD) practitioners ask is, "How many NPD practitioners should my organization have?" This study examined correlations among facility size and structure, NPD practitioner characteristics and time in service, and organizational outcomes. Organizations with a higher rate of NPD full-time equivalents per bed had higher patient satisfaction with nurses' communication and provision of discharge instruction on their HCAHPS (Hospital Consumer Assessment of Healthcare Provider and Systems) scores.

  2. Teacher Professional Development that Makes an Impact

    NASA Astrophysics Data System (ADS)

    Borrego, H.; Ellins, K. K.

    2012-12-01

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

  3. 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.

  4. Certification and clinical ladder as the impetus for professional development.

    PubMed

    Watts, Misty D

    2010-01-01

    With today's healthcare challenges of nursing shortages and financial instability, it is imperative that healthcare organizations retain clinically competent nurses at the bedside. Professional development and recognition are key motivators to increase nursing job satisfaction, thus reducing shortages and turnover. Implementation of specialty certification and clinical advancement programs is of benefit to the public, employers, and nurses alike. Clinical ladder and Magnet recognition are often the impetus for specialty nursing certification in healthcare institutions. Clinical ladder history, purpose, models, perceptions, and satisfiers are discussed. Certification statistics, types, impetus, benefits, incentives, and barriers are highlighted, as well as a facility's innovative strategy to increase specialty certification. Certification and clinical ladder programs demonstrate commitment of healthcare organizations and nursing staff to provide high-quality care and professional nursing development, an investment that hospitals cannot afford to overlook. PMID:20019510

  5. Quality professional development for secondary science teachers

    NASA Astrophysics Data System (ADS)

    Mchazlett, Dwight Henry, Jr.

    This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed problem of practice where there was a lack of quality professional development for secondary biology teachers. The audience of internal stakeholders includes district administrators, high school teachers, and science teachers from the elementary and middle school grade levels. Participants of this study collaboratively explored the problem of practice in the fall semester of 2015, then implemented the LS PD model in the spring semester. The participants completed three cycles of LS that focused on collaboratively designing research-based lessons, teaching the lessons with peer observations, revising and re-teaching the lessons with peer observations, and reflecting on the participants' growth experiences. Four research questions were addressed: (a) What are the perceptions of the participants in regard to their own professional growth as a result of participating in the LS initiative? (b) What improvements to the LS PD model might facilitate future implementation? and (c) What are the perceptions of the LS dissemination audience toward LS as a viable solution to a lack of quality PD for secondary biology teachers? Results of the study suggested that LS PD may be a viable solution to the proposed problem of practice where there is a lack of quality professional development for secondary biology teachers. Long-term implications posit that LS PD can be adapted and scaled up to benefit all content areas and grade levels.

  6. Professional Development Issues for School Psychologists: "What's Hot, What's Not in the United States"

    ERIC Educational Resources Information Center

    Wnek, Andrew C.; Klein, Gabrielle; Bracken, Bruce A.

    2008-01-01

    This study queried practicing school psychologists in the United States about the extent to which advances in the field have improved their individual service provision and fostered a desire for additional professional development. The researchers surveyed 1,000 members of the largest professional organization for school psychologists in the…

  7. Comparative and International Education: Policy Transfer, Context Sensitivity and Professional Development

    ERIC Educational Resources Information Center

    Crossley, Michael; Watson, Keith

    2009-01-01

    This paper examines the intellectual and professional contribution of comparative and international studies to the field of education. It explores the nature of the challenges that are currently being faced, and assesses its potential for the advancement of future teaching, research and professional development. Attention is paid to the place of…

  8. Professional development in college science teaching

    NASA Astrophysics Data System (ADS)

    Thomas, Aimee Kathryn

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

  9. Innovative Professional Development: Expanding Your Professional Learning Network

    ERIC Educational Resources Information Center

    Perez, Lisa

    2012-01-01

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

  10. Professional Learning Communities & Teacher-Directed Professional Development

    ERIC Educational Resources Information Center

    Zeppieri, Roseanne

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  12. An Examination of Effective Professional Development Characteristics in Professional Learning Communities

    ERIC Educational Resources Information Center

    Strickland, Crystal Y.

    2013-01-01

    The purpose of this quantitative study was to investigate the extent to which professional development practices in professional learning communities are consistent with research-based principles of effective professional development. Additionally, the study investigated potential differences in the content focus, active learning, coherence, and…

  13. Invisible but Essential: The Role of Professional Networks in Promoting Faculty Agency in Career Advancement

    ERIC Educational Resources Information Center

    Niehaus, Elizabeth; O'Meara, KerryAnn

    2015-01-01

    The benefits of professional networks are largely invisible to the people embedded in them (O'Reilly 1991), yet professional networks may provide key benefits for faculty careers. The purpose of the study reported here was to explore the role of professional networks in faculty agency in career advancement, specifically focusing on the overall…

  14. Developing and Sustaining Professionalism within Gifted Education

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  15. Advanced subsystems development

    NASA Technical Reports Server (NTRS)

    Livingston, F. R.

    1978-01-01

    The concept design for a small (less than 10 MWe) solar thermal electric generating plant was completed using projected 1985 technology. The systems requirements were defined and specified. The components, including an engineering prototype for one 15 kWe module of the generating plant, were conceptually designed. Significant features of the small solar thermal power plant were identified as the following: (1) 15 kWe Stirling-cycle engine/alternator with constant power output; (2) 10 meter point-focusing paraboloidal concentrator with cantilevered cellular glass reflecting panels; (3) primary heat pipe with 800 C output solar cavity receiver; (4) secondary heat pipe with molten salt thermal energy storage unit; (5) electric energy transport system; and (6) advanced battery energy storage capability.

  16. Professional advancement of women in health care management: a conceptual model.

    PubMed

    Madsen, M K; Blide, L A

    1992-11-01

    Ragins and Sundstrom suggest three major conclusions based on power and gender differences within organizations. The first is that power develops or detracts as individuals progress along their career track. HIM professionals who accept the challenges that changing roles bring can also develop a new sensitivity to the value of power as a tool. They can use their negotiating skills to avoid being placed in work roles that result in a decrease in power. The second difference between men and women within organizations is that obstacles often impede women's career paths more than men's. Perceptions by women and men of a woman as homemaker and mother create serious conflicts when jobs are demanding and time intensive. Lastly, Ragins and Sundstrom suggest that career progression is influenced by both intrinsic factors (personal and professional) and extrinsic factors (organizational and interpersonal). The interaction between these factors is often driven by gender differences allowing men to progress and succeed, whereas women remain beneath the glass ceiling. HIM professionals, like other women health professionals, are graduating from advanced programs in health care and business administration at a greater rate than ever before in the history of this country. Not all these graduates will be able to acquire top-level administrative positions in the traditional health care institutions (e.g., hospitals). Therefore, if they wish to advance, they may have to move to nontraditional work settings. This is especially true for HIM professionals. The expanding computerized environment in traditional and nontraditional health care settings presents great potential for the development of new roles and responsibilities that have not been identified as male roles. HIM professionals and women in other health care professions who aspire to advance to upper administrative positions in traditional and nontraditional settings must be willing to take the risks inherent in assuming

  17. Professional advancement of women in health care management: a conceptual model.

    PubMed

    Madsen, M K; Blide, L A

    1992-11-01

    Ragins and Sundstrom suggest three major conclusions based on power and gender differences within organizations. The first is that power develops or detracts as individuals progress along their career track. HIM professionals who accept the challenges that changing roles bring can also develop a new sensitivity to the value of power as a tool. They can use their negotiating skills to avoid being placed in work roles that result in a decrease in power. The second difference between men and women within organizations is that obstacles often impede women's career paths more than men's. Perceptions by women and men of a woman as homemaker and mother create serious conflicts when jobs are demanding and time intensive. Lastly, Ragins and Sundstrom suggest that career progression is influenced by both intrinsic factors (personal and professional) and extrinsic factors (organizational and interpersonal). The interaction between these factors is often driven by gender differences allowing men to progress and succeed, whereas women remain beneath the glass ceiling. HIM professionals, like other women health professionals, are graduating from advanced programs in health care and business administration at a greater rate than ever before in the history of this country. Not all these graduates will be able to acquire top-level administrative positions in the traditional health care institutions (e.g., hospitals). Therefore, if they wish to advance, they may have to move to nontraditional work settings. This is especially true for HIM professionals. The expanding computerized environment in traditional and nontraditional health care settings presents great potential for the development of new roles and responsibilities that have not been identified as male roles. HIM professionals and women in other health care professions who aspire to advance to upper administrative positions in traditional and nontraditional settings must be willing to take the risks inherent in assuming

  18. Occupational therapy, professional development, and ethics.

    PubMed

    Dige, Morten

    2009-05-01

    The aim of this article is to reflect on and contribute to developing occupational therapy as a profession. The author proposes an ethical interpretation of health and helping professions in general and occupational therapy in particular. According to this ethical interpretation, the essential function and mission of classical health and helping professions are defined by certain ethical values: the basic elements of a good human life. The author argues that the central concepts of occupational therapy, activity and participation, can plausibly be understood in this light. However, this seems to imply a rather substantial conception of well-being which the author tries to spell out. In addition, the basic principles of biomedical ethics are specified in the context of occupational therapy according to an ethical interpretation. In conclusion, four advantages of the ethical interpretation are highlighted: it adds precision and content to ethical principles and guidelines; it contributes to building up and preserving a shared professional identity; it puts emphasis on a client-centred perspective on professional work; and it provides a constructive framework for inter-professional cooperation.

  19. Advanced Adaptive Optics Technology Development

    SciTech Connect

    Olivier, S

    2001-09-18

    The NSF Center for Adaptive Optics (CfAO) is supporting research on advanced adaptive optics technologies. CfAO research activities include development and characterization of micro-electro-mechanical systems (MEMS) deformable mirror (DM) technology, as well as development and characterization of high-resolution adaptive optics systems using liquid crystal (LC) spatial light modulator (SLM) technology. This paper presents an overview of the CfAO advanced adaptive optics technology development activities including current status and future plans.

  20. Competency-based continuing professional development.

    PubMed

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

    2010-01-01

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

  1. Kepler Mission IYA Teacher Professional Development Workshops

    NASA Astrophysics Data System (ADS)

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

    2009-12-01

    NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to and after the launch. The professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar trainings. Each event was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. The workshops combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. Kepler's Education and Public Outreach program is jointly conducted by the SETI Institute and Lawrence Hall of Science at UC Berkeley in close coordination with the Kepler Mission at NASA Ames Research Center. The IYA Kepler Teacher Professional Development workshops were supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops. Teachers participate in human orrery.

  2. 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. PMID:26139861

  3. Advanced Interconnect Development

    SciTech Connect

    Yang, Z.G.; Maupin, G.; Simner, S.; Singh, P.; Stevenson, J.; Xia, G.

    2005-01-27

    The objectives of this project are to develop cost-effective, optimized materials for intermediate temperature SOFC interconnect and interconnect/electrode interface applications and identify and understand degradation processes in interconnects and at their interfaces with electrodes.

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

    ERIC Educational Resources Information Center

    Mantei, Jessica; Kervin, Lisa

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  6. 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…

  7. 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…

  8. Climate Literacy: Supporting Teacher Professional Development

    NASA Astrophysics Data System (ADS)

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

    2012-12-01

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

  9. 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,…

  10. Further Research on an Undergraduate Measure of Professional Development Engagement

    ERIC Educational Resources Information Center

    Blau, Gary; Pred, Robert; Andersson, Lynne; Lopez, Andrea B.

    2015-01-01

    Professional Development Engagement (PDE) refers to the level of undergraduate engagement in professional development. Professional Development (PD) involves activities designed to help students prepare for a successful college-to-work transition. This study tested a new 12-item measure of PDE for a complete-data sample of 246 undergraduate…

  11. Reading Coaches as an In-Class Professional Development Model

    ERIC Educational Resources Information Center

    Bolton, Marcia V.

    2007-01-01

    Professional development should be a career-long process in which teachers tweak their teaching methodology, practices, and style to meet student needs. Is there a better place to offer professional development opportunities than at "ground zero"? This paper outlines one school's attempt to bring quality professional development to the…

  12. 34 CFR 200.60 - Expenditures for professional development.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph (a)(2... professional development activities to ensure that teachers and paraprofessionals meet the requirements...

  13. 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…

  14. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    ERIC Educational Resources Information Center

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  15. The Facilitator's Role in Elementary Mathematics Professional Development

    ERIC Educational Resources Information Center

    Linder, Sandra M.

    2011-01-01

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

  16. Professional Development Planning and Design. Issues in Science Education.

    ERIC Educational Resources Information Center

    Rhoton, Jack; Bowers, Patricia

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

  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. Professional Development Networks: From Transmission to Co-Construction

    ERIC Educational Resources Information Center

    Ngcoza, Ken; Southwood, Sue

    2015-01-01

    This article offers an extract of a qualitative case study focused on collaborative professional development of science teachers in a transformative continuous professional development (TCPD) network, whose aim is the professional development of science teachers with a view to improving praxis. Teacher narratives generated through an iterative…

  19. Transformation and Framework of Teacher Professional Development in Taiwan

    ERIC Educational Resources Information Center

    Huang, Bo-Ruey

    2016-01-01

    This article describes the situation of teacher professional development in Taiwan, including the history and the framework of teacher professional development. With diversification of teacher education systems and institutions, teacher professional development in Taiwan is undergoing a gradual governance shift from the model of centralised state…

  20. Exploring the Turkish Teachers' Professional Development Experiences and Their Needs for Professional Development

    ERIC Educational Resources Information Center

    Özdemir, Soner Mehmet

    2013-01-01

    The purpose of this study was to examine the activities of professional development that Turkish elementary and secondary teachers experienced individually in the previous two years. Survey method was used and data were collected through an instrument developed by researcher. Sample consisted of 507 elementary and secondary teachers employed in 12…

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

    ERIC Educational Resources Information Center

    Florida Community Coll., Jacksonville.

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

  2. Advanced Seal Development

    NASA Technical Reports Server (NTRS)

    2003-01-01

    Under this cooperative agreement, the work conducted was in support of the Directors Discretionary Fund and the Smart Efficient Components (SEC) Program. The goal of this continuing program is to develop an innovative Acoustic-Based Seal that shows the potential of operating with zero-leakage and zero-wear by exploiting recent developments in acoustics. By oscillating specially shaped resonating cavities at frequencies equivalent to the resonant frequency of the fluid contained by the cavity, the research group has demonstrated that high- amplitude standing pressure waves can be produced. While others are applying this technology to compressors, NASA proposes to develop a revolutionary new class of seals that will impact the turbine engine and power generation industries. The intent of this activity is to continue the formation of a strong relationship between the research initiatives at the Ohio Aerospace Institute (OAI) and the NASA Glenn Research Center (NASA GRC).

  3. Advanced telemedicine development

    SciTech Connect

    Forslund, D.W.; George, J.E.; Gavrilov, E.M.

    1998-12-31

    This is the final report of a one-year, Laboratory Directed Research and Development (LDRD) project at the Los Alamos National Laboratory (LANL). The objective of this project was to develop a Java-based, electronic, medical-record system that can handle multimedia data and work over a wide-area network based on open standards, and that can utilize an existing database back end. The physician is to be totally unaware that there is a database behind the scenes and is only aware that he/she can access and manage the relevant information to treat the patient.

  4. 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…

  5. Advanced development: Fuels

    NASA Technical Reports Server (NTRS)

    Ramohalli, K.

