A Collaborative Group Study of Korean Mid-Career Elementary Teachers for Professional Development in Music

ERIC Educational Resources Information Center

Shin, Jihae; Seog, Moonjoo

2018-01-01

Professional development for in-service teachers is necessary to meet the changing needs of students and society. This teacher collaboration study examined the experiences of mid-career elementary teachers in Korea in their music professional development. Research questions included: (1) What were the contents of discussion? (2) What was the level…

The Relationship between Peer Coaching, Collaboration and Collegiality, Teacher Effectiveness and Leadership

ERIC Educational Resources Information Center

Koch, Margaret-Ann

2014-01-01

Professional development allows teachers to create professional knowledge and increase collaboration and collegiality to promote quality teaching and leadership. Peer coaching is frequently overlooked as a form of professional development. The purpose of this quantitative study was to examine the effect of participation in a voluntary…

Analyzing the Impact of a Data Analysis Process to Improve Instruction Using a Collaborative Model

ERIC Educational Resources Information Center

Good, Rebecca B.

2006-01-01

The Data Collaborative Model (DCM) assembles assessment literacy, reflective practices, and professional development into a four-component process. The sub-components include assessing students, reflecting over data, professional dialogue, professional development for the teachers, interventions for students based on data results, and re-assessing…

Characterizing Cross-Professional Collaboration in Research and Development Projects in Secondary Education

ERIC Educational Resources Information Center

Schenke, Wouter; van Driel, Jan H.; Geijsel, Femke P.; Sligte, Henk W.; Volman, Monique L. L.

2016-01-01

Collaboration between practitioners and researchers can increasingly be observed in research and development (R&D) projects in secondary schools. This article presents an analysis of cross-professional collaboration between teachers, school leaders and educational researchers and/or advisers as part of R&D projects in terms of three…

Planning Teacher Professional Development: The Struggles and Successes of an Inter-Organizational Collaboration

ERIC Educational Resources Information Center

Frost, Janet Hart; Akmal, Tariq T.; Kingrey, Joan U.

2010-01-01

Inter-organizational collaboration is often seen as a means of increasing the potential for bringing about outcomes that none of the organizations could achieve alone. For example, funding agencies that provide grants for teacher professional development often encourage or require collaboration between institutions of higher education and schools.…

The Role of Context in a Collaborative Problem-Solving Task during Professional Development

ERIC Educational Resources Information Center

Ritella, Giuseppe; Ligorio, Maria Beatrice; Hakkarainen, Kai

2016-01-01

This article analyses how a group of teachers managed the resources available while performing computer-supported collaborative problem-solving tasks in the context of professional development. The authors video-recorded and analysed collaborative sessions during which the group of teachers used a digital environment to prepare a pedagogical…

Impact of Interprofessional Education on Collaboration Attitudes, Skills, and Behavior among Primary Care Professionals

ERIC Educational Resources Information Center

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

2012-01-01

Introduction: Care for the frail elderly is often provided by several professionals. Collaboration between them is essential, but remains difficult to achieve. Interprofessional education (IPE) can improve this collaboration. We developed a 9-hour IPE program for primary care professionals from 7 disciplines caring for the frail elderly, and aimed…

Collaborative School Innovation Project as a Pivot for Teachers' Professional Development: The Case of Acharnes' Second Chance School in Greece

ERIC Educational Resources Information Center

Katsarou, Eleni; Tsafos, Vassilis

2008-01-01

A collaborative school innovation project is explored as a pivot for the professional development of the teachers involved. The Second Chance School (SCS) of Acharnes in Greece constitutes such a collaborative innovative project, regarding the underlying theory of multiliteracies, its decentralised character, respect for student individuality, and…

Trends in Professional Development for and Collaboration by Health Education Teachers--41 States, 2000-2010

ERIC Educational Resources Information Center

Brener, Nancy D.; McManus, Tim; Wechsler, Howell; Kann, Laura

2013-01-01

Background: Professional development (PD) and collaboration help ensure the quality of school health education. The purpose of this study was to examine trends in the percentage of lead health education teachers (LHETs) receiving PD on health topics and collaborating with other school staff on health education activities. Methods: This study…

A Collaborative Action Research Approach to Professional Learning

ERIC Educational Resources Information Center

Bleicher, Robert E.

2014-01-01

The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR)…

Professionals learning together with patients: An exploratory study of a collaborative learning Fellowship programme for healthcare improvement.

PubMed

Myron, Rowan; French, Catherine; Sullivan, Paul; Sathyamoorthy, Ganesh; Barlow, James; Pomeroy, Linda

2018-05-01

Improving the quality of healthcare involves collaboration between many different stakeholders. Collaborative learning theory suggests that teaching different professional groups alongside each other may enable them to develop skills in how to collaborate effectively, but there is little literature on how this works in practice. Further, though it is recognised that patients play a fundamental role in quality improvement, there are few examples of where they learn together with professionals. To contribute to addressing this gap, we review a collaborative fellowship in Northwest London, designed to build capacity to improve healthcare, which enabled patients and professionals to learn together. Using the lens of collaborative learning, we conducted an exploratory study of six cohorts of the year long programme (71 participants). Data were collected using open text responses from an online survey (n = 31) and semi-structured interviews (n = 34) and analysed using an inductive open coding approach. The collaborative design of the Fellowship, which included bringing multiple perspectives to discussions of real world problems, was valued by participants who reflected on the safe, egalitarian space created by the programme. Participants (healthcare professionals and patients) found this way of learning initially challenging yet ultimately productive. Despite the pedagogical and practical challenges of developing a collaborative programme, this study indicates that opening up previously restricted learning opportunities as widely as possible, to include patients and carers, is an effective mechanism to develop collaborative skills for quality improvement.

Toward the design and implementation of stem professional development for middle school teachers: An interdisciplinary approach

NASA Astrophysics Data System (ADS)

Neil-Burke, Merah Bell

The aim of this qualitative study was to determine how professional development might be designed to meet the needs of teachers delivering interdisciplinary STEM instruction in an urban middle school. This study was framed and guided by three bodies of literature: literature in support of the theory of change, adult learning theory, and effective STEM professional development. The study, designed to be collaborative in nature, employed an action research variation of participatory classroom action research, (CAR) to find out how STEM professional development could be designed to meet the needs of teachers delivering interdisciplinary STEM instruction. A sample of five middle school teachers from grades six through eight was interviewed using semi-structured, in-depth interview technique to identify their perceived needs. Observational techniques were utilized to determine how STEM teachers' instructional practices change as a result of exposure to STEM professional development for interdisciplinary instruction. Data from these interviews were used to design the professional development. Planning and implementation of the professional development were accomplished using the CAR model with data being collected in all phases of the CAR cycle for teaching interdisciplinary STEM. The findings suggest that interdisciplinary STEM professional development that is collaborative, along with a curriculum that supports the process of discipline integration, is an effective approach to meeting teachers' needs for the teaching of interdisciplinary STEM instruction. Lastly, the findings imply that certain barriers such as limited time to collaborate, plan, reflect, and practice could impede teachers' ability to use an interdisciplinary approach to classroom instructional practices. However, these barriers may become diminished when teachers, support each other through communication and collaboration. Thus, the essential elements included in the design and implementations of this interdisciplinary STEM professional development are the following: time to plan, to practice, to reflect, and to collaborate with other teachers. These findings reveal the need for support from school administration and curriculum writers.

Collaborative Learning Processes in the Context of a Public Health Professional Development Program: A Case Study

ERIC Educational Resources Information Center

Tremblay, Marie-Claude; Richard, Lucie; Brousselle, Astrid; Chiocchio, François; Beaudet, Nicole

2017-01-01

The health promotion laboratory (HPL-Canada) is a public health professional development program building on a collaborative learning approach in order to support long-term practice change in local health services teams. This study aims to analyse the collaborative learning processes of two teams involved in the program during the first year of…

Your Place or Mine? Navigating a Technology Collaborative.

ERIC Educational Resources Information Center

Wepner, Shelley B.

1998-01-01

Describes the Teaching and Learning Collaborative (TLC) in Technology, which prepared preservice teachers to incorporate technology into lesson plans and supported inservice teachers' professional development with technology, offering a professional-development course, seminar sessions, and e-mail communication. Evaluation indicated that…

Establishing Foundations for University/Professional Association Collaboration: The Profession Selection Process.

ERIC Educational Resources Information Center

Queeney, Donna S.; Melander, Jacqueline J.

The selection of professions that became part of the Continuing Professional Education Development Project, a joint research and development effort of The Pennsylvania State University and the Kellogg Foundation, is discussed. In addition to establishing collaboration between the university and the professions, the project sought to develop and…

Toward a Model of Professional Social Media Use for Teachers' Informal Professional Development: A Delphi Study

ERIC Educational Resources Information Center

Kaiser, Heather

2017-01-01

The effectiveness of teacher professional development (PD) has been scrutinized for decades. Although scholars generally agree that collaboration is a critical component of sustainable PD, among schools in the United States, time for collaboration embedded within the school day is lacking. In the most recent era of social media, school districts…

Extension Learning Exchange: Lessons from Nicaragua

ERIC Educational Resources Information Center

Treadwell, Paul; Lachapelle, Paul; Howe, Rod

2013-01-01

There is a clear need to support global professional development, international education, and collaborative learning opportunities in Extension. The program described here established an international learning exchange in Nicaragua to lead to global professional development and future international collaboration. The primary lessons and outcomes…

Missouri Professional Development Guidelines for Student Success.

ERIC Educational Resources Information Center

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

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

Parallels between a Collaborative Research Process and the Middle Level Philosophy

ERIC Educational Resources Information Center

Dever, Robin; Ross, Diane; Miller, Jennifer; White, Paula; Jones, Karen

2014-01-01

The characteristics of the middle level philosophy as described in This We Believe closely parallel the collaborative research process. The journey of one research team is described in relationship to these characteristics. The collaborative process includes strengths such as professional relationships, professional development, courageous…

Developing Collaborative Approaches to Enhance the Professional Development of Primary Mathematics Teachers

ERIC Educational Resources Information Center

McNeill, Jane; Butt, Graham; Armstrong, Andy

2016-01-01

This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing…

Grassroots inter-professional networks: the case of organizing care for older cancer patients.