    1981-01-01

    The solar thermal fuels and chemicals program at Jet Propulsion Laboratory are described. High technology is developed and applied to displace fossil fuel (oil) use in the production/processing of valuable fuels and chemicals. The technical and economic feasibility is demonstrated to extent that enables the industry to participate and commercialize the product. A representative process, namely Furfural production with a bottoming of acetone, butanol and ethanol, is described. Experimental data from all solar production of furfural is discussed. Estimates are given to show the attractiveness of this process, considering its flexibility to be adaptable to dishes, troughs or central receivers. Peat, lignite and low rank coal processing, heavy oil stripping and innovative technologies for process diagnostics and control are mentioned as examples of current projects under intensive development.

  6. ADVANCED SORBENT DEVELOPMENT PROGRAM

    SciTech Connect

    Unknown

    1998-06-16

    The overall objective of this program was to develop regenerable sorbents for use in the temperature range of 343 to 538 C (650 to 1000 F) to remove hydrogen sulfide (H{sub 2}S) from coal-derived fuel gases in a fluidized-bed reactor. The goal was to develop sorbents that are capable of reducing the H{sub 2}S level in the fuel gas to less than 20 ppmv in the specified temperature range and pressures in the range of 1 to 20 atmospheres, with chemical characteristics that permit cyclic regeneration over many cycles without a drastic loss of activity, as well as physical characteristics that are compatible with the fluidized bed application.

  7. Advanced Dewatering Systems Development

    SciTech Connect

    R.H. Yoon; G.H. Luttrell

    2008-07-31

    A new fine coal dewatering technology has been developed and tested in the present work. The work was funded by the Solid Fuels and Feedstocks Grand Challenge PRDA. The objective of this program was to 'develop innovative technical approaches to ensure a continued supply of environmentally sound solid fuels for existing and future combustion systems with minimal incremental fuel cost.' Specifically, this solicitation is aimed at developing technologies that can (i) improve the efficiency or economics of the recovery of carbon when beneficiating fine coal from both current production and existing coal slurry impoundments and (ii) assist in the greater utilization of coal fines by improving the handling characteristics of fine coal via dewatering and/or reconstitution. The results of the test work conducted during Phase I of the current project demonstrated that the new dewatering technologies can substantially reduce the moisture from fine coal, while the test work conducted during Phase II successfully demonstrated the commercial viability of this technology. It is believed that availability of such efficient and affordable dewatering technology is essential to meeting the DOE's objectives.

  8. TA Professional Development: A Graduate Student's Perspective

    NASA Astrophysics Data System (ADS)

    Alicea-Munoz, Emily

    Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.

  9. Accelerating development of advanced inverters :

    SciTech Connect

    Neely, Jason C.; Gonzalez, Sigifredo; Ropp, Michael; Schutz, Dustin

    2013-11-01

    The high penetration of utility interconnected photovoltaic (PV) systems is causing heightened concern over the effect that variable renewable generation will have on the electrical power system (EPS). These concerns have initiated the need to amend the utility interconnection standard to allow advanced inverter control functionalities that provide: (1) reactive power control for voltage support, (2) real power control for frequency support and (3) better tolerance of grid disturbances. These capabilities are aimed at minimizing the negative impact distributed PV systems may have on EPS voltage and frequency. Unfortunately, these advanced control functions may interfere with island detection schemes, and further development of advanced inverter functions requires a study of the effect of advanced functions on the efficacy of antiislanding schemes employed in industry. This report summarizes the analytical, simulation and experimental work to study interactions between advanced inverter functions and anti-islanding schemes being employed in distributed PV systems.

  10. The growth and development of professional nurses.

    PubMed

    LaSala, Kathleen B

    2009-01-01

    As individuals enter nursing programs, the process of socialization in the professional role begins. Novice nursing students learn the definition of professionalism, standards of practice and the code of ethics. For many, the concept of professionalism is quite new, including one's appearance, behaviors and communication.

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

    NASA Astrophysics Data System (ADS)

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

    2013-05-01

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

  12. Codification and Validation of Professional Development Questionnaire of Teachers

    ERIC Educational Resources Information Center

    Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

    2016-01-01

    Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on…

  13. 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…

  14. 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…

  15. Armchair Aids to Better Teaching. Professional Development Directory, Part II.

    ERIC Educational Resources Information Center

    Learning, 1993

    1993-01-01

    Describes a variety of teacher-recommended books and videos to help educators sharpen their professional edge at home. Topics include classroom management, understanding students, professional development, changing the system, and curriculum (language arts, social studies, science, and math). (SM)

  16. Advanced Radiation Detector Development

    SciTech Connect

    The University of Michigan

    1998-07-01

    Since our last progress report, the project at The University of Michigan has continued to concentrate on the development of gamma ray spectrometers fabricated from cadmium zinc telluride (CZT). This material is capable of providing energy resolution that is superior to that of scintillation detectors, while avoiding the necessity for cooling associated with germanium systems. In our past reports, we have described one approach (the coplanar grid electrode) that we have used to partially overcome some of the major limitations on charge collection that is found in samples of CZT. This approach largely eliminates the effect of hole motion in the formation of the output signal, and therefore leads to pulses that depend only on the motion of a single carrier (electrons). Since electrons move much more readily through CZT than do holes, much better energy resolution can be achieved under these conditions. In our past reports, we have described a 1 cm cube CZT spectrometer fitted with coplanar grids that achieved an energy resolution of 1.8% from the entire volume of the crystal. This still represents, to our knowledge, the best energy resolution ever demonstrated in a CZT detector of this size.

  17. Advanced accelerator theory development

    SciTech Connect

    Sampayan, S.E.; Houck, T.L.; Poole, B.; Tishchenko, N.; Vitello, P.A.; Wang, I.

    1998-02-09

    A new accelerator technology, the dielectric wall accelerator (DWA), is potentially an ultra compact accelerator/pulsed power driver. This new accelerator relies on three new components: the ultra-high gradient insulator, the asymmetric Blumlein and low jitter switches. In this report, we focused our attention on the first two components of the DWA system the insulators and the asymmetric Blumlein. First, we sought to develop the necessary design tools to model and scale the behavior of the high gradient insulator. To perform this task we concentrated on modeling the discharge processes (i.e., initiation and creation of the surface discharge). In addition, because these high gradient structures exhibit favorable microwave properties in certain accelerator configurations, we performed experiments and calculations to determine the relevant electromagnetic properties. Second, we performed circuit modeling to understand energy coupling to dynamic loads by the asymmetric Blumlein. Further, we have experimentally observed a non-linear coupling effect in certain asymmetric Blumlein configurations. That is, as these structures are stacked into a complete module, the output voltage does not sum linearly and a lower than expected output voltage results. Although we solved this effect experimentally, we performed calculations to understand this effect more fully to allow better optimization of this DWA pulse-forming line system.

  18. Design of Online Teacher Professional Development in a Statewide Reading First Professional Development System

    ERIC Educational Resources Information Center

    Roskos, Kathleen; Jarosewich, Tania; Lenhart, Lisa; Collins, Linda

    2007-01-01

    This study examined the pedagogy of three online teacher professional development (oTPD) modules. Evidence of design features oriented to the "how people learn" framework was the primary research objective. An analytic framework was devised to code knowledge types, levels of cognitive demand, levels of interaction, and sensory details in the…

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

    ERIC Educational Resources Information Center

    Hayes, Latisha L.; Robnolt, Valerie J.

    2007-01-01

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

  20. Continuing Professional Development in Context: Teachers' Continuing Professional Development Culture in Germany and Sweden

    ERIC Educational Resources Information Center

    Wermke, Wieland

    2011-01-01

    This article investigates the continuing professional development (CPD) culture of teachers, and asks how it is influenced by properties of the school system. It reports the results of a questionnaire study with 418 secondary teachers from Sweden and Germany. The results show highly significant differences between Swedish and German teachers'…

  1. What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism.

    PubMed

    Armitage-Chan, E; Maddison, J; May, S A

    2016-03-26

    Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed. PMID:26857071

  2. Performance Teachers' Identity and Professional Knowledge in Advanced Music Teaching

    ERIC Educational Resources Information Center

    Triantafyllaki, Angeliki

    2010-01-01

    This paper explores the interrelationship between performance teachers' professional identity and the various forms of professional knowledge they bring to their work. The data derive from an ethnographic case study conducted across a period of 12 weeks in each of two distinct music training institutions in Greece--a University Music Department…

  3. Professional Development Schools: Schools for Developing a Profession.

    ERIC Educational Resources Information Center

    Darling-Hammond, Linda, Ed.

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

  4. Efficacy of Professional Development Schools in Developing Countries: Panama

    ERIC Educational Resources Information Center

    Brown, Gordon; Shaklee, Beverly

    2014-01-01

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

  5. Developing a Model for Continuous Professional Development by Action Research

    ERIC Educational Resources Information Center

    Herbert, Susan; Rainford, Marcia

    2014-01-01

    This paper presents a case study of the work of two teacher educators with an in-service science teacher. This case study forms one cycle of a larger action research study that will eventually lead to a model of how the third-space concept for teacher professional development can be realized in natural school settings. The case study took place in…

  6. Developing a Discourse of the Postmodern Community Development Professional

    ERIC Educational Resources Information Center

    McArdle, Karen; Mansfield, Sue

    2013-01-01

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

  7. Reflections on a Professional Development Course for Educational Developers

    ERIC Educational Resources Information Center

    Popovic, Celia; Fisher, Elaine

    2016-01-01

    Entry into the Fellowship of Staff and Educational Development Association is through the production of a professional portfolio which evidences the applicant's achievement of the Fellowship requirements. Supporting and Leading Educational Change takes participants through the Fellowship process. The 12-week online course combines theory of…

  8. Advanced cryogenic tank development status

    NASA Astrophysics Data System (ADS)

    Braun, G. F.; Tack, W. T.; Scholz, E. F.

    1993-06-01

    Significant advances have been made in the development of materials, structures, and manufacturing technologies for the next generation of cryogenic propellant tanks under the auspices of a joint U.S. Air Force/NASA sponsored advanced development program. This paper summarizes the achievements of this three-year program, particularly in the evolution and properties of Weldalite 049, net shape component technology, Al-Li welding technology, and efficient manufacturing concepts. Results of a recent mechanical property characterization of a full-scale integrally stiffened barrel panel extrusion are presented, as well as plans for an additional weld process optimization program using response surface design of experiment techniques. A further discussion is given to the status of hardware completed for the Advanced Manufacturing Development Center and Martin Marietta's commitment to the integration of these technologies into the production of low-cost, light-weight cryogenic propellant tanks.

  9. Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

    ERIC Educational Resources Information Center

    Sondgerath, Travis

    2016-01-01

    The study discussed in this article sought to identify cross-program professional development needs of county-based Extension professionals (field educators). The study instrument was completed by 105 county-based Extension professionals. Interdisciplinary topics, such as program evaluation and volunteer management, were identified as subjects of…

  10. Teachers' Professional Development Experiences: Implications for Teaching Practice

    ERIC Educational Resources Information Center

    Vail, Teresa M.

    2011-01-01

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

  11. Growing on the Job: Professional Development for the School Librarian.

    ERIC Educational Resources Information Center

    Boardman, Edna M.

    This guide presents a series of articles which give pointers, hints, and examples of day-to-day development activities school librarians can use to hone their professionalism. The first of five sections describes ways in which librarians can provide professional service and lists some markers of professionalism. The second section presents one…

  12. 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…

  13. 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…

  14. 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…

  15. Advanced hot gas filter development

    SciTech Connect

    McMahon, T.J.

    1998-12-31

    Advanced coal-based power generation systems require hot gas cleanup under high-temperature, high-pressure process conditions in order to realize high efficiency and superior environmental performance. A key component of Integrated Gasification Combined Cycle and Pressurized Fluidized Bed Combustion systems is the hot gas filtration system, which removes particulate matter from the gas stream before it enters the gas turbine. The US DOE is currently sponsoring a program to develop and test hot gas filtration systems, demonstrating their reliability and commercial readiness. Reliability of individual filter elements is a major factor in determining the overall system reliability, and testing has shown that conventional ceramic filter elements are subject to brittle failure and thermal stress damage. In order to increase filter element reliability, a program was initiated to develop ceramic and metal filter elements resistant to brittle failure and thermal stress damage. Filter elements have been developed using advanced materials including continuous fiber ceramic composites, other novel ceramics, and corrosion resistant metals. The general approach taken under this program has been to first develop porous filter media from advanced materials that meet permeability and strength requirements, followed by fabrication of porous media into full scale filter elements. Filter elements and filter media were subjected to laboratory scale corrosion and filtration testing. Filter elements successfully passing laboratory testing have been tested under pilot scale conditions. This paper will summarize the development and testing of these advanced hot gas filters.

  16. MS PHD'S Professional Development Program: A Scientific Renaissance in Cyberspace

    NASA Astrophysics Data System (ADS)

    Powell, J. M.; Williamson, V. A.; Griess, C. A.; Pyrtle, A. J.

    2004-12-01

    This study is a component of a four-year investigation of MS PHD'S Professional Development Program's virtual community through the lenses of underrepresented minority students in Earth system science and engineering fields. In this presentation, the development, assessment and projected utilization of the ongoing study will be discussed. The overall goal of this study is to examine the effectiveness of virtual team building methods and understand how the development of a communal cyberinfrastructure acts as an integral part of the emergence of a Scientific Renaissance. The exemplar, Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S), provides professional development experiences to facilitate the advancement of students of color achieving outstanding Earth system careers. Undergraduate and graduate students are supported through access to scientific conferences, mentorship and virtual community building. Framed by critical theory, this ethnographic exploration uses a mixed methods research design to record, observe, and analyze both the processes and products of the website, listserv and synchronous web-based dialogue. First, key findings of the formative evaluation and annual reports of the successfully implemented 2003 MS PHD'S Pilot Project are presented. These findings inform future evaluations of the use of technological resources and illustrate how this public space provides peer support and enriched research opportunities. Quantitative methods such as statistical analysis, academic and professional tracking and evaluative tools for scientific content and competency are complimented by qualitative methods that include observations, heuristic case studies and focus group interviews. The findings of this ongoing investigation will provide insight on how national organizations, higher education practitioners, community-based support systems and underrepresented minorities in the sciences promote diversity by developing

  17. Valuing Professional Development Components for Emerging Undergraduate Researchers

    NASA Astrophysics Data System (ADS)

    Cheung, I.

    2015-12-01

    In 2004 the Hatfield Marine Science Center (HMSC) at Oregon State University (OSU) established a Research Experience for Undergraduates (REU) program to engage undergraduate students in hands-on research training in the marine sciences. The program offers students the opportunity to conduct research focused on biological and ecological topics, chemical and physical oceanography, marine geology, and atmospheric science. In partnership with state and federal government agencies, this ten-week summer program has grown to include 20+ students annually. Participants obtain a background in the academic discipline, professional development training, and research experience to make informed decisions about careers and advanced degrees in marine and earth system sciences. Professional development components of the program are designed to support students in their research experience, explore career goals and develop skills necessary to becoming a successful young marine scientist. These components generally include seminars, discussions, workshops, lab tours, and standards of conduct. These componentscontribute to achieving the following professional development objectives for the overall success of new emerging undergraduate researchers: Forming a fellowship of undergraduate students pursuing marine research Stimulating student interest and understanding of marine research science Learning about research opportunities at Oregon State University "Cross-Training" - broadening the hands-on research experience Exploring and learning about marine science careers and pathways Developing science communication and presentation skills Cultivating a sense of belonging in the sciences Exposure to federal and state agencies in marine and estuarine science Academic and career planning Retention of talented students in the marine science Standards of conduct in science Details of this program's components, objectives and best practices will be discussed.

  18. Continuing professional development and ICT: target practice.

    PubMed

    Eaton, K A; Reynolds, P A

    2008-07-26

    Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly. PMID:18660775

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

    ERIC Educational Resources Information Center

    Molle, Daniella

    2010-01-01

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

  20. 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…

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

    ERIC Educational Resources Information Center

    Petrie, Hugh G., Ed.

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

  2. Adopting a Reflective Approach to Professional Development

    ERIC Educational Resources Information Center

    Sarsar, Nasreddine Mohamed

    2008-01-01

    The bulk of literature about education places enhancing teacher professionalism at the core of any educational improvement. In fact, researchers in the field of education have premised their arguments on the assumption that raising students' levels of performance necessitates promoting the professional growth of teachers. It is no wonder, then,…

  3. Health Care Professionals' Death Attitudes, Experiences, and Advance Directive Communication Behavior

    ERIC Educational Resources Information Center

    Black, Kathy

    2007-01-01

    The study surveyed 135 health care professionals (74 nurses, 32 physicians, and 29 social workers) to examine their personal death attitudes and experiences in relation to their reported advance directive communication practice behavior. Negative correlations were found between collaborating with other health care professionals regarding the…

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

    PubMed

    Mulvey, Rachel

    2013-06-01

    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.

  6. Inter-professional work based learning within an MSc in Advanced Practice: lessons from one UK higher education programme.

    PubMed

    Gaskell, Lynne; Beaton, Susan

    2010-09-01

    This paper will describe the implementation of inter-professional work based education (IPE) in one postgraduate Advanced Practitioner programme in the UK. The concept of Advanced Practice has developed as a response of a number of drivers including change in junior doctor training; government policy and increasing demands on the central government funded UK health service (the NHS). The programme was commissioned by the then greater Manchester Strategic Health Authority (now NHS North West) to meet service needs. The educational philosophy underpinning the MSc Advanced Practice (health and social care) provided by the University of Salford is IPE linked to work based learning. The process of work based learning (WBL) and inter-professional learning underpinning the programme will be discussed in relation to feedback from university staff, Advanced Practitioner (AP) students and employer feedback taken from programme and module evaluations. We argue that IPE at this level facilitates a greater understanding of the connectivity between professionals working in the health care system in the UK; a better understanding of the skills and knowledge base of colleagues; more inter-professional working and appropriate referrals in the work place. This has raised the profile of Advanced Practice (AP) in the region and ultimately resulted in better patient care with more effective and efficient use of resources (Acton Shapiro, 2006, 2008).

  7. Professional Development for Preschool Teachers: Evidence for Practice

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  8. Educator Study Groups: A Professional Development Tool to Enhance Inclusion

    ERIC Educational Resources Information Center

    Herner-Patnode, Leah

    2009-01-01

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

  9. Incorporating Geospatial Technology into Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Sproles, E. A.; Songer, L.

    2009-12-01

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

  10. 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.

  11. Mediating Artifact in Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Svendsen, Bodil

    2015-07-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers' perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts. The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.

  12. Assessing NASE Professional Development in Astronomy Workshops

    NASA Astrophysics Data System (ADS)

    Deustua, Susana E.; Garcia, Beatriz; Ros, Rosa M.

    2016-01-01

    Since 2009, the Network for Astronomy School Education (NASE) has held 55+ workshops in countries in Asia, Africa, Europe and Latin America, training more than 1200 teachers and potentially reaching one million or more students. Like most modern professional development programs, NASE's emphasis is on interactive, hands-on learning. However, our emphasis is on "low-tech" tools that are readily available, and, inexpensive. Teachers are led through a series of activities that cover a wide range of topics in astronomy, more or less equivalent to that covered in the typical 1st year astronomy course in US colleges.In 2014 we adopted the Astronomy Diagnostic Test as pre- and post- workshop tests to gauge the change in teachers' knowledge as a result of participation in this intervention. We chose the ADT because it is a reliable and validated instrument and is available in Spanish. In this paper we discuss our results using the Astronomy Diagnostic Test 2.0 in several countries.

  13. Professional Standards for Physical Education Teachers' Professional Development: Technologies for Performance?

    ERIC Educational Resources Information Center

    Macdonald, Doune; Mitchell, Jane; Mayer, Diane

    2006-01-01

    Background: The widespread and diverse models of professional standards for teaching raise questions with respect to the need to provide teachers with a pathway for continuing professional development balanced with the public nature of surveillance and accountability that may accompany standards. Ways of understanding technologies of power in…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  15. Forming the Professional Self: Bildung and the Ontological Perspective on Professional Education and Development

    ERIC Educational Resources Information Center

    Fellenz, Martin R.

    2016-01-01

    Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for…

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

    ERIC Educational Resources Information Center

    Lewis, Karen A.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Gabriel, Rachael

    2011-01-01

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

  18. 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,…

  19. Conceptualizing the Work of Leading Mathematical Tasks in Professional Development

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  20. 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…

  1. Professional Development Design: Embedding Educational Reform in New Zealand

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  2. Establishing Professional Development Partnerships Online: Reaching Out to Veteran Teachers

    ERIC Educational Resources Information Center

    Atkinson, Terry S.; O'Connor, Katherine A.

    2007-01-01

    This article describes a study on the module-based online professional development project. The professional development model providing a basis for the Reading CEU (continuing education unit) Module Project involved four groups of stakeholders: master teacher instructors, module participants, module developers, and the university support team.…

  3. A Teacher Professional Development Model for Teaching Socioscientific Issues

    ERIC Educational Resources Information Center

    Carson, Katherine; Dawson, Vaille

    2016-01-01

    This paper describes the development and implementation of a three-pillared model for teaching socioscientific issues: teacher professional development; curriculum resources; and classroom support. A professional development program and curriculum resource based on the socioscientific issue of climate change was trialled with 75 Western Australian…

  4. Critical Friends Group for EFL Teacher Professional Development

    ERIC Educational Resources Information Center

    Vo, Long Thanh; Nguyen, Hoa Thi Mai

    2010-01-01

    For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do…

  5. 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…

  6. Teachers' Perceptions of the Effectiveness of Professional Development

    ERIC Educational Resources Information Center

    Sanders, Deborah

    2014-01-01

    Professional development is a recognized approach to improving the quality of instruction in schools. The goal of professional development is to increase teachers' knowledge and improve their practices, which lead to enhanced student learning. The problem with providing staff development is the high cost incurred by presenters' fees, and…

  7. Professional Development in Remote Sensing for Community College Instructors

    NASA Astrophysics Data System (ADS)

    Allen, J. E.; Cruz, C.

    2014-11-01

    The ingredients for the highly successful, ongoing educator professional development program, "Integrated Geospatial Education and Technology Training-Remote Sensing (iGETT-RS)" came into place in 2006 when representatives of public and private organizations convened a two-day workshop at the National Science Foundation (NSF) to explore issues around integrating remote sensing with Geographic Information Systems (GIS) instruction at two-year (community and Tribal) colleges. The results of that 2006 workshop informed the shape of a grant proposal, and two phases of iGETT-RS were funded by NSF's Advanced Technological Education Program (NSF DUE #0703185, 2007-2011, and NSF DUE #1205069, 2012-2015). 76 GIS instructors from all over the country have been served. Each of them has spent 18 months on the project, participating in monthly webinars and two Summer Institutes, and creating their own integrated geospatial exercises for the classroom. The project will be completed in June 2015. As the external evaluator for iGETT expressed it, the impact on participating instructors "can only be described as transformative." This paper describes how iGETT came about, how it was designed and implemented, how it affected participants and their programs, and what has been learned by the project staff about delivering professional development in geospatial technologies for workforce preparedness.

  8. ADVANCED EMISSIONS CONTROL DEVELOPMENT PROGRAM

    SciTech Connect

    G.A. Farthing

    2001-02-06

    The primary objective of the Advanced Emissions Control Development Program (AECDP) is to develop practical, cost-effective strategies for reducing the emissions of hazardous air pollutants (HAPs, or air toxics) from coal-fired boilers. The project goal is to effectively control air toxic emissions through the use of conventional flue gas cleanup equipment such as electrostatic precipitators (ESPs), fabric filters (baghouses), and wet flue gas desulfurization (WFGD) systems. Development work initially concentrated on the capture of trace metals, fine particulate, hydrogen chloride, and hydrogen fluoride. Recent work has focused almost exclusively on the control of mercury emissions.

  9. Advanced Emissions Control Development Program

    SciTech Connect

    G. A. Farthing; G. T. Amrhein; G. A. Kudlac; D. A. Yurchison; D. K. McDonald; M. G. Milobowski

    2001-03-31

    The primary objective of the Advanced Emissions Control Development Program (AECDP) is to develop practical, cost-effective strategies for reducing the emissions of hazardous air pollutants (HAPs, or air toxics) from coal-fired boilers. This objective is being met by identifying ways to effectively control air toxic emissions through the use of conventional flue gas cleanup equipment such as electrostatic precipitators (ESPs), fabric filters (fabric filters), and wet flue gas desulfurization (wet FGD) systems. Development work initially concentrated on the capture of trace metals, hydrogen chloride, and hydrogen fluoride. Recent work has focused almost exclusively on the control of mercury emissions.

  10. A Venezuelan Experience: Professional Development for Teachers, Meaningful Activities for Students.

    ERIC Educational Resources Information Center

    LeLoup, Jean W.; Schmidt-Rinehart, Barbara C.

    2003-01-01

    Presents a model of professional development that is suited to the inservice Spanish teacher with limited time and financial resources. Details a summer program for Spanish teachers in Venezuela that combines an immersion experience with an advanced methodology course emphasizing a standards-based approach to curriculum development. (Author/VWL)

  11. Development of advanced thermoelectric materials

    NASA Technical Reports Server (NTRS)

    1984-01-01

    The development of an advanced thermoelectric material for radioisotope thermoelectric generator (RTG) applications is reported. A number of materials were explored. The bulk of the effort, however, was devoted to improving silicon germanium alloys by the addition of gallium phosphide, the synthesis and evaluation of lanthanum chrome sulfide and the formulation of various mixtures of lanthanum sulfide and chrome sulfide. It is found that each of these materials exhibits promise as a thermoelectric material.

  12. Energy Storage (II): Developing Advanced Technologies

    ERIC Educational Resources Information Center

    Robinson, Arthur L

    1974-01-01

    Energy storage, considered by some scientists to be the best technological and economic advancement after advanced nuclear power, still rates only modest funding for research concerning the development of advanced technologies. (PEB)

  13. Continuing Professional Development for Engineers from the view point of a company

    NASA Astrophysics Data System (ADS)

    Kokubo, Naomi; Morimoto, Naruaki

    We are facing the rapid changes in business environment : the rapid advancement of science and technology, and globalization. In this situation, the key issue in a highly industrialized country, Japan, is to educate a large number of globally competent engineers and assure the globally competent qualification of Professional Engineering. This paper introduces our case studies of engineering Education and CPD based on our experience of administering Engineering Education services from planning to delivering courses. (CPD : Continuing Professional Development) In addition, we also describe about the quality assurance of the guarantees accreditation by JABEE and about the Professional Engineer qualification acknowledged internationally by APEC Engineering.

  14. Advanced Emissions Control Development Program

    SciTech Connect

    A.P.Evans; K.E. Redinger; M.J. Holmes

    1998-04-01

    The objective of the Advanced Emissions Control Development Program (AECDP) is to develop practical, cost-effective strategies for reducing the emissions of air toxics from coal-fired boilers. Ideally, the project aim is to effectively control air toxic emissions through the use of conventional flue gas cleanup equipment such as electrostatic precipitators (ESPS), fabric filters (baghouse), and wet flue gas desulfurization. Development work to date has concentrated on the capture of mercury, other trace metals, fine particulate and hydrogen chloride. Following the construction and evaluation of a representative air toxics test facility in Phase I, Phase II focused on the evaluation of mercury and several other air toxics emissions. The AECDP is jointly funded by the United States Department of Energy's Federal Energy Technology Center (DOE), the Ohio Coal Development Office within the Ohio Department of Development (oCDO), and Babcock& Wilcox-a McDermott company (B&W).

  15. Factors Driving Learner Success in Online Professional Development

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  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. Understanding Undergraduate Professional Development Engagement and Its Impact

    ERIC Educational Resources Information Center

    Blau, Gary; Snell, Corinne M.

    2013-01-01

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

  18. 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…

  19. Professional Development Needs of English Language Teachers in Malaysia

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  20. Professional Development. Center for School Success Promising Practices Series

    ERIC Educational Resources Information Center

    Imbimbo, Josephine; Knopf, Naomi

    2009-01-01

    This publication focuses on professional development, a key element of school reform. In order to improve instruction and learning, schools need to increase the capacity of teachers to promote academic excellence in their classrooms. As part of their school and district plans, educators need to include professional development for teachers that is…

  1. Professional Development and the Classroom Teacher: Turning Theory into Practice.

    ERIC Educational Resources Information Center

    Whitworth, Jerry E.

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

  2. Professional Development Which Provides an Icing on the Pedagogical Cake.

    ERIC Educational Resources Information Center

    Gardner, Jenny

    Because the quality of teachers determines the quality of the school system, teachers must be provided with high-caliber inservice programs. During the 1980s, responsibility for the provision of professional development in Australia shifted to local schools. Under the current National Professional Development Program (NPDP), the Australian…

  3. Professional Development Schools and Student Learning and Achievement

    ERIC Educational Resources Information Center

    Wong, Pia Lindquist; Glass, Ronald David

    2011-01-01

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

  4. Professional School Counselors' Career Development Practices and Continuing Education Needs

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  5. Teachers and ICT: Exploring a Metacognitive Approach to Professional Development

    ERIC Educational Resources Information Center

    Phelps, Renata; Graham, Anne; Kerr, Berenice

    2004-01-01

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

  6. Vocational Education and Training Teacher Professional Development: Tensions and Context

    ERIC Educational Resources Information Center

    Bound, Helen

    2011-01-01

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

  7. 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'…

  8. The Arctic Climate Modeling Program: Professional Development for Rural Teachers

    ERIC Educational Resources Information Center

    Bertram, Kathryn Berry

    2010-01-01

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

  9. Relational Restorative Justice Pedagogy in Educator Professional Development

    ERIC Educational Resources Information Center

    Vaandering, Dorothy

    2014-01-01

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

  10. The Professional Development of High School Chemistry Coordinators

    ERIC Educational Resources Information Center

    Hofstein, Avi; Carmeli, Miriam; Shore, Relly

    2004-01-01

    The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The…

  11. Professional Development for Technology-Enhanced Inquiry Science

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  12. 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…

  13. Applying Constructionist Principles to Online Teacher Professional Development

    ERIC Educational Resources Information Center

    Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug

    2011-01-01

    This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was…

  14. 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…

  15. Problem Solving in Student Police Officers' Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena; Zascerinskis, Mihails

    2011-01-01

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

  16. Aligning Performance Evaluation with Professional Development and Vise Versa.

    ERIC Educational Resources Information Center

    Buchen, Irving H.

    2003-01-01

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

  17. 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…

  18. Scientists' Teaching Orientations in the Context of Teacher Professional Development

    ERIC Educational Resources Information Center

    Schuster, Dwight A.; Carlsen, William S.

    2009-01-01

    During the past decade science educators have taken steps to identify seminal structures and approaches of science teacher professional development. This literature, which is increasingly informing how and in which contexts professional developers design and implement programs, states that scientists' divergent research interests and knowledge…

  19. Teacher Perception on Coaching and Effective Professional Development Implementation

    ERIC Educational Resources Information Center

    Nunokawa, Kari M. L.

    2012-01-01

    The area of professional development, within the educational setting, is critical to on-going learning for teachers and ultimately, higher student achievement. The literature on professional development is vast; however, the empirical research on implementation of skills learned from the training to the classroom is lacking. This study looked at…

  20. The Organized Contradictions of Professional Development and School Improvement

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  1. 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…

  2. 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…

  3. 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…

  4. Teachers as Learners: Implications of Adult Education for Professional Development

    ERIC Educational Resources Information Center

    Beavers, Amy

    2009-01-01

    Effective communication with teachers is a critical element of any successful professional development. Teachers are the foundational component of any educational system. It is vital that adequate attention is focused on appropriate and effective training of these teachers. Ideally, professional development offers a means of collaborative support…

  5. 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…

  6. Professional Identity Development: A Review of the Higher Education Literature

    ERIC Educational Resources Information Center

    Trede, Franziska; Macklin, Rob; Bridges, Donna

    2012-01-01

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

  7. A Design Framework for Online Teacher Professional Development Communities

    ERIC Educational Resources Information Center

    Liu, Katrina Yan

    2012-01-01

    This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three…

  8. 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…

  9. 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…

  10. Teachers Learning: Professional Development and Education. Cambridge Education Research Series

    ERIC Educational Resources Information Center

    McLaughlin, Colleen, Ed.