PubMed

Bagayogo, Fatou Farima; Lepage, Annick; Denis, Jean-Louis; Lamothe, Lise; Lapointe, Liette; Vedel, Isabelle

2016-09-19

Purpose The purpose of this paper of inter-professional networks is to analyze the evolution of relationships between professional groups enacting new forms of collaboration to address clinical imperatives. Design/methodology/approach This paper uses a case study based on semi-structured interviews with physicians and nurses, document analysis and informal discussions. Findings This study documents how two inter-professional networks were developed through professional agency. The findings show that the means by which networks are developed influence the form of collaboration therein. One of the networks developed from day-to-day, immediately relevant, exchange, for patient care. The other one developed from more formal and infrequent research and training exchanges that were seen as less decisive in facilitating patient care. The latter resulted in a loosely knit network based on a small number of ad hoc referrals while the other resulted in a tightly knit network based on frequent referrals and advice seeking. Practical implications Developing inter-professional networks likely require a sustained phase of interpersonal contacts characterized by persuasion, knowledge sharing, skill demonstration and trust building from less powerful professional groups to obtain buy-in from more powerful professional groups. The nature of the collaboration in any resulting network depends largely on the nature of these initial contacts. Originality/value The literature on inter-professional healthcare networks focusses on mandated networks such as NHS managed care networks. There is a lack of research on inter-professional networks that emerged from the bottom up at the initiative of healthcare professionals in response to clinical imperatives. This study looks at some forms of collaboration that these "grass-root" initiatives engender and how they are consolidated.

Interprofessional collaboration regarding patients' care plans in primary care: a focus group study into influential factors.

PubMed

van Dongen, Jerôme Jean Jacques; Lenzen, Stephanie Anna; van Bokhoven, Marloes Amantia; Daniëls, Ramon; van der Weijden, Trudy; Beurskens, Anna

2016-05-28

The number of people with multiple chronic conditions demanding primary care services is increasing. To deal with the complex health care demands of these people, professionals from different disciplines collaborate. This study aims to explore influential factors regarding interprofessional collaboration related to care plan development in primary care. A qualitative study, including four semi-structured focus group interviews (n = 4). In total, a heterogeneous group of experts (n = 16) and health care professionals (n = 15) participated. Participants discussed viewpoints, barriers, and facilitators regarding interprofessional collaboration related to care plan development. The data were analysed by means of inductive content analysis. The findings show a variety of factors influencing the interprofessional collaboration in developing a care plan. Factors can be divided into 5 key categories: (1) patient-related factors: active role, self-management, goals and wishes, membership of the team; (2) professional-related factors: individual competences, domain thinking, motivation; (3) interpersonal factors: language differences, knowing each other, trust and respect, and motivation; (4) organisational factors: structure, composition, time, shared vision, leadership and administrative support; and (5) external factors: education, culture, hierarchy, domain thinking, law and regulations, finance, technology and ICT. Improving interprofessional collaboration regarding care plan development calls for an integral approach including patient- and professional related factors, interpersonal, organisational, and external factors. Further, the leader of the team seems to play a key role in watching the patient perspective, organising and coordinating interprofessional collaborations, and guiding the team through developments. The results of this study can be used as input for developing tools and interventions targeted at executing and improving interprofessional collaboration related to care plan development.

Collaborative Teacher Learning: Findings from Two Professional Development Projects

ERIC Educational Resources Information Center

Erickson, G.; Minnes Brandes, G.; Mitchell, I.; Mitchell, J.

2005-01-01

This article discusses two projects that were aimed at enhancing the opportunities for professional development of the participants through collaboration between classroom teachers and teacher educators. The two projects, the Australian Project for Enhancing Effective Learning (PEEL) and the Canadian Learning Strategies Group (LSG), focused on the…

Pedagogical Reasoning and Action: Affordances of Practice-Based Teacher Professional Development

ERIC Educational Resources Information Center

Pella, Shannon

2015-01-01

A common theme has been consistently woven through the literature on teacher professional development: that practice-based designs and collaboration are two components of effective teacher learning models. In addition to collaboration and practice-based designs, inquiry cycles have been long recognized as catalysts for teacher professional…

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

ERIC Educational Resources Information Center

Park, Minjeong; So, Kyunghee

2014-01-01

This study investigates how characteristics of a collaborative professional learning activity support and hinder teacher learning and growth by examining the experiences of three Korean secondary teachers who participated in a school-initiated collaborative teacher learning project. The findings demonstrated that this learning opportunity…

Learning Outcomes of Teacher Professional Development Activities: A Meta-Study

ERIC Educational Resources Information Center

Thurlings, Marieke; den Brok, Perry

2017-01-01

Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities.…

A model and typology of collaboration between professionals in healthcare organizations

PubMed Central

D'Amour, Danielle; Goulet, Lise; Labadie, Jean-François; Martín-Rodriguez, Leticia San; Pineault, Raynald

2008-01-01

Background The new forms of organization of healthcare services entail the development of new clinical practices that are grounded in collaboration. Despite recent advances in research on the subject of collaboration, there is still a need for a better understanding of collaborative processes and for conceptual tools to help healthcare professionals develop collaboration amongst themselves in complex systems. This study draws on D'Amour's structuration model of collaboration to analyze healthcare facilities offering perinatal services in four health regions in the province of Quebec. The objectives are to: 1) validate the indicators of the structuration model of collaboration; 2) evaluate interprofessional and interorganizational collaboration in four health regions; and 3) propose a typology of collaboration Methods A multiple-case research strategy was used. The cases were the healthcare facilities that offer perinatal services in four health regions in the province of Quebec (Canada). The data were collected through 33 semi-structured interviews with healthcare managers and professionals working in the four regions. Written material was also analyzed. The data were subjected to a "mixed" inductive-deductive analysis conducted in two main stages: an internal analysis of each case followed by a cross-sectional analysis of all the cases. Results The collaboration indicators were shown to be valid, although some changes were made to three of them. Analysis of the data showed great variation in the level of collaboration between the cases and on each dimension. The results suggest a three-level typology of collaboration based on the ten indicators: active collaboration, developing collaboration and potential collaboration. Conclusion The model and the typology make it possible to analyze collaboration and identify areas for improvement. Researchers can use the indicators to determine the intensity of collaboration and link it to clinical outcomes. Professionals and administrators can use the model to perform a diagnostic of collaboration and implement interventions to intensify it. PMID:18803881

Experienced Teachers and School Reform: Exploring How Two Different Professional Communities Facilitated and Complicated Change

ERIC Educational Resources Information Center

Levine, Thomas H.

2011-01-01

Scholars have proposed that "the path to change in the classroom lies within and through" more collaborative professional communities among teachers (McLaughlin and Talbert, 1993: 18). How do different approaches to developing collaborative professional communities impact experienced teachers and their ability to change? This article identifies…

Modelling Levels of Collaboration Among Health and Social Care Professionals in the Management of a Mental Health Plan.

PubMed

Luzi, Daniela; Pecoraro, Fabrizio; Tamburis, Oscar

2018-01-01

Professional collaboration among health and social care providers is considered an essential pattern to improve the integration of care. This is particularly important considering the planning activities for children with complex conditions. In this paper the level of collaboration among professionals in the development and implementation of the personalized plan in the mental health domain is analysed across 30 EU/EEA countries within the MOCHA project.

A Collaborative Autoethnography of Literacy Professional Development Work in a High-Needs Environment

ERIC Educational Resources Information Center

Sanders, Jennifer Y.; Parsons, Sue Christian; Mwavita, Mwarumba; Thomas, Katherine

2015-01-01

This article presents the findings of a collaborative autoethnography (CAE) of three teacher educators' work as literacy professional development (PD) leaders in a high-needs, culturally diverse, urban, US school district. The research questions focused on what the facilitators learned about leading literacy PD in a high-needs/high-stakes…

Collaborative Professional Development for Distributed Teacher Leadership towards School Change

ERIC Educational Resources Information Center

Sales, Auxiliadora; Moliner, Lidón; Francisco Amat, Andrea

2017-01-01

Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant,…

Collaborative Professional Development in Chemistry Education Research: Bridging the Gap between Research and Practice

ERIC Educational Resources Information Center

Szteinberg, Gabriela; Balicki, Scott; Banks, Gregory; Clinchot, Michael; Cullipher, Steven; Huie, Robert; Lambertz, Jennifer; Lewis, Rebecca; Ngai, Courtney; Weinrich, Melissa; Talanquer, Vicente; Sevian, Hannah

2014-01-01

Professional development that bridges gaps between educational research and practice is needed. However, bridging gaps can be difficult because teachers and educational researchers often belong to different Communities of Practice, as their activities, goals, and means of achieving those goals often differ. Meaningful collaboration among teachers…

Fostering Collaboration with Families of Children with Disabilities: Online Professional Development for K-12 Teachers

ERIC Educational Resources Information Center

Collier, Margo; Kingsley, Karla V.; Ovitt, Brigid; Lin, Yi-Ling; Romero Benavidez, Juliette

2017-01-01

Technology has reshaped conceptions of professional development by increasing access to information, enabling sustained follow-up efforts, and fostering teacher reflection and collaboration. Drawing on theoretical models of parent involvement and an ethic of caring, this study examined the perceptions and attitudes of educators toward…

Teacher Collaboration and Professional Development in the Workplace: A Study of Portuguese Teachers

ERIC Educational Resources Information Center

Forte, Ana Maria; Flores, Maria Assunção

2014-01-01

This article reports on findings from research aimed at investigating teacher collaboration and professional development in the workplace. It draws upon a broader study carried out in a school in Northern Portugal. Data were collected through questionnaires, semi-structured interviews and written reflective accounts. In total, 80 teachers…

Purposeful Action Research: Reconsidering Science and Technology Teacher Professional Development

ERIC Educational Resources Information Center

vanOostveen, Roland

2017-01-01

Initial plans for this project arose from a need to address issues of professional development of science and technology teachers that went beyond the norm available within school board settings. Two teams of 4 teachers responded to an invitation to participate in a collaborative action research project. Collaborative action research was chosen in…

Needs and barriers to improve the collaboration in oral anticoagulant therapy: a qualitative study

PubMed Central

2011-01-01

Background Oral anticoagulant therapy (OAT) involves many health care disciplines. Even though collaboration between care professionals is assumed to improve the quality of OAT, very little research has been done into the practice of OAT management to arrange and manage the collaboration. This study aims to identify the problems in collaboration experienced by the care professionals involved, the solutions they proposed to improve collaboration, and the barriers they encountered to the implementation of these solutions. Methods In the Netherlands, intensive follow-up of OAT is provided by specialized anticoagulant clinics (ACs). Sixty-eight semi-structured face-to-face interviews were conducted with 103 professionals working at an AC. These semi-structured interviews were transcribed verbatim and analysed inductively. Wagner's chronic care model (CCM) and Cabana's framework for improvement were used to categorize the results. Results AC professionals experienced three main bottlenecks in collaboration: lack of knowledge (mostly of other professionals), lack of consensus on OAT, and limited information exchange between professionals. They mentioned several solutions to improve collaboration, especially solutions of CCM's decision support component (i.e. education, regular meetings, and agreements and protocols). Education is considered a prerequisite for the successful implementation of other proposed solutions such as developing a multidisciplinary protocol and changing the allocation of tasks. The potential of the health care organization to improve collaboration seemed to be underestimated by professionals. They experienced several barriers to the successful implementation of the proposed solutions. Most important barriers were the lack motivation of non-AC professionals and lack of time to establish collaboration. Conclusions This study revealed that the collaboration in OAT is limited by a lack of knowledge, a lack of consensus, and a limited information exchange. Education was identified as the best way to improve collaboration and considered a prerequisite for a successful implementation of other proposed solutions. Hence, the implementation sequence is of importance in order to improve the collaboration successfully. First step is to establish alignment regarding collaboration with all involved professionals to encounter the lack of motivation of non-AC professionals and lack of time. PMID:22192088

"Shakespeare Reloaded": Teacher Professional Development within a Collaborative Learning Community

ERIC Educational Resources Information Center

Brady, Linzy

2009-01-01

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

Shaping Professional Development to Promote the Diffusion of Instructional Expertise among Teachers

ERIC Educational Resources Information Center

Sun, Min; Penuel, William R.; Frank, Kenneth A.; Gallagher, H. Alix; Youngs, Peter

2013-01-01

This study examines how high-quality professional development can promote the diffusion of effective teaching strategies among teachers through collaboration. Drawing on longitudinal and sociometric data from a study of writing professional development in 39 schools, this study shows that teachers' participation in professional development is…

Contributions to These Practices from a Professional Program

ERIC Educational Resources Information Center

Kale, Ugur

2004-01-01

Teacher professional development is assumed to be enhanced through reflective, collective, collaborative professional communities (Little, 2003). Universities in these teacher community developments play a big role by providing teachers with pedagogical helps and professional developments. By not only encouraging teachers to go to conferences, do…

Transforming Professional Development to Professional Learning

ERIC Educational Resources Information Center

Stewart, Chelsea

2014-01-01

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

Professionals' views on the development process of a structural collaboration between child and adolescent psychiatry and child welfare: an exploration through the lens of the life cycle model.

PubMed

Van den Steene, Helena; van West, Dirk; Peeraer, Griet; Glazemakers, Inge

2018-03-23

This study, as a part of a participatory action research project, reports the development process of an innovative collaboration between child and adolescent psychiatry and child welfare, for adolescent girls with multiple and complex needs. The findings emerge from a qualitative descriptive analysis of four focus groups with 30 professionals closely involved in this project, and describe the evolution of the collaborative efforts and outcomes through time. Participants describe large investments and negative consequences of rapid organizational change in the beginning of the collaboration project, while benefits of the intensive collaboration only appeared later. A shared person-centred vision and enhanced professionals' confidence were pointed out as important contributors in the evolution of the collaboration. Findings were compared to the literature and showed significant analogy with the life cycle model for shared service centres that describe the maturation of collaborations from a management perspective. These findings enrich the knowledge about the development process of collaboration in health and social care. In increasingly collaborative services, child and adolescent psychiatrists and policy makers should be aware that gains from a collaboration will possibly only be achieved in the longer term, and benefit from knowing which factors have an influence on the evolution of a collaboration project.

Teachers as Researchers: Supporting Professional Development.

ERIC Educational Resources Information Center

Gennaoui, Michele; Kretschmer, Robert E.

1996-01-01

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

Examining the design features of a communication-rich, problem-centred mathematics professional development

NASA Astrophysics Data System (ADS)

de Araujo, Zandra; Orrill, Chandra Hawley; Jacobson, Erik

2018-04-01

While there is considerable scholarship describing principles for effective professional development, there have been few attempts to examine these principles in practice. In this paper, we identify and examine the particular design features of a mathematics professional development experience provided for middle grades teachers over 14 weeks. The professional development was grounded in a set of mathematical tasks that each had one right answer, but multiple solution paths. The facilitator engaged participants in problem solving and encouraged participants to work collaboratively to explore different solution paths. Through analysis of this collaborative learning environment, we identified five design features for supporting teacher learning of important mathematics and pedagogy in a problem-solving setting. We discuss these design features in depth and illustrate them by presenting an elaborated example from the professional development. This study extends the existing guidance for the design of professional development by examining and operationalizing the relationships among research-based features of effective professional development and the enacted features of a particular design.

Implementing a university-community-retail partnership model to facilitate community education on universal design.

PubMed

Price, Christine A; Zavotka, Susan L; Teaford, Margaret H

2004-10-01

A collaborative partnership model was used to develop and implement a state-wide community education program on universal design. University faculty, extension professionals, older adult service agencies, service learning students, and a community retail chain made up the original partnership. This collaboration resulted in a five-stage partnership model. The model was used to develop and disseminate a consumer education program to promote aging in place. The five stages include (a) identifying partner strengths and shared learning, (b) program development, (c) implementing the universal design program, (d) facilitating collaborative outreach, and (e) shifting toward sustainable outreach. A lack of knowledge exists among consumers, builders, and health care professionals regarding strategies for aging in place. Collaborations between educators, outreach professionals, students, and a retail partner resulted in increased interest and awareness about universal design changes that enable seniors to age in place.

The Impact of Collaborative Reflections on Teachers' Inquiry Teaching

NASA Astrophysics Data System (ADS)

Lin, Huann-shyang; Hong, Zuway-R.; Yang, Kuay-keng; Lee, Sung-Tao

2013-12-01

This study investigates the impact of collaborative reflections on teachers' inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through observing colleagues' teaching practices and discussing with university professors about their own inquiry teaching. The pre- and post-treatment classroom observations and comparisons of their teaching reveal that the three teachers were more focussed on asking inquiry-oriented questions in the post-treatment teaching. With additional qualitative data analysis, this study identified supportive resources of professional development. Workshop training sessions and sample unit served as the initiative agent in the beginning stage. Discussions with peers and reflective observation of peer teaching acted as a facilitative agent. Finally, student responses and researchers' on-site visit comments worked as a catalytic agent for their professional development.

Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development

ERIC Educational Resources Information Center

von Gnechten, Mitchell P.

2011-01-01

Professional development is best when embedded in one's practice and linked directly to the classroom. Opportunities for teachers to identify specific areas of concern in their classroom and problem solve solutions via action research promotes a culture of inquiry. This culture of inquiry is enhanced when teams of teachers collaborate and share…

Professionals Ready for Educational Partnerships (PREP): The Development, Implementation, and Evaluation of a Multimedia Distance Education Course on Collaboration.

ERIC Educational Resources Information Center

Welch, Marshall

Professionals Ready for Educational Partnerships (PREP) is a multimedia telecourse developed at the University of Utah to help preservice teachers, graduate students in education, and practicing teachers to understand collaboration. Using an ecological perspective, participants learn how to forge partnerships in the school, home, and community.…

Blending Resources for a Collaborative Service Project in a Professional Development School Focused on Student Learning

ERIC Educational Resources Information Center

Henry, Julie Jacobs; Tryjankowski, Anne Marie; Tybor, Debra; Brandjes, Elizabeth; Asztalos, Jessica; Smith, Kemily; Muscarella, Michael

2012-01-01

Collaborative Professional Development School (PDS) relationships require financing and other supports that may not be typically included in the budgets for partnering schools and colleges. In the current economic climate, budgets are especially tight in many educational institutions. In order to sustain PDS relationships in these times,…

A Simulation-Based LED Design Project in Photonics Instruction Based on Industry-University Collaboration

ERIC Educational Resources Information Center

Chang, S. -H.; Chen, M. -L.; Kuo, Y. -K.; Shen, Y. -C.

2011-01-01

In response to the growing industrial demand for light-emitting diode (LED) design professionals, based on industry-university collaboration in Taiwan, this paper develops a novel instructional approach: a simulation-based learning course with peer assessment to develop students' professional skills in LED design as required by industry as well as…

Professional Development through Collaborative Inquiry for an Art Education Archipelago

ERIC Educational Resources Information Center

Gates, Leslie

2010-01-01

The culture of isolation in schools leaves many art educators feeling that they are, in a sense, islands. Working from the idea of an island, I use the geographic metaphor of an archipelago as a means to understand the tensions between isolation and collaboration related to professional development for art educators. In this article, I describe…

Collaborative Action Research in the Context of Developmental Work Research: A Methodological Approach for Science Teachers' Professional Development

ERIC Educational Resources Information Center

Piliouras, Panagiotis; Lathouris, Dimitris; Plakitsi, Katerina; Stylianou, Liana

2015-01-01

The paper refers to the theoretical establishment and brief presentation of collaborative action research with the characteristics of "developmental work research" as an effective methodological approach so that science teachers develop themselves professionally. A specific case study is presented, in which we aimed to transform the…

Is Authentic Cross-Cultural Collaboration Possible between Universities and Public Schools within a Professional Development School Model? Perceptions from the Field

ERIC Educational Resources Information Center

Parkinson, Debra D.; Muir Welsh, Kate

2009-01-01

In 2003, a state in the Rocky Mountain region combined the concept of partner schools (Goodlad, 1993) and the model of a professional development school (Holmes Group, 1986, 1995) to develop four university public school partnerships. This study asked two guiding questions: Is authentic cross-cultural collaboration possible between a university…

Collaborative Action Research between Schools, a Continuing Professional Development Centre for Teachers and the University: A Case Study in Spain

ERIC Educational Resources Information Center

González Alfaya, Maria Elena; Olivares García, Maria Ángeles; Mérida Serrano, Rosario

2017-01-01

This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school-continuing professional development centre for teachers-university learning network is part of this research process. The aim is to create and consolidate…

Changing Roles, Changing Relationships: Parent-Professional Collaboration on Behalf of Children with Emotional Disabilities. Families as Allies Project.