    2012-01-01

    "Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

  11. Academic Professional Development Strategies to Facilitate Educational Changes in Universities

    ERIC Educational Resources Information Center

    Gonzalez Alonso, Gloria Amparo

    2009-01-01

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

  12. Participatory Research in an Arts Integration Professional Development Program

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    McGregor, Deb; Woodhouse, Fiona

    2010-01-01

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

  14. Professional Development as a Critical Component of Continuing Teacher Quality

    ERIC Educational Resources Information Center

    Phillips, Paulina

    2008-01-01

    Professional Development is critical for improving and maintaining teacher quality and the effect flows on into the classroom. Factors influencing the success of Professional Development activities include potential for workplace change, the diverse effect and understanding of adult learning principles, subject specificity, effective mentoring and…

  15. Collaboration and Self-Regulation in Teachers' Professional Development

    ERIC Educational Resources Information Center

    Butler, Deborah L.; Lauscher, Helen Novak; Jarvis-Selinger, Sandra; Beckingham, Beverly

    2004-01-01

    This paper describes a professional development model with promise for supporting meaningful shifts in practice. We begin by introducing the theoretical principles underlying our professional development model, with a focus on explicating the interface between collaborative inquiry in a learning community (Lave, 1991, In L.B. Resnick, J.M. Levine,…

  16. Standards for Reporting Mathematics Professional Development in Research Studies

    ERIC Educational Resources Information Center

    Sztajn, Paola

    2011-01-01

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

  17. Routines and Collective Orientations in Mathematics Teachers' Professional Development

    ERIC Educational Resources Information Center

    Gellert, Uwe

    2008-01-01

    There is an increasing awareness of the social dimension in mathematics teacher education. Collaboration and co-operation are regarded as key factors in professional development. In this paper I will analyse some tensions that might arise when the professional development of mathematics teachers is considered a collective enterprise. I will…

  18. The Professional Development Needs of Secondary School Counselors.

    ERIC Educational Resources Information Center

    Matthay, Eileen Rush

    1992-01-01

    Surveyed 936 National Association of College Admission Counselors members to determine school counselor needs for professional development activities. Results revealed high need for professional development activities related to financing higher education; advising students with disabilities, especially those with learning disabilities; and…

  19. 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…

  20. Competence and scope of practice: ethics and professional development.

    PubMed

    Wise, Erica H

    2008-05-01

    In this article, I discuss the importance of the psychotherapist's capacities and attributes that go beyond formal education and training as they relate to both readiness for clinical training and continued competence throughout one's professional life. Professional development is essential to the maintenance of professional competence as a psychotherapist. Principles and standards from the American Psychological Association's (2002) Ethics Code are reviewed and illustrated with clinical vignettes. In striving to maintain competence, psychotherapists are strongly encouraged to focus on proactive self-care and professional development in addition to complying with the formal continuing education mandated by most states.

  1. 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

  2. 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…

  3. The Development of Professional Values of Journalists.

    ERIC Educational Resources Information Center

    Becker, Lee B.; And Others

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

  4. A Mixed-Method Analysis of the Alignment of Title I Achieving Schools' Professional Development to NCLB Professional Development Provisions

    ERIC Educational Resources Information Center

    Quinn, Kerry

    2013-01-01

    The improvement of schools has been a central discussion among educators, legislators, and stakeholders, with professional development being acknowledged as a fundamental topic for the success of the education system. Studying the alignment of professional development programs provided at Title I Achieving schools to NCLB research based…

  5. Forging Alliances in Community and Thought: Research in Professional Development Schools. A Volume in Research in Professional School Development.

    ERIC Educational Resources Information Center

    Guadarrama, Irma N., Ed.; Ramsey, John, Ed; Nath, Janice L., Ed.

    These 19 papers present the voices of researchers and their work on Professional Development Schools: (1) "The Status of Early Theories of Professional Development School Potential" (C. Mantle-Bromley); (2) "Implementing and Researching Teacher Education Programs in PDSs: A Focus on Authenticity" (Gay Goodman); (3) "Village of Learners:…

  6. Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

    ERIC Educational Resources Information Center

    Svendsen, Bodil

    2016-01-01

    The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

  7. Extended professional development for systemic curriculum reform

    NASA Astrophysics Data System (ADS)

    Kubitskey, Mary Elizabeth

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

  8. Career coaching: innovative academic-practice partnership for professional development.

    PubMed

    Fowler, Debra L

    2014-05-01

    This article describes an academic-practice partnership that uses career coaching to support the health care system's strategic plans to increase nurses' educational level. Nurses and other employees seek coaching to explore their career path and create an educational plan to accomplish their goal. Career coaching by nursing faculty provides a unique service as they have expert knowledge of various educational programs as well as methods for achieving academic success. The academic-practice partnership is a win-win-win; the health care system achieves advancement of professional nursing practice, employees are supported to advance their education and professional nursing practice, and faculty benefit from immersion in current professional concerns and issues.

  9. Cross-Forum Five-Year Professional Development Review

    NASA Astrophysics Data System (ADS)

    Davey, B.; Davis, H.; Bartolone, L.; Buxner, S.

    2015-11-01

    The Science Education and Public Outreach Forums (SEPOFs) provide resources and opportunities to enable sharing of best practices relevant to SMD EPO community members. In 2010, a number of efforts were undertaken to identify the professional development needs of EPO professionals. Several surveys, face-to-face, and webinar discussions were used to collect information from as many people as possible. From 2010 to 2014, more than 50 professional development opportunities were offered, attended by over 250 community members and viewed online more than 3500 times. Several opportunities have been made available for SMD EPO community members to participate in discussion and professional learning with one another. Several of the opportunities were event based and when possible videos of the sessions were archived on the SMDEPO.org workspace. Other opportunities were asynchronous or activities that could be completed when time allowed. When asked what motivated them to attend, SMD professionals named “relevant topic” as the primary reason followed by “learning more about the topic” and “convenient format.” Other impactful professional development events are retreats. Retreat participants are offered a wide range of professional development opportunities based on their needs and interests. When the retreat and the accompanying professional development were help for more than one forum community collaboratively, participants felt strongly that it added value to their work, they were able to collaborate with colleagues, and that they would like to have similar opportunities in the future.

  10. Supporting the Development of Latino Bilingual Mental Health Professionals

    ERIC Educational Resources Information Center

    Peters, Michelle L.; Sawyer, Cheryl B.; Guzmán, Michele R.; Graziani, Cate

    2014-01-01

    Latino individuals who prefer to communicate in Spanish lack linguistically and culturally proficient mental health professionals with whom they can communicate effectively. This study illustrates the components necessary to facilitate the overall success of Latino, Spanish-speaking students in attaining advanced degrees in mental health services…

  11. The Administrative Tasks and Professional Development Needs of Heads of Academic Departments.

    ERIC Educational Resources Information Center

    Lonsdale, Alan J.; Bardsley, W. Neil

    The range of administrative tasks performed by 679 heads of academic departments in Australian colleges of advanced education was surveyed, along with the perceptions of the administrators of their professional development needs. In addition to information about the respondent's appointment and experience, a questionnaire addressed 83 tasks,…

  12. Continuing Professional Development of Physicians in Uruguay: Lessons from a Countrywide Experience

    ERIC Educational Resources Information Center

    Margolis, Alvaro; Alvarino, Fernando; Niski, Rosa; Fosman, Elena; Torres, Jorge; Rios, Gilberto; Petruccelli, Dante

    2007-01-01

    This article describes the advancement of continuing professional development (CPD) for physicians in Uruguay and explains the motivations for a CPD system, the role of the faculty of medicine and the other stakeholders, the strategic goals, and current results, including strengths and weaknesses. The work described here had three strategic…

  13. Impact of Professional Development on Preschool Teachers' Conversational Responsivity and Children's Linguistic Productivity and Complexity

    ERIC Educational Resources Information Center

    Piasta, Shayne B.; Justice, Laura M.; Cabell, Sonia Q.; Wiggins, Alice K.; Turnbull, Khara Pence; Curenton, Stephanie M.

    2012-01-01

    The present study investigated the effect of professional development (PD) on preschool teachers' conversational responsivity in the classroom, defined as teachers' use of strategies to promote children's participation in extended conversational exchanges (communication-facilitating strategies) and exposure to advanced linguistic models…

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

    ERIC Educational Resources Information Center

    Watson, Vajra M.

    2013-01-01

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

  15. Foreign Language Teachers' Professional Development in Information Age

    NASA Astrophysics Data System (ADS)

    Fan, Xiying; Wu, Gang

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

  16. Promoting the development of professional identity of gerontologists: an academic/experiential learning model.

    PubMed

    Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn

    2013-01-01

    Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students. PMID:23383630

  17. Promoting the development of professional identity of gerontologists: an academic/experiential learning model.

    PubMed

    Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn

    2013-01-01

    Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.

  18. The Collaborative Apprenticeship Model: Situated Professional Development within School Settings

    ERIC Educational Resources Information Center

    Glazer, Evan M.; Hannafin, Michael J.

    2006-01-01

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

  19. Teacher Professional Development as Knowledge Building: A Popperian Analysis

    ERIC Educational Resources Information Center

    Chitpin, Stephanie; Evers, Colin W.

    2005-01-01

    This paper offers an analysis of how six experienced teachers, and two in particular, used portfolios to aid and chart steps in their own professional development. The key finding of the study was that the pattern of growth of professional knowledge conformed strikingly to the central features of the model proposed by the philosopher of science,…

  20. Lesson Planning: A Practice of Professional Responsibility and Development

    ERIC Educational Resources Information Center

    Shen, Jianping; Poppink, Sue; Cui, Yunhuo; Fan, Guorui

    2007-01-01

    Lesson planning is integral to teachers' professional development in China. It includes their individual reflection and study as well as the collegial activities undertaken to prepare the lesson. In China, organizational structures for both individual teachers and a school's professional community embed lesson preparation in two activities:…

  1. Developing a Professional Learning Community among Preservice Teachers

    ERIC Educational Resources Information Center

    Bond, Nathan

    2013-01-01

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

  2. Facilitation Strategies and Tactics for Professional Development Online Learning Communities

    ERIC Educational Resources Information Center

    Frady, Kristin Kelly

    2012-01-01

    Online learning communities supporting educator professional development are increasingly emerging and a growing body of research suggests that these communities may have the potential to improve professional practice. Effective online learning communities enable teachers to engage in collaborative learning, focus on improving learning outcomes,…

  3. Integrating Professional Development across the Curriculum: An Effectiveness Study

    ERIC Educational Resources Information Center

    Ciarocco, Natalie J.; Dinella, Lisa M.; Hatchard, Christine J.; Valosin, Jayde

    2016-01-01

    The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis…

  4. Developing Professional Community in New and Restructuring Urban Schools.

    ERIC Educational Resources Information Center

    Kruse, Sharon D.; Louis, Karen Seashore

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

  5. 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…

  6. Rethinking Professional Development: Building a Culture of Teacher Learning

    ERIC Educational Resources Information Center

    Klein, Emily J.

    2007-01-01

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

  7. Relationship between Professional Development Expenditures and Student Achievement

    ERIC Educational Resources Information Center

    Dalton, Elizabeth A.

    2010-01-01

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

  8. Content Area Literacy: Relationship between Lesson Design and Professional Development

    ERIC Educational Resources Information Center

    Owens-Kristenson, Jodi

    2013-01-01

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

  9. 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…

  10. The Problem of Developing Professional Expertise of Vocational College Students

    ERIC Educational Resources Information Center

    Zakirova, Venera G.; Gilmiyarova, Sophia G.

    2016-01-01

    The goal of the paper is to study the problem of developing the professional expertise of vocational college students, future technicians of the road transport industry. The nature and content of the concept "the professional expertise of a technician of road transport industry" has been defined. This concept is considered as a set of…

  11. A Summary Report on Priorities in CTE Professional Development

    ERIC Educational Resources Information Center

    Wichowski, Chester P.; Heberley, Gloria

    2004-01-01

    This survey was conducted by the Association for Professional Development in Career and Technical Education, APDCTE, as a professional service. The idea for this originated during the APDCTE executive breakfast meeting during the 2003 Association for Career and Technical Education (ACTE) Annual Convention in Orlando Florida. The goal of this…

  12. Professional Development. State Implementation of Common Core State Standards

    ERIC Educational Resources Information Center

    Anderson, Kimberly; Mira, Mary Elizabeth

    2014-01-01

    The following profiles address how the state departments of education are helping educators prepare for and implement the Common Core and aligned assessments through professional learning. The major professional development efforts around the Common Core were examined in order to understand the overall efforts of each state. An exhaustive list of…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  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. Effects of continuing professional development on clinical performance

    PubMed Central

    Goulet, François; Hudon, Eveline; Gagnon, Robert; Gauvin, Eliane; Lemire, Francine; Arsenault, Isabelle

    2013-01-01

    Abstract Objective To evaluate the link between the quantity and quality of continuing professional development (CPD) activities completed by family physicians in Quebec and the quality of their practice. Design Retrospective analysis of data collected during professional inspection visits (PIVs). Setting Quebec. Participants Three groups were created from among Quebec family physicians who had been subject to PIVs (peer evaluation) by the Collège des médecins du Québec between 1998 and 2005. Group 1 was composed of physicians who were members of the College of Family Physicians of Canada, which requires participation in 250 hours of CPD in every 5-year cycle. Group 2 was composed of family physicians who were not members of the College of Family Physicians of Canada but who had declared at least 50 hours a year of CPD on their Collège des médecins du Québec annual notice of assessment for the same period. Group 3 was composed of family physicians who had declared fewer than 10 hours of CPD a year. Main outcome measures During the PIV, the following characteristics were examined: record keeping, quality and number of hours of CPD activities, and quality of professional practice based on 3 components— clinical investigation, accuracy of diagnosis, and appropriateness of treatment plan and follow-up. Results The factors associated with a high quality of practice were privileges in a hospital or local community health centre (institution) and a substantial number of accredited CPD hours (Mainpro-M1, Credit I, or Mainpro-C). The factors associated with a poor quality of practice were advanced age of the physician, absence of privileges in an institution (hospital or local community health centre), and participation in CPD activities that were more informal, such as reading and non-accredited activities (Mainpro-M2). Conclusion This study supports earlier research showing that CPD activities of sufficient quality and quantity are correlated with a high quality

  20. 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.

  1. Advanced Mirror & Modelling Technology Development

    NASA Technical Reports Server (NTRS)

    Effinger, Michael; Stahl, H. Philip; Abplanalp, Laura; Maffett, Steven; Egerman, Robert; Eng, Ron; Arnold, William; Mosier, Gary; Blaurock, Carl

    2014-01-01

    The 2020 Decadal technology survey is starting in 2018. Technology on the shelf at that time will help guide selection to future low risk and low cost missions. The Advanced Mirror Technology Development (AMTD) team has identified development priorities based on science goals and engineering requirements for Ultraviolet Optical near-Infrared (UVOIR) missions in order to contribute to the selection process. One key development identified was lightweight mirror fabrication and testing. A monolithic, stacked, deep core mirror was fused and replicated twice to achieve the desired radius of curvature. It was subsequently successfully polished and tested. A recently awarded second phase to the AMTD project will develop larger mirrors to demonstrate the lateral scaling of the deep core mirror technology. Another key development was rapid modeling for the mirror. One model focused on generating optical and structural model results in minutes instead of months. Many variables could be accounted for regarding the core, face plate and back structure details. A portion of a spacecraft model was also developed. The spacecraft model incorporated direct integration to transform optical path difference to Point Spread Function (PSF) and between PSF to modulation transfer function. The second phase to the project will take the results of the rapid mirror modeler and integrate them into the rapid spacecraft modeler.

  2. More than "Continuing Professional Development": A Proposed New Learning Framework for Professional Accountants

    ERIC Educational Resources Information Center

    Lindsay, Hilary

    2016-01-01

    This paper explores literature relating to continuing professional development (CPD) and lifelong learning to develop an understanding of how the learning landscape has evolved in recent years, both in the accountancy profession and more widely. Three different perspectives on learning are drawn together and this synthesis is used to develop a…

  3. ARPA advanced fuel cell development

    SciTech Connect

    Dubois, L.H.

    1995-08-01

    Fuel cell technology is currently being developed at the Advanced Research Projects Agency (ARPA) for several Department of Defense applications where its inherent advantages such as environmental compatibility, high efficiency, and low noise and vibration are overwhelmingly important. These applications range from man-portable power systems of only a few watts output (e.g., for microclimate cooling and as direct battery replacements) to multimegawatt fixed base systems. The ultimate goal of the ARPA program is to develop an efficient, low-temperature fuel cell power system that operates directly on a military logistics fuel (e.g., DF-2 or JP-8). The absence of a fuel reformer will reduce the size, weight, cost, and complexity of such a unit as well as increase its reliability. In order to reach this goal, ARPA is taking a two-fold, intermediate time-frame approach to: (1) develop a viable, low-temperature proton exchange membrane (PEM) fuel cell that operates directly on a simple hydrocarbon fuel (e.g., methanol or trimethoxymethane) and (2) demonstrate a thermally integrated fuel processor/fuel cell power system operating on a military logistics fuel. This latter program involves solid oxide (SOFC), molten carbonate (MCFC), and phosphoric acid (PAFC) fuel cell technologies and concentrates on the development of efficient fuel processors, impurity scrubbers, and systems integration. A complementary program to develop high performance, light weight H{sub 2}/air PEM and SOFC fuel cell stacks is also underway. Several recent successes of these programs will be highlighted.

  4. Advances in flavivirus vaccine development.

    PubMed

    Coller, Beth-Ann G; Clements, David E; Martyak, Timothy; Yelmene, Michele; Thorne, Mike; Parks, D Elliot

    2010-12-01

    Flaviviruses comprise a diverse family of viruses that are cumulatively responsible for hundreds of millions of cases of infection annually. The Flavivirus genus includes both insect-vectored viruses, such as yellow fever and dengue, and non-vectored viruses such as HCV; the viruses have a broad range of disease presentation and geographic distribution. No specific antiviral therapies are currently available for the diseases caused by insect-vectored flaviviruses. Thus, efforts have been focused on the prevention of disease, through either vaccination or vector control, rather than on the treatment of infected individuals. While vector control can occasionally be successful in controlling the spread of flavivirus outbreaks, vaccines appear to be a more cost-effective, sustainable, and environmentally friendly approach. A review of vaccines for the medically important flaviviruses presents the full spectrum of vaccine options and complexity levels, and provides examples of successes and major challenges. The insect-borne flavivirus vaccine field is dynamic, with new and improved vaccines being advanced to replace existing vaccines, and novel vaccine approaches being developed for those targets that currently lack an approved vaccine. Advances in scientific knowledge and in the application of new technologies are helping to overcome some of the key challenges that have stymied the field for decades. New, safe and effective vaccines to protect against yellow fever, Japanese encephalitis, tick-borne encephalitis, West Nile and dengue viruses will likely result. PMID:21154147

  5. Advanced Modular Inverter Technology Development

    SciTech Connect

    Adam Szczepanek

    2006-02-04

    Electric and hybrid-electric vehicle systems require an inverter to convert the direct current (DC) output of the energy generation/storage system (engine, fuel cells, or batteries) to the alternating current (AC) that vehicle propulsion motors use. Vehicle support systems, such as lights and air conditioning, also use the inverter AC output. Distributed energy systems require an inverter to provide the high quality AC output that energy system customers demand. Today's inverters are expensive due to the cost of the power electronics components, and system designers must also tailor the inverter for individual applications. Thus, the benefits of mass production are not available, resulting in high initial procurement costs as well as high inverter maintenance and repair costs. Electricore, Inc. (www.electricore.org) a public good 501 (c) (3) not-for-profit advanced technology development consortium assembled a highly qualified team consisting of AeroVironment Inc. (www.aerovironment.com) and Delphi Automotive Systems LLC (Delphi), (www.delphi.com), as equal tiered technical leads, to develop an advanced, modular construction, inverter packaging technology that will offer a 30% cost reduction over conventional designs adding to the development of energy conversion technologies for crosscutting applications in the building, industry, transportation, and utility sectors. The proposed inverter allows for a reduction of weight and size of power electronics in the above-mentioned sectors and is scalable over the range of 15 to 500kW. The main objective of this program was to optimize existing AeroVironment inverter technology to improve power density, reliability and producibility as well as develop new topology to reduce line filter size. The newly developed inverter design will be used in automotive and distribution generation applications. In the first part of this program the high-density power stages were redesigned, optimized and fabricated. One of the main tasks

  6. Professional development and perceived needs of science teachers

    NASA Astrophysics Data System (ADS)

    Aubusson, Peter; Relich, Joe; Wotherspoon, Dan

    1991-12-01

    About 100 science teachers in the Sydney Metropolitan West Region were surveyed to determine their professional development needs and the ways in which these needs could be met. The findings provide a ranking of science teacher perceived professional development needs, a list of possible incentives to motivate science teachers to complete inservice programs (in priority order) and an indication of the preferred modes of presentation to meet professional development needs. In general, science teachers stated a preference for professional development related to modern trends in science education directly related to classroom practice. In contrast to recommendations from DEET, science teachers indicated a preference for traditional models of inservice. Data related to preferred mode of inservice indicated significant gender differences.

  7. One-Day Institute: A Professional Development Model.

    ERIC Educational Resources Information Center

    Biggs, Bobbie; Orr, Betsy

    2000-01-01

    Describes a professional development model for a 1-day institute that is an intensive 7-hour teaching program concentrating on updating technical knowledge and skills for improving teaching strategies. (JOW)

  8. Evaluation of Professional Development for Language Teachers in California.

    ERIC Educational Resources Information Center

    Lozano, Albert S.; Sung, Hyekyung; Padilla, Amado M.; Silva, Duarte M.

    2002-01-01

    Describes the origin and rationale of the California Foreign Language Project, a professional development project designed to improve and expand foreign language teaching in California while promoting access and equity within educational institutions for every student. (Author/VWL)

  9. ADVANCED EMISSIONS CONTROL DEVELOPMENT PROGRAM

    SciTech Connect

    M.J. Holmes

    1999-01-01

    The objective of this project is to develop practical strategies and systems for the simultaneous control of SO{sub 2}, NO{sub x}, particulate matter, and air toxics emissions from coal-fired boilers in such a way as to keep coal economically and environmentally competitive as a utility boiler fuel. Of particular interest is the control of air toxics emissions through the cost-effective use of conventional flue gas clean-up equipment such as electrostatic precipitators (ESP's), fabric filters (baghouses), and SO{sub 2} removal systems such as wet scrubbers and various clean coal technologies. This objective will be achieved through extensive development testing in the state-of-the art, 10 MW{sub e} equivalent, Clean Environment Development Facility (CEDF). The project has extended the capabilities of the CEDF to facilitate air toxics emissions control development work on backend flue gas cleanup equipment. Specifically, an ESP, a baghouse, and a wet scrubber for SO{sub 2} (and air toxics) control were added--all designed to yield air toxics emissions data under controlled conditions, and with proven predictability to commercial systems. A schematic of the CEDF and the project test equipment is shown in Figure 1. The specific objectives of the project are to: (1) Measure and understand production and partitioning of air toxics species in coal-fired power plant systems; (2) Optimize the air toxics removal performance of conventional flue gas cleanup systems; (3) Quantify the impacts of coal cleaning on air toxics emissions; (4) Identify and/or develop advanced air toxics emissions control concepts; (5) Develop and validate air toxics emissions measurement and monitoring techniques; (6) Establish an air toxics data library to facilitate studies of the impacts of coal selection, coal cleaning, and emissions control strategies on the emissions of coal-fired power plants.

  10. ADVANCED EMISSIONS CONTROL DEVELOPMENT PROGRAM

    SciTech Connect

    M.J. Holmes

    1998-10-01

    The objective of this project is to develop practical strategies and systems for the simultaneous control of SO{sub 2}, NO{sub x}, particulate matter, and air toxics emissions from coal-fired boilers in such a way as to keep coal economically and environmentally competitive as a utility boiler fuel. Of particular interest is the control of air toxics emissions through the cost-effective use of conventional flue gas clean-up equipment such as electrostatic precipitators (ESP's), fabric filters (baghouses), and SO{sub 2} removal systems such as wet scrubbers and various clean coal technologies. This objective will be achieved through extensive development testing in the state-of-the art, 10 MW{sub e} equivalent, Clean Environment Development Facility (CEDF). The project has extended the capabilities of the CEDF to facilitate air toxics emissions control development work on backend flue gas cleanup equipment. Specifically, an ESP, a baghouse, and a wet scrubber for SO{sub 2} (and air toxics) control were added--all designed to yield air toxics emissions data under controlled conditions, and with proven predictability to commercial systems. A schematic of the CEDF and the project test equipment is shown in Figure 1. The specific objectives of the project are to: (1) Measure and understand production and partitioning of air toxics species in coal-fired power plant systems; (2) Optimize the air toxics removal performance of conventional flue gas cleanup systems; (3) Quantify the impacts of coal cleaning on air toxics emissions; (4) Identify and/or develop advanced air toxics emissions control concepts; (5) Develop and validate air toxics emissions measurement and monitoring techniques; (6) Establish an air toxics data library to facilitate studies of the impacts of coal selection, coal cleaning, and emissions control strategies on the emissions of coal-fired power plants.

  11. ADVANCED EMISSIONS CONTROL DEVELOPMENT PROGRAM

    SciTech Connect

    M.J. Holmes

    1998-07-01

    The objective of this project is to develop practical strategies and systems for the simultaneous control of SO{sub 2}, NO{sub x}, particulate matter, and air toxics emissions from coal-fired boilers in such a way as to keep coal economically and environmentally competitive as a utility boiler fuel. Of particular interest is the control of air toxics emissions through the cost-effective use of conventional flue gas clean-up equipment such as electrostatic precipitators (ESP's), fabric filters (baghouses), and SO{sub 2} removal systems such as wet scrubbers and various clean coal technologies. This objective will be achieved through extensive development testing in the state-of-the art, 10 MW{sub e} equivalent, Clean Environment Development Facility (CEDF). The project has extended the capabilities of the CEDF to facilitate air toxics emissions control development work on backend flue gas cleanup equipment. Specifically, an ESP, a baghouse, and a wet scrubber for SO{sub 2} (and air toxics) control were added--all designed to yield air toxics emissions data under controlled conditions, and with proven predictability to commercial systems. A schematic of the CEDF and the project test equipment is shown in Figure 1. The specific objectives of the project are to: (1) Measure and understand production and partitioning of air toxics species in coal-fired power plant systems; (2) Optimize the air toxics removal performance of conventional flue gas cleanup systems; (3) Quantify the impacts of coal cleaning on air toxics emissions; (4) Identify and/or develop advanced air toxics emissions control concepts; (5) Develop and validate air toxics emissions measurement and monitoring techniques; (6) Establish an air toxics data library to facilitate studies of the impacts of coal selection, coal cleaning, and emissions control strategies on the emissions of coal-fired power plants.

  12. Solar Concentrator Advanced Development Program

    NASA Technical Reports Server (NTRS)

    Knasel, Don; Ehresman, Derik

    1989-01-01

    The Solar Concentrator Advanced Development Project has successfully designed, fabricated, and tested a full scale prototypical solar dynamic concentrator for space station applications. A Truss Hexagonal Panel reflector was selected as a viable solar concentrator concept to be used for space station applications. This concentrator utilizes a modular design approach and is flexible in attainable flux profiles and assembly techniques. The detailed design of the concentrator, which included structural, thermal and optical analysis, identified the feasibility of the design and specific technologies that were required to fabricate it. The needed surface accuracy of the reflectors surface was found to be very tight, within 5 mrad RMS slope error, and results in very close tolerances for fabrication. To meet the design requirements, a modular structure composed of hexagonal panels was used. The panels, made up of graphite epoxy box beams provided the strength, stiffness and dimensional stability needed. All initial project requirements were met or exceeded by hardware demonstration. Initial testing of structural repeatability of a seven panel portion of the concentrator was followed by assembly and testing of the full nineteen panel structure. The testing, which consisted of theodolite and optical measurements over an assembly-disassembly-reassembly cycle, demonstrated that the concentrator maintained the as-built contour and optical characteristics. The facet development effort within the project, which included developing the vapor deposited reflective facet, produced a viable design with demonstrated optical characteristics that are within the project goals.

  13. Report on Advanced Detector Development

    SciTech Connect

    James K. Jewell

    2012-09-01

    Neutron, gamma and charged particle detection improvements are key to supporting many of the foreseen measurements and systems envisioned in the R&D programs and the future fuel cycle requirements, such as basic nuclear physics and data, modeling and simulation, reactor instrumentation, criticality safety, materials management and safeguards. This task will focus on the developmental needs of the FCR&D experimental programs, such as elastic/inelastic scattering, total cross sections and fission neutron spectra measurements, and will leverage a number of existing neutron detector development efforts and programs, such as those at LANL, PNNL, INL, and IAC as well as those at many universities, some of whom are funded under NE grants and contracts. Novel materials and fabrication processes combined with state-of-the-art electronics and computing provide new opportunities for revolutionary detector systems that will be able to meet the high precision needs of the program. This work will be closely coordinated with the Nuclear Data Crosscut. The Advanced Detector Development effort is a broadly-focused activity that supports the development of improved nuclear data measurements and improved detection of nuclear reactions and reactor conditions. This work supports the design and construction of large-scale, multiple component detectors to provide nuclear reaction data of unprecedented quality and precision. Examples include the Time Projection Chamber (TPC) and the DANCE detector at LANL. This work also supports the fabrication and end-user application of novel scintillator materials detection and monitoring.

  14. Changing Professional Views of Continuing Professional Development Doctorates in Educational Psychology

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  15. Tanzanian midwives' perception of their professional role and implications for continuing professional development education.

    PubMed

    Jones, Brooke; Michael, Rene; Butt, Janice; Hauck, Yvonne

    2016-03-01

    This study explored Tanzanian midwives' perceptions of their professional role within their local context. Findings were to inform recommendations for continuing professional development education programs by Western midwifery educators. Using focus group interviews with sixteen Tanzanian midwives, the findings revealed that the midwives' overwhelming focus was on saving lives of women and newborns. The fundamental elements of saving lives involved prioritising care through receiving handover and undertaking physical assessment. Midwives were challenged by the poor working conditions, perceived lack of knowledge and associated low status within the local community. Based upon these findings, recommendations for continuing professional development education for Tanzanian midwives must ensure that saving lives is a major focus and that strategies taught must be relevant to the low-resource context of this developing country. In recognition of the high-risk women being cared for, there needs to be a focus on the prevention and management of maternity emergencies, in collaboration with medical practitioners.

  16. Advanced uncooled sensor product development

    NASA Astrophysics Data System (ADS)

    Kennedy, A.; Masini, P.; Lamb, M.; Hamers, J.; Kocian, T.; Gordon, E.; Parrish, W.; Williams, R.; LeBeau, T.