ERIC Educational Resources Information Center

Vosler-Hunter, Richard W.

This handbook aims to help parents of emotionally disabled children and professionals serving emotionally disabled children to put the concept of collaboration into practice, to understand the barriers to collaboration, and to develop strategies to overcome those barriers and promote a working partnership. Factors that may influence or inhibit the…

A Better Way to Measure: New Survey Tool Gives Educators a Clear Picture of Professional Learning's Impact

ERIC Educational Resources Information Center

Blank, Rolf K.

2010-01-01

Just when educators are learning more about what constitutes effective professional development, a collaborative team of education researchers and practitioners have developed, tested, and implemented a cost-effective method of measuring and reporting on the quality of teacher professional development. The teacher professional development analysis…

Graduates' development of interprofessional practice capability during their early socialisation into professional roles.

PubMed

Morgan, C Jane

2017-07-01

Graduates entering the healthcare workforce can expect to undertake interprofessional practices, requiring them to work at the intersection of knowledge and practice boundaries that have been built over years of socialisation in their respective professions. Yet, in complex health environments, where health challenges go beyond the knowledge and skills of any single profession, there is a growing concern that healthcare practitioners lack capability to collaborate with each other. This article presents the findings from a year-long hermeneutic phenomenological study of graduates' temporal experiences of practice roles in their respective fields of healthcare and in collaboration with other professions. Research findings emerged through an inductive analytic process using thematic analysis techniques and provides an insight into graduates' early professional practice in contemporary healthcare contexts and the development of their professional practice at the interface of professional boundaries. The 18 graduates from six health professions developed their professional practice in working contexts where intersecting professional boundaries resulted in strengthening professional identity in their chosen professions, through articulating distinct knowledge and skills to other professions during collaborative work. Concurrently they established flexible working relationships with members of other professions, resulting in expanding health perspectives and extending practice knowledge and skills beyond their distinct professions. The study provides new understanding of the relationship between areas of professionalism, identity, and collaborative practice in an evolving health workforce, through the experiences of graduates in their early work as registered health practitioners.

[Empathy, inter-professional collaboration, and lifelong medical learning in Spanish and Latin-American physicians-in-training who start their postgraduate training in hospitals in Spain. Preliminary outcomes].

PubMed

San-Martín, Montserrat; Roig-Carrera, Helena; Villalonga-Vadell, Rosa M; Benito-Sevillano, Carmen; Torres-Salinas, Miquel; Claret-Teruel, Gemma; Robles, Bernabé; Sans-Boix, Antonia; Alcorta-Garza, Adelina; Vivanco, Luis

2017-01-01

To identify similarities and differences in empathy, abilities toward inter-professional collaboration, and lifelong medical learning, between Spanish and Latin-American physicians-in-training who start their posgraduate training in teaching hospitals in Spain. Observational study using self-administered questionnaires. Five teaching hospitals in the province of Barcelona, Spain. Spanish and Latin-American physicians-in-training who started their first year of post-graduate medical training. Empathy was measured using the Jefferson scale of empathy. Abilities for inter-professional collaboration were measured using the Jefferson scale attitudes towards nurse-physician collaboration. Learning was measured using the Jefferson scale of medical lifelong learning scale. From a sample of 156 physicians-in-training, 110 from Spain and 40 from Latin America, the Spanish group showed the highest empathy (p<.05). On the other hand, Latin-American physicians had the highest scores in lifelong learning abilities (p<.001). A positive relationship was found between empathy and inter-professional collaboration for the whole sample (r=+0.34; p<.05). These results confirm previous preliminary data and underline the positive influence of empathy in the development of inter-professional collaboration abilities. In Latin-American physicians who start posgraduate training programs, lifelong learning abilities have a positive influence on the development of other professional competencies. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

Collaborative Learning in Two Vocal Conservatoire Courses

ERIC Educational Resources Information Center

Rumiantsev, Tamara W.; Maas, Annemarie; Admiraal, Wilfried

2017-01-01

The apprenticeship tradition in conservatoire education assumes that teachers' expertise is the main source for the development of future music professionals. However, the professional practice of vocalists is nearly completely based on collaboration, such as with other vocalists, instrumentalists, accompanists, orchestras, conductors, or stage…

[Interprofessional collaboration in the Family Health Strategy: implications for the provision of care and work management].

PubMed

Matuda, Caroline Guinoza; Pinto, Nicanor Rodrigues da Silva; Martins, Cleide Lavieri; Frazão, Paulo

2015-08-01

Interprofessional collaboration is seen as a resource for tackling model of care and workforce problems. The scope of this study was to understand the perception about the shared work and interprofessional collaboration of professionals who work in primary health care. A qualitative study was conducted in São Paulo city. In-depth interviews were performed with professionals from distinct categories who worked in the Family Health Strategy and Support Center for Family Health. The results highlighted the empirical 'professional interaction' and 'production goals' categories. The forms of interaction, the role of specialized matrix support and the perspective in which production goals are perceived by the professionals pointed to tensions between traditional professional logic and collaboration logic. It also revealed the tensions between a model based on specialized procedures and a more collaborative model centered on health needs of families and of the community. The sharing of responsibilities and practices, changes in the logic of patient referral to specialized services and inadequate organizational arrangements remain major challenges to the integration of interprofessional collaboration for the development of new care practices.

Assessment of Interprofessional Team Collaboration Scale (AITCS): Development and Testing of the Instrument

ERIC Educational Resources Information Center

Orchard, Carole A.; King, Gillian A.; Khalili, Hossein; Bezzina, Mary Beth

2012-01-01

Introduction: Many health professionals believe they practice collaboratively. Providing insight into their actual level of collaboration requires a means to assess practice within health settings. This chapter reports on the development, testing, and refinement process for the Assessment of Interprofessional Team Collaboration Scale (AITCS).…

Remix as Professional Learning: Educators' Iterative Literacy Practice in CLMOOC

ERIC Educational Resources Information Center

Smith, Anna; West-Puckett, Stephanie; Cantrill, Christina; Zamora, Mia

2016-01-01

The Connected Learning Massive Open Online Collaboration (CLMOOC) is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of research that investigates learning processes in MOOC experiences, this paper examines the situated…

Collaboration processes and perceived effectiveness of integrated care projects in primary care: a longitudinal mixed-methods study.

PubMed

Valentijn, Pim P; Ruwaard, Dirk; Vrijhoef, Hubertus J M; de Bont, Antoinette; Arends, Rosa Y; Bruijnzeels, Marc A

2015-10-09

Collaborative partnerships are considered an essential strategy for integrating local disjointed health and social services. Currently, little evidence is available on how integrated care arrangements between professionals and organisations are achieved through the evolution of collaboration processes over time. The first aim was to develop a typology of integrated care projects (ICPs) based on the final degree of integration as perceived by multiple stakeholders. The second aim was to study how types of integration differ in changes of collaboration processes over time and final perceived effectiveness. A longitudinal mixed-methods study design based on two data sources (surveys and interviews) was used to identify the perceived degree of integration and patterns in collaboration among 42 ICPs in primary care in The Netherlands. We used cluster analysis to identify distinct subgroups of ICPs based on the final perceived degree of integration from a professional, organisational and system perspective. With the use of ANOVAs, the subgroups were contrasted based on: 1) changes in collaboration processes over time (shared ambition, interests and mutual gains, relationship dynamics, organisational dynamics and process management) and 2) final perceived effectiveness (i.e. rated success) at the professional, organisational and system levels. The ICPs were classified into three subgroups with: 'United Integration Perspectives (UIP)', 'Disunited Integration Perspectives (DIP)' and 'Professional-oriented Integration Perspectives (PIP)'. ICPs within the UIP subgroup made the strongest increase in trust-based (mutual gains and relationship dynamics) as well as control-based (organisational dynamics and process management) collaboration processes and had the highest overall effectiveness rates. On the other hand, ICPs with the DIP subgroup decreased on collaboration processes and had the lowest overall effectiveness rates. ICPs within the PIP subgroup increased in control-based collaboration processes (organisational dynamics and process management) and had the highest effectiveness rates at the professional level. The differences across the three subgroups in terms of the development of collaboration processes and the final perceived effectiveness provide evidence that united stakeholders' perspectives are achieved through a constructive collaboration process over time. Disunited perspectives at the professional, organisation and system levels can be aligned by both trust-based and control-based collaboration processes.

The Role of Collaborative Action Research in Teachers' Professional Development (El papel de la investigación acción colaborativa en el desarrollo profesional docente)

ERIC Educational Resources Information Center

Castro Garcés, Angela Yicely; Martínez Granada, Liliana

2016-01-01

Teachers' professional development is a key factor to have more reflective educators capable of working on teams to find solutions to problems that arise in their classrooms. The objective of this study is to analyze the impact that the collaborative planning, implementation, and evaluation of classroom projects, developed through collaborative…

Supporting Collaborative and Continuing Professional Development in Education for Sustainability through a Communities of Practice Approach

ERIC Educational Resources Information Center

Warr Pedersen, Kristin

2017-01-01

Purpose: The purpose of this paper is to consider an expanded vision of professional development for embedding education for sustainability (EfS) in a higher education institution. Through an exploration of a community of practice at the University of Tasmania, this paper examines how collaborative peer learning can sustain and promote continued…

Adaptive Capacity in the Pacific Region: A Study of Continuous Professional Development for In-Service Teachers in Kiribati

ERIC Educational Resources Information Center

Martin, Tess; Thomson, Ian

2018-01-01

This study of I-Kiribati secondary school teachers used a project-based approach to investigate the notions of school-based and collaborative learning as a suitable model for in-service teacher continuous professional development (CPD). The design and methodology adopted by the study framed the argument that since collaborative behavior is…

Sustaining Expertise through Collaborative/Peer-Mediated and Individual Reflections: The Experiences of Chinese English Language Teachers

ERIC Educational Resources Information Center

Pawan, Faridah; Fan, Wenfang

2014-01-01

This exploratory investigation of the professional development of Chinese English Language teachers (ELTs) was part of a collaboration between two teacher educators, one from the U.S. and the other from China, during the 2011-2012 academic year. We were involved in the professional development in three schools (elementary, middle and high schools)…

Cottrell Scholars Collaborative New Faculty Workshop: Professional Development for New Chemistry Faculty and Initial Assessment of Its Efficacy

ERIC Educational Resources Information Center

Baker, Lane A.; Chakraverty, Devasmita; Columbus, Linda; Feig, Andrew L.; Jenks, William S.; Pilarz, Matthew; Stains, Marilyne; Waterman, Rory; Wesemann, Jodi L.

2014-01-01

The Cottrell Scholars Collaborative New Faculty Workshop (CSC NFW) is a professional development program that was initiated in 2012 to address absences in the preparation of chemistry faculty at research universities as funded researchers and educators (i.e., teacher-scholars). The primary focus of the workshop is an introduction to evidence-based…

Characteristics of Effective Professional Development: A Checklist

ERIC Educational Resources Information Center

Hunzicker, Jana

2010-01-01

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

Is Presence of Community of Practice Dimensions Sufficient for Community-Based Teacher Professional Development?

ERIC Educational Resources Information Center

Murugaiah, Puvaneswary; Ming, Thang Siew; Azman, Hazita; Nambiar, Radha

2013-01-01

Professional development programmes that include teacher collaboration can help teachers meet their professional needs and control their professional lives. They can voice their needs and expectations to peers who share similar experiences. Moreover, teachers can discover new teaching roles and opportunities, develop new skills and find motivation…

A New Paradigm in ESL Teaching and Learning Environments: Online Professional Development for Taiwanese Instructors

ERIC Educational Resources Information Center

Chu, Shiao-wei

2013-01-01

This case study investigates the perspectives of four Taiwanese English ESL (English as a second language) teachers with regard to their participation in an online professional development course. To build a collaborative online professional development community, in which teachers acquire professional knowledge to improve teaching instruction and…

Identifying and Supporting Productive Collaborative Teacher Talk

NASA Astrophysics Data System (ADS)

Flarend, Alice M.

As improvements and changes in science education are promulgated, science teachers must be educated about these changes. Professional development programs are central to promoting teacher learning. Although the field seems to have agreed upon large-scalepedagogical features of high quality professional development with an emphasis on building a collaborative community of learners, effective implementation of these features is still problematic. The connections between these collaborative features and actual teacher work during the professional development remain unclear. This qualitative discourse study investigated how teachers engaged in small group discussions use discourse to collaborate during a weeklong professional development program that employed these useful pedagogical features. Small group discussions among the forty-two participants, diverse in their demographics and teaching experiences, were video and audio recorded. A collaborative discourse framework is developed and applied to the discussions, successfully categorizing episodes of discourse according to their productive potential for learning. The structure of the PD activities is then investigated to determine characteristics encouraging to these productive learning conversations. The analysis in this study indicated requiring groups to come to a consensus helps groups dig deeper into the content, promoting a more productive negotiation of concepts. Building consensus around an artifact such as a graph strengthened the need for consensus and thereby strengthened the opportunities for productive conversation. In addition, professional development activities that target building and using specific language were also opportunities for productive learning talk, providing opportunities to negotiate the deep meaning of words and concepts rather then leaving them unexamined. When viewed through the lens of Wenger's Community of Practice (1998) these findings are ways of strengthening the community. Consensus strengthens the mutual accountability and the purposeful building of vocabulary strengthens the shared repertoire, as did having the consensus artifact.

Professional Learning: A Collaborative Model for Online Teaching and Development

ERIC Educational Resources Information Center

Bowser, Audrey; Davis, Kimberley; Singleton, Jacques; Small, Topeka

2017-01-01

This article examined a unique collaborative initiative between a team of graduate level faculty to improve the quality of course development and delivery using a collaborative review process. The collaborative review of teaching has become a widely accepted means for assuring quality distance learning coursework and for the purpose of evaluating…

Collaborative Inquiry and the Professional Development of Science Teachers.

ERIC Educational Resources Information Center

Erickson, Gaalen L.

1991-01-01

Argues that the nature and meaning of collaborative relationships depend upon their particular, practical context. Describes an ongoing collaborative research project, the Students' Intuitions and Science Instruction Group (University of British Columbia), detailing its research agenda, postulates pertaining to teacher development, collaborative…

How to achieve a collaborative approach in health promotion: preferences and ideas of users of mental health services.

PubMed

Pals, Regitze Anne Saurbrey; Hempler, Nana Folmann

2018-02-12

Collaborative approaches to consensus building or decision-making are beneficial in health-promoting activities targeting users of mental health services (users). However, little is known about how to achieve a collaborative approach in practice. The purpose of this study was to explore: (1) users' preferences and ideas related to achieving a collaborative approach in health-related communication and (2) perspectives of healthcare and social work professionals and family members on users' ideas and preferences. Data were collected through interactive workshops with users (n = 15), professionals (n = 21) and users' family members (n = 12). Data were analysed using systematic text condensation. Users provided three recommendations for establishing a collaborative approach in communication about health: (1) involving users in deciding the agenda and setting for health-promoting activities; (2) exchanging knowledge between users and professionals about health and values; and (3) exploring users' motivation for change. Users and professionals had diverging perceptions of the value of establishing a collaborative approach. Professionals regarded relationship building and health promotion as separate phenomena, whereas users perceived relationship building as inherently health promoting. Family members of users requested specific guidance and support with regard to clarifying and fulfilling the best possible support role as a family member. The findings suggest that a collaborative approach in health promotion may be difficult to achieve without a focus on professional development for healthcare and social work professionals. © 2018 Nordic College of Caring Science.

Closing the Feedback Loop: A Productive Interplay between Practice-Based Research and School Development through Cross-Professional Collaboration in Secondary Education

ERIC Educational Resources Information Center

Schenke, Wouter; van Driel, Jan H.; Geijsel, Femke P.; Volman, Monique L. L.

2017-01-01

A recurrent discussion in the field of education is how to build linkages between educational research and school practice. Cross-professional collaboration between researchers and school practitioners can contribute to the interplay between practice-based research and school development. The aim of our study is to obtain a better understanding of…

Professional Collaboration: Empowering School Personnel through Peer Coaching.

ERIC Educational Resources Information Center

Anderson, Dana M.; And Others

Peer coaching, in which two teachers observe each other's classes with the objective of helping each other improve their instructional abilities, empowers teaching professionals by enabling them to develop their own criteria for evaluation of and responsibility for quality classroom performance. Peer coaching can involve collaborative, expert, or…

Preparing Professional School Counselors as Collaborators in Culturally Competent School Administration

ERIC Educational Resources Information Center

Nelson, Judith; Bustamante, Rebecca M.

2009-01-01

In collaboration with principals and other leadership team members, professional school counselors have ethical responsibilities in promoting culturally competent school environments. Pre-service training is the ideal time for school counselors and principals to develop the necessary background information, tools, and assessment skills to assist…

Collaborative Lesson Planning as Professional Development for Beginning Primary Teachers

ERIC Educational Resources Information Center

Bauml, Michelle

2014-01-01

This qualitative case study describes how one beginning primary grade teacher benefited from collaborative lesson-planning meetings with her grade-level colleagues. The teacher accumulated knowledge of curriculum, pedagogy, and professional contexts as she participated in planning meetings each week during her first year of teaching. Furthermore,…

The importance of social and collaborative learning for online continuing medical education (OCME): directions for future development and research.

PubMed

Sandars, John; Kokotailo, Patricia; Singh, Gurmit

2012-01-01

There is an increasing use of online continuing medical education (OCME), but the potential use of social and collaborative learning to change professional performance and improve patient care has yet to be fully realised. The integration of the main themes from the presentations and comments from participants at a symposium at AMEE 2011. Sociological perspectives on change in professional performance highlight the need for social and collaborative learning in OCME so that learners can share information (explicit knowledge) and opinion (tacit knowledge). The educational topic should be relevant to the complexity of professional practice and use iterative cycles of implementation and critical reflection in social networks so that proposed solutions can be tested in actual practice. The challenge of developing effective online discussions for collaborative learning is recognised. The provision of OCME requires a shift in both policy and practice to emphasise the importance of social and collaborative learning. Further research is recommended, especially to evaluate the implementation and impact of social and collaborative learning for OCME on patient care and the use of newer Web 2.0 approaches.

Supporting Teachers Learning through the Collaborative Design of Technology-Enhanced Science Lessons

ERIC Educational Resources Information Center

Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

2015-01-01

This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in "Teaching and Teacher Education," 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological…

Managing School-Based Professional Development Activities

ERIC Educational Resources Information Center

Cheng, Eric C. K.

2017-01-01

Purpose: The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy.…

Enhancing global health and education in Malawi, Zambia, and the United States through an interprofessional global health exchange program.

PubMed

Wilson, Lynda Law; Somerall, D'Ann; Theus, Lisa; Rankin, Sally; Ngoma, Catherine; Chimwaza, Angela

2014-05-01

This article describes participant outcomes of an interprofessional collaboration between health professionals and faculty in Malawi, Zambia, and the United States (US). One strategy critical for improving global health and addressing Millennium Development goals is promotion of interprofessional education and collaboration. Program participants included 25 health professionals from Malawi and Zambia, and 19 faculty/health professionals from Alabama and California. African Fellows participated in a 2 week workshop on Interprofessional Education in Alabama followed by 2 weeks working on individual goals with faculty collaborators/mentors. The US Fellows also spent 2 weeks visiting their counterparts in Malawi and Zambia to develop plans for sustainable partnerships. Program evaluations demonstrated participants' satisfaction with the program and indicated that the program promoted interprofessional and cross-cultural understanding; fostered development of long-term sustainable partnerships between health professionals and educators in Zambia and the US; and created increased awareness and use of resources for global health education. © 2014.