    2015-06-01

    The partnership between RVS, Seek Thermal and Freescale Semiconductor continues on the path to bring the latest technology and innovation to both military and commercial customers. The partnership has matured the 17μm pixel for volume production on the Thermal Weapon Sight (TWS) program in efforts to bring advanced production capability to produce a low cost, high performance product. The partnership has developed the 12μm pixel and has demonstrated performance across a family of detector sizes ranging from formats as small as 206 x 156 to full high definition formats. Detector pixel sensitivities have been achieved using the RVS double level advanced pixel structure. Transition of the packaging of microbolometers from a traditional die level package to a wafer level package (WLP) in a high volume commercial environment is complete. Innovations in wafer fabrication techniques have been incorporated into this product line to assist in the high yield required for volume production. The WLP seal yield is currently > 95%. Simulated package vacuum lives >> 20 years have been demonstrated through accelerated life testing where the package has been shown to have no degradation after 2,500 hours at 150°C. Additionally the rugged assembly has shown no degradation after mechanical shock and vibration and thermal shock testing. The transition to production effort was successfully completed in 2014 and the WLP design has been integrated into multiple new production products including the TWS and the innovative Seek Thermal commercial product that interfaces directly to an iPhone or android device.

  17. The advanced practice professionals' perspective: keys to a good working relationship between advanced practice professions and physicians.

    PubMed

    Polansky, Maura

    2013-01-01

    A strong working relationship between advanced practice professionals (APPs) and supervising oncologists is essential for reducing medical errors, retaining employees, and improving work environments. Although there is rather limited data on the unique relationship of the APP and physician, fundamental communication skills-including open communication, mutual respect, establishing expectations, and working with mutual purpose-should be the foundation of these relationships. This paper addresses various aspects of relationship building between APPs and physicians with suggestions for establishing successful working relationships.

  18. Developing a career advancement program.

    PubMed

    Pinette, Shirley L

    2003-01-01

    Have you ever asked yourself, "What will I be doing five or ten years from now?" "Will I be doing the same thing I'm doing right now?" How would you feel if the answer were "yes"? I often wonder if any of my employees think the same thing. If they do, and the answer is "yes," just how does that make them feel? A day's work for managers can run the gamut--from billing and coding, to patient issues, to staff performance reviews, to CQI, to JCAHO-just to name a few. We're NEVER bored. Can we say the same of our employees, or do they do the same thing day in and day out? If so, it's no wonder that attitudes may become negative and motivation and productivity may decline. What are we as healthcare managers and administrators doing to value and continually train our employees so that staff morale, productivity and patient satisfaction remain high? What are we doing to keep those highly motivated employees motivated and challenged so that they don't get bored and want to move across town to our neighboring hospital or healthcare center? What are we doing to stop our employees from developing the "same job, different day" attitude? A Career Ladder program holds many benefits and opportunities for the motivated employee who seeks and needs additional challenges on the job. It affords them opportunities to learn new skills, demonstrate initiative, accept additional responsibilities and possibly advance into new positions. It also affords them opportunities to grow, to be challenged and to feel like an important and valued member of the radiology team and radiology department. For the manager, a Career Ladder program affords opportunities to retain valuable employees, attract new high-quality employees and maintain a workforce of well-trained highly motivated employees, which in turn will provide high quality products and services to our customers. A Career Ladder program is a "win-win" situation for everyone. For the last twelve months, I have been working with other

  19. Developing a career advancement program.

    PubMed

    Pinette, Shirley L

    2003-01-01

    Have you ever asked yourself, "What will I be doing five or ten years from now?" "Will I be doing the same thing I'm doing right now?" How would you feel if the answer were "yes"? I often wonder if any of my employees think the same thing. If they do, and the answer is "yes," just how does that make them feel? A day's work for managers can run the gamut--from billing and coding, to patient issues, to staff performance reviews, to CQI, to JCAHO-just to name a few. We're NEVER bored. Can we say the same of our employees, or do they do the same thing day in and day out? If so, it's no wonder that attitudes may become negative and motivation and productivity may decline. What are we as healthcare managers and administrators doing to value and continually train our employees so that staff morale, productivity and patient satisfaction remain high? What are we doing to keep those highly motivated employees motivated and challenged so that they don't get bored and want to move across town to our neighboring hospital or healthcare center? What are we doing to stop our employees from developing the "same job, different day" attitude? A Career Ladder program holds many benefits and opportunities for the motivated employee who seeks and needs additional challenges on the job. It affords them opportunities to learn new skills, demonstrate initiative, accept additional responsibilities and possibly advance into new positions. It also affords them opportunities to grow, to be challenged and to feel like an important and valued member of the radiology team and radiology department. For the manager, a Career Ladder program affords opportunities to retain valuable employees, attract new high-quality employees and maintain a workforce of well-trained highly motivated employees, which in turn will provide high quality products and services to our customers. A Career Ladder program is a "win-win" situation for everyone. For the last twelve months, I have been working with other

  20. Learning for Work and Professional Development: The Significance of Informal Learning Networks of Digital Media Industry Professionals

    ERIC Educational Resources Information Center

    Campana, Joe

    2014-01-01

    Informal learning networks play a key role in the skill and professional development of professionals, working in micro-businesses within Australia's digital media industry, as they do not have access to learning and development or human resources sections that can assist in mapping their learning pathway. Professionals working in this environment…

  1. Developing professionalism in Italian medical students: an educational framework

    PubMed Central

    Consorti, Fabrizio; Notarangelo, Mariagiovanna; Potasso, Laura; Toscano, Emanuele

    2012-01-01

    Developing and assessing professionalism in medical students is an international challenge. This paper, based on preliminary research at the Faculty of Medicine and Dentistry of the University Sapienza of Rome, Italy, briefly summarizes the main issues and experiences in developing professionalism among Italian undergraduate medical students. It concludes with a proposed framework suited to the Italian medical curricula. In our educational system, professionalism is defined as the context of medical expertise, the combination of rules, conditions, and meanings in which the act of health care occurs, as well as the ability of critical reflection on technical expertise. It is a multidimensional construct of ethical, sociocultural, relational, and epistemological competencies, requiring a wide range of tools for assessment. With reference to Italian versions of validated tools of measure, vignettes, videos, and a student’s portfolio of reflective writings, this paper outlines the manner in which education for professionalism is embedded in the existing curriculum and overall framework of assessment. PMID:23762002

  2. 76 FR 50199 - National Center To Enhance the Professional Development of School Personnel Who Share...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-12

    ... National Center To Enhance the Professional Development of School Personnel Who Share Responsibility for... to Enhance the Professional Development of School Personnel Who Share Responsibility for Improving... Center to Enhance the Professional Development of School Personnel Who ] Share Responsibility...

  3. ADVANCED HOT GAS FILTER DEVELOPMENT

    SciTech Connect

    E.S. Connolly; G.D. Forsythe

    2000-09-30

    DuPont Lanxide Composites, Inc. undertook a sixty-month program, under DOE Contract DEAC21-94MC31214, in order to develop hot gas candle filters from a patented material technology know as PRD-66. The goal of this program was to extend the development of this material as a filter element and fully assess the capability of this technology to meet the needs of Pressurized Fluidized Bed Combustion (PFBC) and Integrated Gasification Combined Cycle (IGCC) power generation systems at commercial scale. The principal objective of Task 3 was to build on the initial PRD-66 filter development, optimize its structure, and evaluate basic material properties relevant to the hot gas filter application. Initially, this consisted of an evaluation of an advanced filament-wound core structure that had been designed to produce an effective bulk filter underneath the barrier filter formed by the outer membrane. The basic material properties to be evaluated (as established by the DOE/METC materials working group) would include mechanical, thermal, and fracture toughness parameters for both new and used material, for the purpose of building a material database consistent with what is being done for the alternative candle filter systems. Task 3 was later expanded to include analysis of PRD-66 candle filters, which had been exposed to actual PFBC conditions, development of an improved membrane, and installation of equipment necessary for the processing of a modified composition. Task 4 would address essential technical issues involving the scale-up of PRD-66 candle filter manufacturing from prototype production to commercial scale manufacturing. The focus would be on capacity (as it affects the ability to deliver commercial order quantities), process specification (as it affects yields, quality, and costs), and manufacturing systems (e.g. QA/QC, materials handling, parts flow, and cost data acquisition). Any filters fabricated during this task would be used for product qualification tests

  4. Writing a continuing professional development article for publication.

    PubMed

    Price, Bob

    2014-07-01

    Writing for journal publication is a worthwhile but challenging activity that requires clear motives, purpose, planning and execution. Continuing professional development (CPD) articles are designed to be informative and educative, with the aim of enhancing the reader's understanding of a particular subject. This article provides an overview of how to approach and plan the writing of a CPD article to enhance the success of its acceptance for publication in a professional journal.

  5. Advances in Antiviral vaccine development

    PubMed Central

    Graham, Barney S.

    2013-01-01

    Summary Antiviral vaccines have been the most successful biomedical intervention for preventing epidemic viral disease. Vaccination for smallpox in humans and rinderpest in cattle was the basis for disease eradication, and recent progress in polio eradication is promising. While early vaccines were developed empirically by passage in live animals or eggs, more recent vaccines have been developed because of the advent of new technologies, particularly cell culture and molecular biology. Recent technological advances in gene delivery and expression, nanoparticles, protein manufacturing, and adjuvants have created the potential for new vaccine platforms that may provide solutions for vaccines against viral pathogens for which no interventions currently exist. In addition, the technological convergence of human monoclonal antibody isolation, structural biology, and high throughput sequencing is providing new opportunities for atomic-level immunogen design. Selection of human monoclonal antibodies can identify immunodominant antigenic sites associated with neutralization and provide reagents for stabilizing and solving the structure of viral surface proteins. Understanding the structural basis for neutralization can guide selection of vaccine targets. Deep sequencing of the antibody repertoire and defining the ontogeny of the desired antibody responses can reveal the junctional recombination and somatic mutation requirements for B-cell recognition and affinity maturation. Collectively, this information will provide new strategic approaches for selecting vaccine antigens, formulations, and regimens. Moreover, it creates the potential for rational vaccine design and establishing a catalogue of vaccine technology platforms that would be effective against any given family or class of viral pathogens and improve our readiness to address new emerging viral threats. PMID:23947359

  6. 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

  7. Workforce development: using role delineation research findings for policy-making and professional practice.

    PubMed

    Taub, Alyson; Gilmore, Gary D; Olsen, Larry K

    2011-03-01

    For the health education profession in the United States, role delineation research has been ongoing to identify valid professional competencies as the basis for workforce development. During 1998-2004, a multi-phase national research study, the National Health Educator Competencies Update Project (CUP), was designed to re-verify the role of the entry-level health educator, and further define and verify the role of advanced level health educators. The CUP findings are the evidence that has influenced the professional preparation, credentialing, and professional development of health educators. The lessons learned include the importance of employing role delineation research with a discipline-specific representative sample to appropriately affect workforce development and sustainability through an empirically-based model. PMID:21450972

  8. Clinical ladder to professional advancement program. An evolutionary process.

    PubMed

    Goodloe, L R; Sampson, R C; Munjas, B; Whitworth, T R; Lantz, C D; Tangley, E; Miller, W

    1996-06-01

    Since the early 1970s, clinical ladder programs have been a method of defining, recognizing, and rewarding nursing practice. As clinical practice in an institution grows and evolves, so must the program that supports the development of the practitioner. An in-depth evaluation of one clinical ladder program was conducted to determine if it was reflective of current practice. The authors discuss the method of evaluation, findings, and the revised program.

  9. Professional Development in the Context of National Board for Professional Teaching Standards Certification: Implications beyond Certification.

    ERIC Educational Resources Information Center

    Kowalski, Kenneth; Chittenden, Edward; Spicer, Willa; Jones, Jacqueline; Tocci, Cindy

    The National Board for Professional Teaching Standards (NBPTS) has challenged test developers to create a voluntary program of certification in which highly accomplished teachers receive recognition for meeting rigorous standards. These four papers report the experiences of teacher-candidates, school district administrators, researchers, and test…

  10. Collaborative Professional Development: An Examination of Changes in Teacher Identity through the Professional Learning Community Model

    ERIC Educational Resources Information Center

    Prytula, Michelle; Weiman, Kari

    2012-01-01

    The purpose of this article is to describe a study of the development of and changes in high school teacher identity through the collaborative professional learning community (PLC) model. Using Coldron and Smith's (1999) conceptual framework of teacher identity, being the craft, moral, artistic, and scientific traditions of teaching, a case study…

  11. Professional Development through Teacher Roles: Conceptions of Professionally Unqualified Teachers in Rural South Africa and Zimbabwe

    ERIC Educational Resources Information Center

    Mukeredzi, Tabitha Grace

    2013-01-01

    Teachers' conceptions of what they learn and how they professionally develop through their teaching roles are key to classroom practice and learner achievement because they influence teachers' pedagogic approaches and choice of materials, content, and learner activities. This article reports on some of the findings from a doctoral…

  12. Accelerated Professional Development and Peer Consultation: Two Strategies for Continuing Professional Education for Nurses.

    ERIC Educational Resources Information Center

    Hart, Gail; Clinton, Michael; Edwards, Helen; Evans, Katie; Lunney, Paul; Posner, Natasha; Tooth, Barbara; Weir, Derek; Ryan, Yoni

    2000-01-01

    A comparison was made of accelerated professional development (APD) for nurses (n=64), involving peer consultation and reflective practice, and peer consultation alone (n=30). Although APD participants had a higher completion rate, improvements in caregiver behaviors and work environment were not significantly different. (SK)

  13. Examining the Satisfaction Levels of Continual Professional Development Provided by a Rural Accounting Professional Body

    ERIC Educational Resources Information Center

    Halabi, Abdel K.

    2014-01-01

    The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting…

  14. 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…

  15. Mentoring and Professional Development in Rural Head Start Classrooms

    ERIC Educational Resources Information Center

    Garner, Pamela W.; Carter McLean, Marsha; Waajid, Badiyyah; Pittman, Evelyn R.

    2015-01-01

    The objective of this project was to develop and pilot a small-scale professional development program that incorporated substantial group and one-on-one mentoring aimed at preparing rurally based preschool teacher assistants to earn the Child Development Associate (CDA) credential. Using a framework that emphasized the relational, developmental,…

  16. Industry-University Collaboration for Continuing Professional Development

    ERIC Educational Resources Information Center

    Slotte, Virpi; Tynjala, Paivi

    2003-01-01

    Over the past few years developments in higher education have brought us to a position where collaboration between the university and the private sector is becoming more and more common. The industry approach to continuing professional development is based on the needs of acquiring, developing and retaining a skilled and competent workforce.…

  17. An international comparative study of professional development in research.

    PubMed

    Yuan, Changrong; Wang, Zhihong; Chen, Guoliang; Liu, Lin; Liu, Xiaorong

    2008-09-01

    In 2005, a group of researchers in China decided to compare the development of research in China with that of other countries. This article describes the process the authors used and the prevalent topics for trends and developments. Further ideas for their own professional development in research are defined.

  18. Teacher Educators Working on Their Own Professional Development: Goals, Activities and Outcomes of a Project for the Professional Development of Teacher Educators

    ERIC Educational Resources Information Center

    Koster, Bob; Dengerink, Jurrien; Korthagen, Fred; Lunenberg, Mieke

    2008-01-01

    This article reports on the professional development of teacher educators within the context of a national project, "Professional Quality of Teacher Educators," where a professional standard and a standards-based procedure of (self-)assessment and professional development have been created and effectively implemented. This project offered a unique…

  19. Professional Development and Closing the Achievement Gap

    ERIC Educational Resources Information Center

    Hirsh, Stephanie

    2005-01-01

    A significant challenge to schools is selecting the staff development approach that aligns most clearly with the assumptions and beliefs of staff members and produces the results desired for students. When beliefs are in alignment, change in behavior accelerates; when beliefs underlying a new staff development program contradict long-held beliefs…

  20. Continuing professional development and the charity paradigm: interrelated individual, collective and organisational issues about continuing professional development.