Collaborative Professional Learning: Contributing to the Growth of Leadership, Professional Identity and Professionalism

ERIC Educational Resources Information Center

Colmer, Kaye

2017-01-01

This article contributes to understanding of professionalism in early childhood education and argues that in working to implement a mandated curriculum framework, professional identity and professionalism can be enhanced. While primarily focused on examining the nature of leadership practice during professional development and learning to…

The Web Resource Collaboration Center

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2004-01-01

The Web Resource Collaboration Center (WRCC) is a web-based tool developed to help software engineers build their own web-based learning and performance support systems. Designed using various online communication and collaboration technologies, the WRCC enables people to: (1) build a learning and professional development resource that provides…

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

ERIC Educational Resources Information Center

Brown, Jennifer A.; Woods, Juliann J.

2012-01-01

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

Interactive and Collaborative Professional Development for In-Service History Teachers

ERIC Educational Resources Information Center

Callahan, Cory; Saye, John; Brush, Thomas

2016-01-01

This article advances a continuing line of inquiry into an innovative teacher-support program intended to help in-service history teachers develop professional teaching knowledge for inquiry-based history instruction. Two prior iterations informed our design and use of professional development materials; they also informed the implementation…

A Discipline-Based Professional Development Faculty: A Case for Multiple-Site Collaborative Reform in the Disciplines.

ERIC Educational Resources Information Center

Hudson-Ross, Sally

1998-01-01

Describes a partnership among English-education faculty members and secondary English teachers, arguing that a multisite, discipline-based professional-development faculty provides an alternative for secondary-level Professional Development School principles-in-action. The paper discusses reform, departmentalization of high school and college…

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…

Including Teachers in the Design of Collaborative Professional Development

ERIC Educational Resources Information Center

Jensen, Christopher M.

2014-01-01

Improving instruction has been shown to be among the best means of improving student achievement, and professional development has, in turn, been shown to be integral to improving instruction. Moreover, to be effective, professional development programs should be based on adult learning principles and incorporate teacher input. The problem serving…

Rice Creek Elementary School and the University of South Carolina: A Shared Vision for Excellence

ERIC Educational Resources Information Center

Evans, Kathy; Holley, Jessica; Richburg-Sellers, Felicia; Robey, Susan; Suber, Shawn; Burton, Megan; Field, Bruce E.

2012-01-01

The 2011 Professional Development Schools National Conference recognized Rice Creek Elementary School for its outstanding collaborative accomplishments with the University of South Carolina, naming it as a recipient of the National Association for Professional Development School's Award for Exemplary Professional Development School Achievement.…

Strategies for Improving Power in School-Randomized Studies of Professional Development

ERIC Educational Resources Information Center

Kelcey, Ben; Phelps, Geoffrey

2013-01-01

Objectives: Group-randomized designs are well suited for studies of professional development because they can accommodate programs that are delivered to intact groups (e.g., schools), the collaborative nature of professional development, and extant teacher/school assignments. Though group designs may be theoretically favorable, prior evidence has…

Informal Spaces in Collaborations: Exploring the Edges/Boundaries of Professional Development

ERIC Educational Resources Information Center

Lom, Essie; Sullenger, Karen

2011-01-01

Self-directed, informal learning is a less recognized and understood form of professional development. Researching informal learning is almost an oxymoron. The process of studying learning contexts, such as informal, self-directed professional development, raises new challenges for researchers. Gaining insights into self-directed professional…

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…

Local Strategies: Creating and Nurturing Collaborative Communities of Practice

ERIC Educational Resources Information Center

Bauer, Denise; Beaulieu, Elizabeth; Wobbe, Kristin

2017-01-01

Creating meaningful professional development opportunities for general education faculty can be particularly challenging at professionally-focused institutions where teaching liberal arts courses is sometimes viewed merely as a service requirement. Committing to sustained professional development for general education faculty can lead to…

Creating and Sustaining a Collaborative Culture: Lee Richmond School Improved Instruction by Creating a Culture Where It Is Good to Question Instructional Practices and Commit to Finding Answers Together

ERIC Educational Resources Information Center

Akhavan, Nancy

2005-01-01

Creating and sustaining a collaborative culture takes work, effort and focus. If professional development delivered in the classrooms is to be successful, the focus and practice must become part of the school culture (Danielson, 2002). Providing in-classroom professional development has been the key to instructional reform at Lee Richmond…

Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools: A Cross-case Analysis

NASA Astrophysics Data System (ADS)

Spillane, Nancy Kay

Within successful Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences. Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning occurred within a school-wide culture of collaboration. Teachers were guided in establishing open lines of communication that supported regular engagement with others and the free flow of ideas, practices, and concerns. As a result of this collaboration, in conjunction with intentional pathways to teacher leadership, teacher professionalization was deliberately and successfully fostered creating an environment of shared mission and mutual trust, and a shared sense of responsibility for school-wide decision-making and school outcomes.

Online Professional Learning Networks: A Viable Solution to the Professional Development Dilemma

ERIC Educational Resources Information Center

Cook, Rebecca J.; Jones-Bromenshenkel, Melissa; Huisinga, Shawn; Mullins, Frank

2017-01-01

Quality professional development must meet the demands and needs of the person engaging in the activity. However, many opportunities for special educators are often less than optimal in terms of timeliness, expertise, or applicability. This article describes the idea of online professional learning networks (PLNs) which allow for collaboration and…

The Perception of Educators about Professional Learning Communities in Urban Secondary Schools

ERIC Educational Resources Information Center

Taukeiaho, Mele Vea Angilau

2013-01-01

The purpose of this study was to find out the perception of educators about the collaborative practices that currently existed in their schools. Finding out about the perception of educators gave specific indicators of the strengths and weaknesses in collaboration, thus giving administrators professional development ideas for these schools. The…

The Knowledge and Perceptions of Prospective Teachers and Speech Language Therapists in Collaborative Language and Literacy Instruction

ERIC Educational Resources Information Center

Wilson, Leanne; McNeill, Brigid; Gillon, Gail T.

2015-01-01

Successful collaboration among speech and language therapists (SLTs) and teachers fosters the creation of communication friendly classrooms that maximize children's spoken and written language learning. However, these groups of professionals may have insufficient opportunity in their professional study to develop the shared knowledge, perceptions…

Boundary Crossing in R&D Projects in Schools: Learning through Cross-Professional Collaboration

ERIC Educational Resources Information Center

Schenke, Wouter; van Driel, Jan; Geijsel, Femke P.; Volman, Monique L. L.

2017-01-01

Background/Context: School leaders, teachers, and researchers are increasingly involved in collaborative research and development (R&D) projects in schools, which encourage crossing boundaries between the fields of school and research. It is not clear, however, what and how professionals in these projects learn through cross-professional…

A Study of Professional Learning Communities in International Schools in Bangkok, Thailand

ERIC Educational Resources Information Center

Gerhard, James Herbert

2010-01-01

Teacher collaboration and professional development are crucial components to any school improvement process. In an international school context differences among teachers emerging from culture, language, training, and environment can present a unique view of how teachers collaborate and learn together. The purpose of the study was to determine…

Increasing Collaboration and Professional Knowledge through Course Development: The Form Fits the Function.

ERIC Educational Resources Information Center

Merseth, Katherine K.; Sandholtz, Judith H.

The Comprehensive Teacher Education Institute (CTEI) is a collaborative venture between the University of California (Riverside) and the Jurupa Unified School District whose goal is to improve the education of prospective teachers and increase the professional knowledge and personal esteem of experienced practitioners. In an effort to enhance the…

Essential Elements in a Professional Learning and Development Programme: A New Zealand Case Study of Autism Professional Development to Promote Collaborative Practices

ERIC Educational Resources Information Center

Bevan-Brown, Jill; Bourke, Roseanna; Butler, Philippa; Carroll-Lind, Janis; Kearney, Alison; Mentis, Mandia

2012-01-01

Professional learning and development (PD) programmes play an important role in improving professionals' ability to teach and provide for the children and young people they work with. This article reviews literature relating to components considered important to successful general and autism spectrum disorder (ASD)-focused PD. It then describes…

The "1+1:Life & Love" Simultaneous Exhibition: Cross-Border Collaboration in the Western Balkans

ERIC Educational Resources Information Center

Walters, Diana

2012-01-01

This article describes and analyzes a cross-border, "simultaneous exhibition" collaborative project in six post-conflict western Balkan countries. Through a process of collaboration, active learning, and audience development, professional and personal trust developed among eleven museums. Previously identified barriers were overcome and…

The Collaborative Peer Supervision Group Project: A Continuing Education Model to Promote Professional Competence

ERIC Educational Resources Information Center

Thomasgard, Michael; Warfield, Janeece

2005-01-01

Thomasgard, a physician, and Warfield, a psychologist, describe the multidisciplinary Collaborative Peer Supervision Group Project, originally developed and implemented in Columbus, Ohio. Collaborative Peer Supervision Groups (CPSGs) foster the development of case-based, interdisciplinary, continuing education. CPSGs are designed to improve the…

PDLE: Extending Provisional Contributions. Volume 2

ERIC Educational Resources Information Center

Murphey, Tim, Ed.

2003-01-01

Focusing on midcareer professionals, this second volume includes descriptive accounts of professional development opportunities designed specifically so that language teachers can reinvigorate their teaching and remain on the path of lifelong learning. Due to the amount of development that comes from collaboration with other professionals, this…

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…

Collaborative Professional Development for Statistics Teaching: A Case Study of Two Middle-School Mathematics Teachers

ERIC Educational Resources Information Center

de Oliveira Souza, Leandro; Lopes, Celi Espasandin; Pfannkuch, Maxine

2015-01-01

The recent introduction of statistics into the Brazilian curriculum has presented a multi-problematic situation for teacher professional development. Drawing on research in the areas of teacher development and statistical inquiry, we propose a Teacher Professional Development Cycle (TPDC) model. This paper focuses on two teachers who planned a…

Teacher Research in Secondary Education: Effects on Teachers' Professional and School Development, and Issues of Quality

ERIC Educational Resources Information Center

Meijer, Paulien C.; Oolbekkink, Helma W.; Meirink, Jacobiene A.; Lockhorst, Ditte

2013-01-01

This article describes an empirical exploration of three initiatives in which teachers in secondary education (learn to) research their own practice in collaboration with university-based research institutes, aiming at professional development and knowledge construction. We found evidence of professional development, mainly at the level of the…

Preparing Teachers to Remediate Reading Disabilities in High School: What Is Needed for Effective Professional Development?