    PubMed

    Munro, Kathleen M

    2008-11-01

    This paper aims to highlight some issues and tensions that currently challenge the profession, individual nurses and their employers when considering the need for continuing professional development. The Nursing and Midwifery Council states the professional requirements for continuing professional development. However the nature and type required seems to be determined by the individual on the one hand and the organisation on the other, rather than an integral part of professional activity within the context of work. This can lead to a mismatch between personal and organisational goals. Views emerged from participants in a previous case study that focused on learning through work, about support available to nurses for professional development. The perceptions of nurses and their managers about learning through work were explored, using semi structured interviews, picture mapping and structured interviews. The 'Charity Paradigm' is presented as an outcome of major issues within an organisation. It underpins negative perceptions of individuals about employer support of continuing professional development. It is suggested that there is a need for collaborative collective approaches to structured development in order to meet both individual and organisational needs. This is also advocated in order to achieve life long learning and transformational learning within an organisation. The tension between individual personal ambitions and employer demands can adversely affect the professional development of the practitioner and the organisation that employs them. The personal perspectives of nurses and managers about learning within their organisation are therefore important to acknowledge in terms of positive and negative influences. It is also necessary to recognise the contribution of the employer as well as the identifiable charitable contribution of individual practitioners and the input from external contributors to the organisation.

  1. Professional Development for the College Career Counselor.

    ERIC Educational Resources Information Center

    McLees, Jan

    1983-01-01

    Describes a strategy called a growth contract, with which career counselors can assess the current state of their own career development, determine tangible goals, and devise means of achieving them. (CPAD Network, 1190 South Bascom, Suite 211, San Jose, CA 95128) (SK)

  2. 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…

  3. Using Telecommunications for Principals' Professional Development.

    ERIC Educational Resources Information Center

    Long, Claudia A.; Terry, Patricia D.

    This paper describes the development, operations, and effectiveness of the Principals' Computer Network (PCN)--an experimental program created (1) to allow principals to use their schools' microcomputers to access other principals' solutions to common instructional management problems; (2) to enable principals to request suggestions from their…

  4. Using Professional Development to Enhance Staff Retention

    ERIC Educational Resources Information Center

    Huang, Denise; Cho, Jamie

    2010-01-01

    The data and research findings for this paper were derived from two studies. The first was commissioned to the National Afterschool Partnership (NAP) by the U.S. Department of Education to evaluate effective practices at the 21st Century Community Learning Centers (21st CCLCs). The purpose of this study was to develop resources and professional…

  5. Educational Leadership: Personal Growth for Professional Development

    ERIC Educational Resources Information Center

    Tomlinson, Herry

    2004-01-01

    Henry Tomlinson discusses how important it is that leaders of educational organizations know themselves in order to be successful. How that process of self-knowing can be undertaken is carefully developed in the first six chapters through discussion of a variety of approaches for this. The focus is initially very much on personal development…

  6. Teaching Online: A Professional Development Model.

    ERIC Educational Resources Information Center

    McCallie, Trey; McKinzie, LeAnn

    This paper describes the faculty training model utilized in the development and/or conversion of course materials to be delivered on the World Wide Web. A description of the online learning environment (WTOnline) is provided, as well as the process by which faculty members in the West Texas A&M University College of Education interact with that…

  7. Moral Development and Education. Professional Education Series.

    ERIC Educational Resources Information Center

    Forisha, Bill E.; Forisha, Barbara E.

    Problems of providing effective training for moral development are discussed. Intended for teachers, parents, and education students, the book lends itself easily to application in the classroom. The book is presented in three sections. Section I provides a historical and philosophical perspective on the need for moral education and on basic…

  8. Professional Development for School Improvement: The Case of Indiana

    ERIC Educational Resources Information Center

    Ruddy, Anne-Maree; Prusinski, Ellen

    2012-01-01

    Drawing on data collected during an evaluation of Indiana schools receiving Title I 1003(g) School Improvement Fund grants in the 2008-2009 school year, this article explores how professional development can be used to support school improvement efforts. This article upholds the conclusion that when activities support the development of a…

  9. Professional Development of HR Practitioners--A Phenomenographic Study

    ERIC Educational Resources Information Center

    Bailey, Moira

    2015-01-01

    Purpose: The purpose of this paper is an investigation into the experiences of professional development of human resource (HR) practitioners in the North of Scotland, and the use of non-formal learning in that development. Design/methodology/approach: In-depth semi-structured interviews from a purposively selected sample of HR practitioners were…

  10. Promoting Professional Development for Physical Therapists in Early Intervention

    ERIC Educational Resources Information Center

    Catalino, Tricia; Chiarello, Lisa A.; Long, Toby; Weaver, Priscilla

    2015-01-01

    Early intervention service providers are expected to form cohesive teams to build the capacity of a family to promote their child's development. Given the differences in personnel preparation across disciplines of service providers, the Early Childhood Personnel Center is creating integrated and comprehensive professional development models for…

  11. Continuing Professional Development: Rhetoric and Practice in the NHS

    ERIC Educational Resources Information Center

    Morgan, Arthur; Cullinane, Joanne; Pye, Michael

    2008-01-01

    This article explores the experience of Continuing Professional Development (CPD) by supervisory-level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and…

  12. The Professional Growth Trilogy: Supervision, Evaluation, and Staff Development.

    ERIC Educational Resources Information Center

    Bailey, William J.

    Guidelines for developing personnel management programs in private-independent schools are provided in this book. Chapter 1 explains the need for a new perspective on personnel evaluation that encompasses three components: supervision, evaluation, and professional development. Chapter 2 outlines the elements of good instruction, and the third…

  13. An Early Childhood Professional Development School: Triumphs and Troubles.

    ERIC Educational Resources Information Center

    Morse, Sheila; And Others

    This paper presents a case study of a collaboration between the St. Louis (Missouri) Public Schools and Maryville University (Missouri) to develop an early childhood magnet center and professional development school (PDS), the Wilkinson Early Childhood Magnet School. This school serves a diverse population of children from age 3 through second…

  14. Organisational and Task Factors Influencing Teachers' Professional Development at Work

    ERIC Educational Resources Information Center

    Evers, Arnoud T.; Van der Heijden, Béatrice I. J. M.; Kreijns, Karel

    2016-01-01

    Purpose: The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers' professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools…

  15. 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…

  16. Multilevel Boundary Crossing in a Professional Development School Partnership

    ERIC Educational Resources Information Center

    Akkerman, Sanne; Bruining, Ton

    2016-01-01

    This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research. After introducing…

  17. Learning to Lead: The Professional Development Needs of Assistant Principals

    ERIC Educational Resources Information Center

    Allen, James G.; Weaver, Rosa L.

    2014-01-01

    The purpose of this study was to investigate the professional development needs of assistant principals in the northern Kentucky region in preparation for the launch of the Northern Kentucky Assistant Principals' Network, a unique and innovative program to support their leadership development. Using the Educational Leadership Policy Standards:…

  18. Professional Development of Teacher Educators: A Cross Border Story

    ERIC Educational Resources Information Center

    Laws, Kevin; Harbon, Lesley; Nguyen, Nam; Trinh, Lap

    2009-01-01

    This paper presents the results of a collaborative project between the Faculty of Education and Social Work at the University of Sydney, Australia, and the School of Education at Can Tho University, Vietnam. The project aimed to develop a model for the professional development of teacher educators in the context of educational innovations in…

  19. The Highly Engaged School: A Successful Model for Professional Development

    ERIC Educational Resources Information Center

    Meyer, Bob

    2015-01-01

    Author Bob Meyer, head of the Fay School (Texas) compares professional development strategies in his school to programs in other schools, which he feels are mostly prescriptive in nature, and are based on a deficit model--focused on fixing, rather than developing--and, thus, are not always inspiring. Here Meyer describes the professional…

  20. The Role of Collegial Interaction in Continuing Professional Development

    ERIC Educational Resources Information Center

    Gagliardi, Anna R.; Wright, Frances C.; Anderson, Michael A. B.; Davis, Dave

    2007-01-01

    Introduction: Many physicians seek information from colleagues over other sources, highlighting the important role of interaction in continuing professional development (CPD). To guide the development of CPD opportunities, this study explored the nature of cancer-related questions faced by general surgeons, and how interaction with colleagues…

  1. Designing Professional Development for Teachers of Science and Mathematics.

    ERIC Educational Resources Information Center

    Loucks-Horsley, Susan; Hewson, Peter W.; Love, Nancy; Stiles, Katherine E.

    This comprehensive guide discusses how to design staff development in science and math. It is tailored specifically to the needs of individual schools or departments. Vignettes from real schools illustrate concepts within the book. The book provides 15 strategies for professional development and describes each one with its underlying assumptions…

  2. A Marriage of Continuance: Professional Development for Mathematics Lecturers

    ERIC Educational Resources Information Center

    Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike

    2015-01-01

    In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre-…

  3. Inservice Education and Professional Development. NSTEP Topical Bibliography.

    ERIC Educational Resources Information Center

    Mattson, Beverly

    This bibliography on inservice education and professional development in special education lists 364 references grouped into the following categories: general references (82); adult learning (7); needs assessment (12); planning and designing staff development (11); incentives (1); models of inservice and continuing education (33); mentoring…

  4. Gateway to Quality: Online Professional Development for Family Childcare Providers

    ERIC Educational Resources Information Center

    Durden, Tonia; Mincemoyer, Claudia; Crandall, Leslie; Alviz, Kit; Garcia, Aileen

    2016-01-01

    High-quality family childcare (FCC) can positively influence all areas of a child's growth and development. Thus, it is important to invest in efforts to increase quality, including providing professional development to enhance the skills of those caring for children in their homes. This study explores the characteristics of FCC providers who…

  5. Putting the Research To Work: Professional Development Models from Michigan.

    ERIC Educational Resources Information Center

    Hoffman, Ellen; Thompson, Ginny

    2000-01-01

    Describes statewide professional development programs in Michigan that were developed to train teachers in technology use. Discusses Teach for Tomorrow, which combines online learning with local facilitators and peer support networks; and the Great Lakes Education Network Best Practices project, which combines lesson plans from the Web with…

  6. Design Issues for Technology-Enhanced Formal Professional Development

    ERIC Educational Resources Information Center

    Class, Barbara; Schneider, Daniel K.

    2014-01-01

    This research concerns the design, implementation and evaluation of a blended training course for interpreter trainers. Some of the complex issues pertaining to professional development in a rich web-based learner-centered environment are addressed. Findings confirm a socio-constructivist design within which participants developed the expected…

  7. Evaluation of the Pacific CHILD Professional Development Program. Research Brief

    ERIC Educational Resources Information Center

    Chesswas, Roger; Keir, Scott S.; Leung, Eunice; Terada, Wayne

    2005-01-01

    The Pacific Communities with High-performance in Literacy Development (Pacific CHILD) Professional Development Model research project was initiated in response to an overwhelming need in PREL's Pacific service region for improvement of teachers' knowledge and instructional practices in early reading. This report examines the question of the…

  8. Intellectual Energy Flow: An Interdisciplinary Approach to Teacher Professional Development

    ERIC Educational Resources Information Center

    Vogel, Amber; Muth, Christine

    2005-01-01

    This article features the workshop titled Exploring New Environments, developed by the University of North Carolina at Chapel Hill's DESTINY Traveling Science Learning Program. Exploring New Environments is a teacher professional development model based on the idea that teachers are also learners who thrive when given the means and encouragement…

  9. RE Student Teachers' Professional Development: Results, Reflections and Implications

    ERIC Educational Resources Information Center

    Ubani, Martin

    2016-01-01

    This article discusses some issues related to the professional development of Religious Education (RE) student teachers in initial teacher education based on empirical results on the development of the pedagogical thinking of Finnish RE student teachers during their teacher education. The article begins by describing the concept of professionalism…

  10. Te Kotahitanga: Culturally Responsive Professional Development for Teachers

    ERIC Educational Resources Information Center

    Bishop, Russell; Berryman, Mere

    2010-01-01

    Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand's indigenous Maori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Maori students, their families, principals and some of their teachers, provides direction…

  11. Telecommunications: A Strategy for Teacher Preparation and Professional Development.

    ERIC Educational Resources Information Center

    Johnson, Harold A.

    1995-01-01

    This study examined the use of telecommunication networks as a mechanism for professional development, and found that most teachers of children who are deaf/hard-of-hearing are not prepared to use this technology. Training needs are addressed, and an Internet-based telecommunications network that is currently being developed is outlined.…

  12. Professional Development: Teachers Use of GIS to Enhance Student Learning

    ERIC Educational Resources Information Center

    McClurg, Patricia A.; Buss, Alan

    2007-01-01

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

  13. Factors That Develop Effective Professional Learning Communities in Taiwan

    ERIC Educational Resources Information Center

    Chen, Peiying; Lee, Che-Di; Lin, Hongda; Zhang, Chun-Xi

    2016-01-01

    This research aimed to investigate the key factors of developing effective professional learning communities (PLCs) within the Taiwanese context. Four constructs--supportive and shared leadership, shared visions, collegial trust, and shared practices--were adopted and developed into an instrument for measuring PLC function. A stratified random…

  14. Understanding Inservice Science Teachers' Needs for Professional Development

    NASA Astrophysics Data System (ADS)

    Zhang, Meilan; Parker, Joyce; Koehler, Matthew J.; Eberhardt, Jan

    2015-08-01

    Prior research has mainly focused on what makes professional development effective from the program design perspective. However, there is a lack of understanding about what teachers need for improvement in the context of educational reforms and curricular changes. This study used the pedagogical content knowledge framework to examine teachers' needs for professional development situated in specific science topics. Data were drawn from a total of 118 science teachers who participated in a professional development program over 3 years. First, this study identified a list of common science topics that teachers needed to improve in life science, physics science, and earth science. Also, teachers perceived the needs to improve teaching of certain topics for different reasons: themselves, students, and curricular changes. Moreover, data analysis showed that teachers needed improvement in multiple areas of pedagogical content knowledge: learners, instructional strategies, curriculum, and assessment. In particular, inquiry teaching was one of the greatest challenges for most teachers.

  15. Nursing entrepreneurship: motivators, strategies and possibilities for professional advancement and health system change.

    PubMed

    Wall, Sarah

    2013-06-01

    In Canada, as well as internationally, efficiency-focused organizational restructuring in healthcare has resulted in stressful job change for nurses, although nurses continue to work in a system that values technology-based, physician-provided services. Employed nurses have had to participate in organizational activities that undermine their professional values and goals. Nursing entrepreneurship presents an opportunity to explore nursing's professional potential in nursing practice that is uniquely independent. In this study, a focused ethnographic approach was used to explore the experiences of self-employed nurses, who see themselves as leaders in advancing the profession of nursing and its contribution to healthcare. Key themes in the findings include the responses of self-employed nurses to health system change, expanded roles for nurses, the consequences of this non-traditional approach to nursing work and the possibilities for change that arise from nursing entrepreneurship. This research has implications for healthcare policy, professional advocacy and nursing education.