ERIC Educational Resources Information Center

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

2008-01-01

In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a…

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

ERIC Educational Resources Information Center

Rostan, MaryMargret

2009-01-01

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

A "Special" Partnership: The Towson-Waterloo-Ilchester-Bellows Spring Elementary Education-Special Education Professional Development School

ERIC Educational Resources Information Center

Gartland, Debi

2010-01-01

The 2010 Professional Development Schools National Conference recognized the professional development school relationship between Towson University with its dual certification major and the Howard County Public School System for its outstanding collaborative accomplishments, naming the Towson-Waterloo-Ilchester-Bellows Spring PDS as a recipient of…

Development of an interprofessional competency framework for collaborative practice in Japan.

PubMed

Haruta, Junji; Yoshida, Kazue; Goto, Michiko; Yoshimoto, Hisashi; Ichikawa, Shuhei; Mori, Youhei; Yoshimi, Kenji; Otsuka, Mariko

2018-01-30

Rapid aging of the population necessitates improved collaboration among healthcare professionals. Unfortunately, interprofessional collaboration has yet to be implemented effectively in Japan. Therefore, we aimed to develop an interprofessional competency framework for Japanese healthcare professionals. The project was conducted as a four-step process, starting with initial categorization of potential competency domains,, followed by guiding principle and prototype development, feedback on the prototype, and final consensus. First, authors (JH and MO) collected opinions about competency in interprofessional collaboration at two academic meetings of the Japan Association for Interprofessional Education (JAIPE) and then analyzed the data thematically. Second, a project team consisting of JAIPE and University representatives extracted the domains and statements as prototype 1. Third, seven representatives from professional organizations joined the project team and developed prototype 2. We then called for feedback on the revised prototype 2 at both an open symposium and via public comments. Following revision of prototype 2, a new project team including 20 university, professional organization and health practitioner representatives finally discussed prototype 3, developed the final draft and reached a consensus. In analysis after collecting the data, we extracted 11 themes. We developed four key principles which applied to six domains as prototype 1-3. Finally, our competency framework included two core domains of "Patient-/client-/family-/community-centered" and "Interprofessional communication", and four peripheral domains of "Role contribution", "Facilitation of relationships", "Reflection" and "Understanding of others". We developed an interprofessional competency framework in Japan which consists of two core and four peripheral domains. The interprofessional competency framework is likely to affect the understanding of "high-context" and "relationalism" in Japanese healthcare. We hope that our interprofessional competency framework will encourage the systematic implementation of interprofessional education and collaboration in Japan.

A conceptual framework for assessing interorganizational integration and interprofessional collaboration.

PubMed

Willumsen, Elisabeth; Ahgren, Bengt; Ødegård, Atle

2012-05-01

The need for collaboration in health and social welfare is well documented internationally. It is related to the improvement of services for the users, particularly target groups with multiple problems. However, there is still insufficient knowledge of the complex area of collaboration, and the interprofessional literature highlights the need to develop adequate research approaches for exploring collaboration between organizations, professionals and service users. This paper proposes a conceptual framework based on interorganizational and interprofessional research, with focus on the concepts of integration and collaboration. Furthermore, the paper suggests how two measurement instruments can be combined and adapted to the welfare context in order to explore collaboration between organizations, professionals and service users, thereby contributing to knowledge development and policy improvement. Issues concerning reliability, validity and design alternatives, as well as the importance of management, clinical implications and service user involvement in future research, are discussed.

AGU Pathfinder: Career and Professional Development Resources for Earth and Space Scientists

NASA Astrophysics Data System (ADS)

Harwell, D. E.; Asher, P. M.; Hankin, E. R.; Janick, N. G.; Marasco, L.

2017-12-01

The American Geophysical Union (AGU) is committed to inspiring and educating present and future generations of diverse, innovative, and creative Earth and space scientists. To meet our commitment, AGU provides career and educational resources, webinars, mentoring, and support for students and professionals at each level of development to reduce barriers to achievement and to promote professional advancement. AGU is also working with other organizations and educational institutions to collaborate on projects benefiting the greater geoscience community. The presentation will include an overview of current Pathfinder efforts, collaborative efforts, and an appeal for additional partnerships.

MO-E-18C-05: Global Health Catalyst: A Novel Platform for Enhancing Access to Medical Physics Education and Research Excellence (AMPERE)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ngwa, W; University of Massachusetts, Lowell, Massachusetts; Moreau, M

Purpose: To develop a platform for catalyzing collaborative global Cancer Care Education and Research (CaRE), with a prime focus on enhancing Access to Medical Physics Education and Research Excellence (AMPERE) Methods: An analysis of over 50 global health collaborations between partners in the U.S. and low and middle income countries (LMIC) in Africa was carried out to assess the models of collaborations in Education and Research and relative success. A survey was carried out with questions including: the nature of the collaboration, how it was initiated, impact of culture and other factors, and recommendations for catalyzing/enhancing such collaborations. An onlinemore » platform called Global Health Catalyst was developed for enhancing AMPERE. Results: The analysis yielded three main models for global health collaborations with survey providing key recommendations on how to enhance such collaborations. Based on this, the platform was developed, and customized to allow Medical Physicists and other Radiation oncology (RadOnc) professionals interested in participating in Global health to readily do so e.g. teach an online course module, participate in training Medical Physicists or other RadOnc health professionals in LMIC, co-mentor students, residents or postdocs, etc. The growing list of features on the platform also include: a feature to enable people to easily find each other, form teams, operate more effectively as partners from different disciplines, institutions, nations and cultural backgrounds, share tools and technologies, obtain seed funding to develop curricula and/or embark upon new areas of investigation, and participate in humanitarian outreach: remote treatment planning assistance, and participation in virtual Chart Rounds, etc. Conclusion: The developed Global Health Catalyst platform could enable any Medical Physicist or RadoOnc professional interested in global health to readily participate in the Education/training of next generation RadOnc professionals and global health leaders, and enhance AMPERE, especially for LMIC.« less

Professional Learning Communities

ERIC Educational Resources Information Center

Eley, Alison

2017-01-01

There are many professional development programmes on offer for primary science. The best of these involve teachers in developing practice over time, alongside engaging with theory. In this article, the author considers how working as part of a professional learning community can support a collaborative and evidence informed approach to improving…

Workplace learning through collaboration in primary healthcare: A BEME realist review of what works, for whom and in what circumstances: BEME Guide No. 46.

PubMed

Mertens, Fien; de Groot, Esther; Meijer, Loes; Wens, Johan; Gemma Cherry, Mary; Deveugele, Myriam; Damoiseaux, Roger; Stes, Ann; Pype, Peter

2018-02-01

Changes in healthcare practice toward more proactive clinical, organizational and interprofessional working require primary healthcare professionals to learn continuously from each other through collaboration. This systematic review uses realist methodology to consolidate knowledge on the characteristics of workplace learning (WPL) through collaboration by primary healthcare professionals. Following several scoping searches, five electronic bibliographic databases were searched from January 1990 to December 2015 for relevant gray and published literature written in English, French, German and Dutch. Reviewers worked in pairs to identify relevant articles. A set of statements, based on the findings of our scoping searches, was used as a coding tree to analyze the papers. Interpretation of the results was done in alternating pairs, discussed within the author group and triangulated with stakeholders' views. Out of 6930 references, we included 42 publications that elucidated who, when, how and what primary healthcare professionals learn through collaboration. Papers were both qualitative and quantitative in design, and focused largely on WPL of collaborating general practitioners and nurses. No striking differences between different professionals within primary healthcare were noted. Professionals were often unaware of the learning that occurs through collaboration. WPL happened predominantly through informal discussions about patient cases and modeling for other professionals. Any professionals could both learn and facilitate others' learning. Outcomes were diverse, but contextualized knowledge seemed to be important. Primary care professionals' WPL is multifaceted. Existing social constructivist and social cognitivist learning theories form a framework from which to interpret these findings. Primary care policy makers and managers should ensure that professionals have access to protected time, earmarked for learning. Time is required for reflection, to learn new ways of interaction and to develop new habits within clinical practice.

"Refreshed…reinforced…reflective": A qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice.

PubMed

Evans, Sherryn; Shaw, Nicole; Ward, Catherine; Hayley, Alexa

2016-11-01

While there is extensive research examining the outcomes of interprofessional education (IPE) for students, minimal research has investigated how facilitating student learning influences the facilitators themselves. This exploratory case study aimed to explore whether and how facilitating IPE influences facilitators' own collaborative practice attitudes, knowledge, and workplace behaviours. Sixteen facilitators of an online pre-licensure IPE unit for an Australian university participated in semi-structured telephone interviews. Inductive thematic analysis revealed three emergent themes and associated subthemes characterising participants' reflexivity as IPE facilitators: interprofessional learning; professional behaviour change; and collaborative practice expertise. Participants experienced interprofessional learning in their role as facilitators, improving their understanding of other professionals' roles, theoretical and empirical knowledge underlying collaborative practice, and the use and value of online communication. Participants also reported having changed several professional behaviours, including improved interprofessional collaboration with colleagues, a change in care plan focus, a less didactic approach to supervising students and staff, and greater enthusiasm impressing the value of collaborative practice on placement students. Participants reported having acquired their prior interprofessional collaboration expertise via professional experience rather than formal learning opportunities and believed access to formal IPE as learners would aid their continuing professional development. Overall, the outcomes of the IPE experience extended past the intended audience of the student learners and positively impacted on the facilitators as well.

Design and Delivery of Professional Development Through Partnerships: Long-Term, Short-Term, and Everything In-Between

NASA Astrophysics Data System (ADS)

Urquhart, M. L.; Curry, B.; Hairston, M. R.

2009-12-01

Professional development for teachers can take a variety of forms, each with unique challenges and needs. At the University of Texas at Dallas (UTD), we have leveraged partnerships between multiple groups including the Masters of Arts in Teaching program in Science Education, the joint US Air Force/NASA CINDI mission, an ionospheric explorer built at UTD, and the UTD Regional Collaborative for Excellence in Science Teaching. Each effort models, and in the case of the later two has created, inquiry-based lessons around Earth-systems science. A space science mission, currently in low Earth orbit aboard the Air Force satellite C/NOFS, provides real world connections to classroom science, scientific data and visualizations, and funding to support delivery of professional development in short courses and workshops at teacher conferences. Workshops and short course in turn often serve to recruit teachers into our longer-term programs. Long-term professional development programs such as the Collaborative provide opportunities to test curriculum and teacher learning, an interface to high-quality sustained efforts within talented communities of teachers, and much more. From the birth of our CINDI Educational Outreach program to the Collaborative project that produced geoscience kit-based modules and associated professional development adopted throughout the state of Texas, we will share highlights of our major professional development initiatives and how our partnerships have enabled us to better serve the needs of K-12 teachers expected to deliver geoscience and space science content in their classrooms.