  16. Use of Social Media for Professional Development by Health Care Professionals: A Cross-Sectional Web-Based Survey

    PubMed Central

    2016-01-01

    Background Social media can be used in health care settings to enhance professional networking and education; patient communication, care, and education; public health programs; organizational promotion; and research. Objective The aim of this study was to explore the use of social media networks for the purpose of professional development among health care professionals in Saudi Arabia using a purpose-designed Web-based survey. Methods A cross-sectional web-based survey was undertaken. A link to the survey was posted on the investigator’s personal social media accounts including Twitter, LinkedIn, and WhatsApp. Results A total of 231 health care professionals, who are generally social media users, participated in the study. Of these professionals, 70.6% (163/231) use social media for their professional development. The social media applications most frequently used, in the descending order, for professional development were Twitter, YouTube, Instagram, Facebook, Snapchat, and LinkedIn. The majority of respondents used social media for professional development irrespective of their age group, with the highest proportion seen in those aged 20-30 years. Social media were perceived as being most beneficial for professional development in terms of their impact on the domains of knowledge and problem solving and least helpful for enhancing clinical skills. Twitter was perceived as the most helpful type of social media for all domains listed. Respondents most frequently reported that social media were useful for professional development for the reasons of knowledge exchange and networking. Conclusions Social media are frequently used by health care professionals in Saudi Arabia for the purposes of professional development, with Twitter most frequently used for this purpose. These findings suggest that social media networks can be powerful tools for engaging health care professionals in their professional development. PMID:27731855

  17. The professional development of an entomologist.

    PubMed

    Michener, Charles D

    2007-01-01

    An account of the development of biological interest, and specifically interest in bees, by Charles D. Michener. Included topics are the role of graduate students and the relationship between behavioral studies and systematics. Sections are (a) upbringing, including initiation of biological interests, (b) early studies of bees, (c) student work at the University of California, Berkeley, (d) work at the American Museum of Natural History and in the U.S. Army, and (e) work at the University of Kansas, especially wild bee behavior and bee systematics.

  18. Optics professional development in North Carolina

    NASA Astrophysics Data System (ADS)

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

    2010-08-01

    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 Technology Experiences for Students and Teachers (ITEST) funded program highlights initial findings of a pilot study with middle and high school teachers from The Science House at North Carolina State University sharing lessons learned and future scale-up plans.

  19. Approaches to continuing professional development: putting theory into practice.

    PubMed

    Hayes, Catherine

    2016-08-11

    This article provides an overview of approaches to and models of education to assist nurses involved in the delivery of education and continuing professional development. A number of models will be summarised to look at how learning, teaching and assessment can be integrated to benefit the learner, and the benefits this may have in nursing education and continuing professional development courses. The author also considers different domains of learning: cognitive, psychomotor and affective. This article presents the case for considering the constructive alignment of educational content as one means of increasing the likelihood of it being translated into practice.

  20. 34 CFR 263.1 - What is the Professional Development program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false What is the Professional Development program? 263.1... Development Program § 263.1 What is the Professional Development program? (a) The Professional Development... Professional Development program requires individuals who receive training to— (1) Perform work related to...

  1. Coaching to promote professional development in nursing practice.

    PubMed

    Narayanasamy, Aru; Penney, Vivian

    This article presents coaching, which facilitates the highest form of learning, as a potential strategy for promoting professional development in nursing. In doing so, it sets out what coaching is and highlights its benefits in terms of team building, adaptation to changes, career planning and professional development. Having established the rudiments of coaching and identifying its qualities, the article then sets out strategies of coaching using three models: the 3-D Technique Model, The Practice Spiral Model and The Grow Model. Three case histories are presented to explain how these models could be used to implement coaching and personal learning plans (PLP). Directions are provided where training for coaching is available. It is concluded that coaching can be a powerful tool in enhancing nurses' and other health professionals' ability to contribute to the success of healthcare organisations.

  2. Virtual Professional Learning Communities: Teachers' Perceptions of Virtual Versus Face-to-Face Professional Development

    NASA Astrophysics Data System (ADS)

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

    2013-06-01

    Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in changing practice. Barriers to the implementation of PLCs include lack of shared meeting time and a shortage of teachers who share the same subject areas or common goals and interests. Convening teachers from multiple districts can alleviate this problem, but teachers are reluctant to travel for meetings due to time and cost restraints. Video-conferencing software offers a solution to these barriers while serving to foster the sense of community needed for PLCs to be effective. The researchers describe the use of Virtual PLCs in which two groups of teachers met monthly for one school year to collaboratively analyze evidence collected as part of their teacher inquiry plans. With help from a facilitator, these groups developed a relationship similar to other groups meeting face-to-face as part of the same professional development program. Analysis of the reflections of teacher-participants and facilitators revealed that teachers prefer face-to-face meetings, but that the virtual and face-to-face meetings provided teachers with similar social interactions in the PLC experience. The findings suggest that teachers perceive videoconferencing as an effective tool for facilitating PLCs when distance and time are practical barriers to face-to-face meetings. Practical considerations for developing and facilitating virtual PLCs are also discussed.

  3. Teacher Professional Development in Laredo, TX

    NASA Astrophysics Data System (ADS)

    Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.

    2014-01-01

    In the fall of 2012, McDonald Observatory, Texas A&M University, and Texas A&M International University conducted a series of workshops on astronomy content for 5th - 8th grade teachers in Laredo, Texas. Three one-day workshops were held at the Lamar Bruni Vergara Planetarium of Texas A&M International University, using a mix of in-person and distance learning technology. Texas A&M professor Lucas Macri gave public talks in English and Spanish, and a lunch-time presentation to the teachers. A series of evaluation tools were used to assess the success of the workshops. A Nominal Group Technique (NGT) discussion was used, through which groups developed consensus answers about their learning, expectations for classroom use, and satisfaction with the workshop. The Astronomy/Space Science Test (MOSART Grades 5-8) was also issued as a pre- and post-test to assess gains in knowledge. Teacher consensus was that the materials and activities of the workshop had been helpful for learning and that they expected to use many of them in their classrooms. However, the evaluation also showed that teachers would have preferred the Observatory educator be physically present for all workshops. Past video-conferencing workshops, where local facilitators first participated in workshops at the Observatory, showed better feedback and results concerning this point. Comparing those results to the present case, we conclude that more clearly defined roles and better training for the science specialists and local facilitators would improve the video conference experience for the teachers. Comparison of pre- and post-test results showed improved teacher knowledge. An additional benefit of this project was the further development of partnerships between McDonald Observatory and Texas A&M International University, which has resulted in further education projects, including a video-conference presentation series to eight-grade students and their families. This secondary project focused on

  4. Professional development and poststructural analysis: Stories of African-American science teachers

    NASA Astrophysics Data System (ADS)

    Moore, Felicia Michelle

    2003-10-01

    This interpretivist study focused on the professional development of three African American science teachers from a small rural school district, Carver School District (pseudonym), in the southeastern United States. Stories teachers shared of their experiences in teaching and learning science and in their professional development were analyzed using a feminist poststructural analysis of power, knowledge/meaning, language, and difference. For science teaching, power was viewed as a form of ownership or possession and also as effect and processes that impact teaching, learning, and professional development. Teachers through instructional practices exerted a certain amount of power in their classrooms. Teaching practices heavily influenced student learning in science classrooms. For teacher professional development, power was viewed as effecting relationships between administration, peers, and students as a shifting force within different social contexts. Science teachers were perceived as objects of the system and as active social agents who in particular relations of power acted in their best interests as they developed as science teachers. Teachers negotiated for themselves certain power relations to do as they wished for teaching science and for participating in teacher professional development activities. Power was an inherent and critically important aspect in understanding what science teachers do in their classrooms, in teaching and learning science, and in developing as science teachers. Knowledge was closely tied to relations of power in that teachers acquired knowledge about themselves, their teaching of science, and their students from their past experiences and professional development activities. Through language, interactions between teachers and students enabled or disabled access to the culture of power via instructional practices. Language was implicated in teacher professional development as a powerful force for advancing or hindering teachers

  5. The advanced practice professionals' perspective: keys to a good working relationship between advanced practice professions and physicians.

    PubMed

    Polansky, Maura

    2013-01-01

    A strong working relationship between advanced practice professionals (APPs) and supervising oncologists is essential for reducing medical errors, retaining employees, and improving work environments. Although there is rather limited data on the unique relationship of the APP and physician, fundamental communication skills-including open communication, mutual respect, establishing expectations, and working with mutual purpose-should be the foundation of these relationships. This paper addresses various aspects of relationship building between APPs and physicians with suggestions for establishing successful working relationships. PMID:23714552

  6. 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.

  7. An examination of science teachers' learning in a laboratory-based professional development program

    NASA Astrophysics Data System (ADS)

    Kiehl, Melissa Lynn

    Professional development generally refers to the collection of activities that systematically increase teachers' knowledge of academic subjects and advance teachers' understanding of instructional strategies. Given the complexity of the reform initiatives for science education in the United States of America as set forth by the American Association for the Advancement of Science (AAAS), and the National Science Education Standards (NRC, 1996), professional development might provide a bridge for aligning teacher practice with national standards (Loucks-Horsley, 1995). However, the current model of professional growth, focused largely on expanding a repertoire of skills, is not adequate (Little, 1993). Understanding teacher learning theory and utilizing research on pedagogical content knowledge (PCK) could be the differentiating factor for science teacher professional development; if utilized in design and evaluation, they may promote both knowing science in context and knowing how to tailor science learning to the needs of students (Shulman, 1987). The purpose of this study was to investigate how the Laboratory Science Teacher Professional Development Program (LSTPD), a three year professional development model that immerses teachers in learning science content through inquiry, impacts teachers' learning and classroom practice. It first aimed to analyze teacher learning and PCK; second, it examined their views on professional development; and third, whether they anticipate adapting their practice to include facets of their laboratory experience. Participants were teachers in their second or third year of participation in LSTPD. The study followed a qualitative case study design and made use of in-depth interviews and observations to examine teachers' knowledge, beliefs, and practice. The study drew on a constructivist framework. Findings demonstrated that teachers' understanding of content, inquiry, and science as a living enterprise were greatly increased, and that

  8. The use of a Virtual Community to Complement the MS PHD'S Professional Development Program

    NASA Astrophysics Data System (ADS)

    Nieves, I. U.; Brown, D. C.; Bailey, K.; Easley, R.; Johnson, A.; Ithier, W.; Powell, J. M.; Whitney, V. W.; Pyrtle, A. J.

    2005-12-01

    The aim of the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Sciencer Professional Development Program (MS PHD'S PDP) is to provide professional and mentoring experiences that facilitate the advancement of minorities committed to achieving outstanding Earth system science and engineering careers. The MS PHD'S PDP is structured in three phases that are connected by engagement in virtual community building activities, allowing for continuous peer to peer and mentor to mentee interactions. These activities occur through the use of the MSPHD'S website forum and web cam dialogues. In addition, the virtual community provides the personal and professional support necessary to ensure the success of the students. Examples of interactions within the MSPHD'S PDP virtual community will be presented.

  9. Systems of Career Influences: A Conceptual Model for Evaluating the Professional Development of Women in Academic Medicine

    PubMed Central

    Helitzer, Deborah; Morahan, Page; Chang, Shine; Gleason, Katharine; Cardinali, Gina; Wu, Chih-Chieh

    2012-01-01

    Abstract Background Surprisingly little research is available to explain the well-documented organizational and societal influences on persistent inequities in advancement of women faculty. Methods The Systems of Career Influences Model is a framework for exploring factors influencing women's progression to advanced academic rank, executive positions, and informal leadership roles in academic medicine. The model situates faculty as agents within a complex adaptive system consisting of a trajectory of career advancement with opportunities for formal professional development programming; a dynamic system of influences of organizational policies, practices, and culture; and a dynamic system of individual choices and decisions. These systems of influence may promote or inhibit career advancement. Within this system, women weigh competing influences to make career advancement decisions, and leaders of academic health centers prioritize limited resources to support the school's mission. Results and Conclusions The Systems of Career Influences Model proved useful to identify key research questions. We used the model to probe how research in academic career development might be applied to content and methods of formal professional development programs. We generated a series of questions and hypotheses about how professional development programs might influence professional development of health science faculty members. Using the model as a guide, we developed a study using a quantitative and qualitative design. These analyses should provide insight into what works in recruiting and supporting productive men and women faculty in academic medical centers. PMID:23101486

  10. 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…

  11. 34 CFR 263.3 - What definitions apply to the Professional Development program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 1 2013-07-01 2013-07-01 false What definitions apply to the Professional Development... Professional Development Program § 263.3 What definitions apply to the Professional Development program? The following definitions apply to the Professional Development program: Bureau-funded school means a...

  12. 34 CFR 263.3 - What definitions apply to the Professional Development program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 1 2014-07-01 2014-07-01 false What definitions apply to the Professional Development... Professional Development Program § 263.3 What definitions apply to the Professional Development program? The following definitions apply to the Professional Development program: Bureau-funded school means a...

  13. Supporting Novice Special Education Teachers through Quality Professional Development

    ERIC Educational Resources Information Center

    Tate, Mary E.

    2013-01-01

    The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research…

  14. 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.

  15. Teachers' Professional Development in Schools: Rhetoric versus Reality

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  16. "A Vital Force in Education": How Teachers Can Develop Professionally

    ERIC Educational Resources Information Center

    Neel, Marcia

    2007-01-01

    Every time music educators gather, whether at a national conference or at a local coffee shop, professional development can occur. The common denominator is always communication of ideas and experiences that result in some sort of learning--generally among all parties involved. As such, all school districts should invest in high-quality and…

  17. Professional Development Schools in Massachusetts: Maintenance and Growth.

    ERIC Educational Resources Information Center

    Neufeld, Barbara; Boris-Schacter, Sheryl

    This report focuses on three professional development school (PDS) programs in Massachusetts. The PDS collaborative programs involve the following partners: East Longmeadow High School and University of Massachusetts at Amherst; Devotion School (Brookline) and Wheelock College; and Coolidge Elementary School (Shrewsbury) and Anna Maria College.…

  18. Designing Teacher Professional Development for Mathematics Teaching with Variation Theory

    ERIC Educational Resources Information Center

    Ekawati, Rooselyna; Lin, Fou-Lai

    2014-01-01

    In this study, we aimed at demonstrating the power of Variation Theory in exploring the local situation of Indonesian teachers and Teacher Professional Development program. The projection of Variation theory regarding the enterprise of teaching results on the need of sensitivity of students and exemplary teaching strategy that differ with teachers…

  19. Faculty Technology Professional Development: A Pedagogical and Curricular Reform Model.

    ERIC Educational Resources Information Center

    Graves, Sherryl Browne; Kelly, Mario A.

    A technology professional development project with 16 arts and sciences and education faculty members engaged in the preparation of preservice teachers served as the vehicle for pedagogical and curricular reform. The objective of the project is to change the teaching and learning of preservice teachers through the adoption and integration of…

  20. Improving numeracy education in rural schools: a professional development approach

    NASA Astrophysics Data System (ADS)

    Goos, Merrilyn; Dole, Shelley; Geiger, Vince

    2011-06-01

    In Australia, concerns about the quality of mathematics education that students experience are particularly salient in rural schools. These schools typically report great difficulty in attracting and retaining qualified teachers of mathematics. Teachers in non-metropolitan locations may also experience professional isolation if they have limited access to professional development opportunities. This article reports on a year-long research and development project that provided such opportunities to teachers in ten rural and metropolitan schools in South Australia. Its purpose was to help the teachers plan and implement numeracy strategies across the school curriculum. The project was informed by a new model of numeracy whose elements comprise mathematical knowledge, dispositions, tools, contexts, and a critical orientation to the use of mathematics. To investigate the effectiveness of the numeracy model and the professional development approach, data were collected via lesson observations, teacher and student interviews, and written tasks that tracked changes over time in teachers' understanding of numeracy. Most teachers began the project with a concern for improving students' mathematical knowledge or dispositions, but then gradually incorporated other elements of the model into their planning and practice. A case study of an early career teacher in a rural school illustrates one developmental trajectory through the elements of the model. Teachers identified time, openness, collegiality, and accountability as features of the professional development approach that contributed to its effectiveness. Implications for sustainability and scaling up are discussed, especially with reference to supporting teachers in rural schools.