Collaboration between Academics and Teachers: A Complex Relationship

ERIC Educational Resources Information Center

Bevins, Stuart; Price, Gareth

2014-01-01

Collaboration between academics and teachers has become increasingly prevalent over recent years. Whether its aim is joint research or continuing professional development for teachers, collaboration seems to offer a realistic opportunity for reducing the perceived gap between theory and practice. However, collaboration is not merely academics and…

The Many Faces of School-University Collaboration: Characteristics of Successful Partnerships.

ERIC Educational Resources Information Center

Ravid, Ruth, Ed.; Handler, Marianne G., Ed.

This book is designed to help educators entering into school-university collaborative relationships have a clearer picture of conditions that drive successful partnerships. The models described include collaboration between a university and professional development school, consultation, one-to-one collaborations, and multiple collaboration…

The Impact of Collaborative Reflections on Teachers' Inquiry Teaching

ERIC Educational Resources Information Center

Lin, Huann-shyang; Hong, Zuway-R.; Yang, Kuay-keng; Lee, Sung-Tao

2013-01-01

This study investigates the impact of collaborative reflections on teachers' inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through…

Establishment of Interdisciplinary Child Protection Teams in Turkey 2002-2006: Identifying the Strongest Link Can Make a Difference!

ERIC Educational Resources Information Center

Agirtan, Canan A.; Akar, Taner; Akbas, Seher; Akdur, Recep; Aydin, Cahide; Aytar, Gulsen; Ayyildiz, Suat; Baskan, Sevgi; Belgemen, Tugba; Bezirci, Ozdecan; Beyazova, Ufuk; Beyaztas, Fatma Yucel; Buken, Bora; Buken, Erhan; Camurdan, Aysu D.; Can, Demet; Canbaz, Sevgi; Canturk, Gurol; Ceyhan, Meltem; Coskun, Abdulhakim; Celik, Ahmet; Cetin, Fusun C.; Coskun, Ayse Gul; Dagcinar, Adnan; Dallar, Yildiz; Demirel, Birol; Demirogullari, Billur; Derman, Orhan; Dilli, Dilek; Ersahin, Yusuf; Esiyok, Burcu; Evinc, Gulin; Gencer, Ozlem; Gokler, Bahar; Hanci, Hamit; Iseri, Elvan; Isir, Aysun Baransel; Isiten, Nukhet; Kale, Gulsev; Karadag, Ferda; Kanbur, Nuray; Kilic, Birim; Kultur, Ebru; Kurtay, Derya; Kuruoglu, Asli; Miral, Suha; Odabasi, Aysun B.; Oral, Resmiye; Orhon, Filiz Simsek; Ozbesler, Cengiz; Ozdemir, Dilsad Foto; Ozkok, M. Selim; Ozmert, Elif; Oztop, Didem B.; Ozyurek, Hamit; Pasli, Figen; Peksen, Yildiz; Polat, Onur; Sahin, Figen; Sahin, Ahmet Rifat; Salacin, Serpil; Suskan, Emine; Tander, Burak; Tekin, Deniz; Teksam, Ozlem; Tiras, Ulku; Tomak, Yilmaz; Tumer, Ali Riza; Turla, Ahmet; Ulukol, Betul; Uslu, Runa; Tas, Fatma V.; Vatandas, Nilgun; Velipasaoglu, Sevtap; Yagmur, Fatih; Yagmurlu, Aydin; Yalcin, Songul; Yavuz, Sukruye; Yurdakok, Kadriye

2009-01-01

Objectives: The University of Iowa Child Protection Program collaborated with Turkish professionals to develop a training program on child abuse and neglect during 2002-2006 with the goals of increasing professional awareness and number of multidisciplinary teams (MDT), regional collaborations, and assessed cases. This paper summarizes the 5-year…

Pre-Service, Professional Development, and Collaborative Practices Regarding Paraprofessionals, Special Education Teachers, and Administrators

ERIC Educational Resources Information Center

Beddow-Beste, Jolaine

2012-01-01

Administrators, teachers, and paraprofessionals play an important role in successful outcomes for students with special needs. Post-secondary training does not guarantee that emphasis is put on how each professional entity maintains the ability to collaborate with one another, and how to determine what continued training is pertinent for each of…

A Feminist Case Study of Five Women Preschool Practitioners' Engagement in the Collaborative Inquiry Process

ERIC Educational Resources Information Center

Black, Felicia V.

2013-01-01

The purpose of this feminist case study was two-fold: (1) to describe the ways that Collaborative Inquiry (CI) can be proposed as a counter-discourse of professional development that acknowledges the multiple forms of personal and professional knowledge among five women preschool practitioners, and (2) to explore alternative constructs of the…

Professional Growth during Cyber Collaboration between Pre-Service and In-Service Teachers

ERIC Educational Resources Information Center

Chen, Wen-Chun

2012-01-01

This study investigates the potential for two-way professional development during a telecollaboration between pre-service and in-service teachers (PSTs and ISTs), exemplified with the context of TESOL (Teaching English to Speakers of Other Languages) MA program. Thirteen IST-PST dyads engaged in collaboration with e-pals and completed two tasks:…

An Urban Public School and University Collaboration: What Makes a PDS?

ERIC Educational Resources Information Center

Sosin, Adrienne; Parham, Ann

This paper describes the status and development of a school/university partnership from the point of view of the participants. Descriptions of the paths collaboration has taken, anecdotal recall, and reflections about working toward a collaborative relationship support comparisons of this relationship with the Professional Development School (PDS)…

Online Platform Support for Sustained, Collaborative and Self-directed Engagement of Teachers in a Blended Professional Development Program

NASA Astrophysics Data System (ADS)

Osburg, Thomas; Todorova, Albena

Professional development of teachers plays a significant role for the success of educational reforms and for student achievement. Programs for developing teachers’ skills to integrate digital media in the classroom have received increased attention, due to the role of technology in today’s world. Recent research and field experiences have identified elements which contribute to the effectiveness of such programs, among them opportunities for sustained, collaborative and self-directed learning. This paper explores how an online platform of a large scale blended program for professional development, Intel® Teach - Advanced Online, supports the implementation of such opportunities in practice and incorporates them in the structure of the program. The positive outcomes from the program as evidenced by its evaluation indicate that professional development based on the design principles identified as effective by recent research is a viable solution for addressing the limitations of traditional teacher training for technology integration.

Professional Organization Profiles. Report of Selected National Professional Associations.

ERIC Educational Resources Information Center

Erwin, Barbara F.; Byers, Katharine V.

Representatives of 20 professional education associations were surveyed through questionnaires and interviews regarding their membership, their perceived needs in the education of handicapped students, professional development and dissemination activities, and collaborative efforts with other groups. This report from the National Inservice Network…

Creating collaborative learning environments for transforming primary care practices now.

PubMed

Miller, William L; Cohen-Katz, Joanne

2010-12-01

The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for the success of the PCMH. Our focus in this article is on training existing health care professionals toward being thriving members of this transformed clinical care team in a relationship-centered PCMH. Our description of the optimal conditions for collaborative training begins with delineating three types of teams and how they relate to levels of collaboration. We then describe how to create a supportive, safe learning environment for this type of training, using a different model of professional socialization, and tools for building culture. Critical skills related to practice development and the cross-disciplinary collaborative processes are also included. Despite significant obstacles in readying current clinicians to be members of thriving collaborative teams, a few next steps toward implementing collaborative training programs for existing professionals are possible using competency-based and adult learning approaches. Grasping the long awaited arrival of collaborative primary health care will also require delivery system and payment reform. Until that happens, there is an abundance of work to be done envisioning new collaborative training programs and initiating a nation-wide effort to motivate and reeducate our colleagues. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons

NASA Astrophysics Data System (ADS)

Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

2015-12-01

This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers' perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.

Scaling up Professional Learning: Technical Expectations and Adaptive Challenges

ERIC Educational Resources Information Center

Dobbs, Christina L.; Ippolito, Jacy; Charner-Laird, Megin

2017-01-01

In order to be effective, professional development efforts are most promising if they are context specific and focus on supporting collaboration. Increasingly, schools initiate professional development with small groups of teachers, with the intention that the effects of the initiatives will spill over to other school personnel. This study follows…

Continuing Professional Development in a Chamber Orchestra: Player and Management Perspectives

ERIC Educational Resources Information Center

Oakland, Jane; Ginsborg, Jane

2014-01-01

This article reports the findings of a pilot project undertaken by a professional freelance chamber orchestra in collaboration with conservatoire-based researchers exploring the potential value of professional development activities for musicians and their employers. Key members of the orchestra took part in two improvisation workshops,…

Role of Professional Development Associations in the Future of Our Field

ERIC Educational Resources Information Center

Berger, Jim I.

2014-01-01

The purpose of this article is to describe the interconnectedness of three professional development associations, the impact of various factors on collaboration and fragmentation, and suggestions for future directions. The three adult education professional associations being discussed in this article are the American Association of Adult and…

Strategies for healthcare professionals to facilitate patient illness understanding.

PubMed

Nunstedt, Håkan; Rudolfsson, Gudrun; Alsén, Pia; Pennbrant, Sandra

2017-12-01

To describe how healthcare professionals facilitate patient illness understanding. Healthcare professionals and patients differ in their illness understanding. If the information provided by healthcare professionals is not adapted to the patient's daily life, it may be unusable for the patient. Previous research has found that healthcare professionals should individualise the information to enable the patient to apply the knowledge to the personal situation and to develop illness understanding. However, little is known of how healthcare professionals can facilitate patient illness understanding. A qualitative descriptive study based on individual, semi-structured, open-ended and face-to-face interviews was conducted with healthcare professionals (n = 11) concerning how they facilitate patients illness understanding. Three health centres were involved during the period of March to November 2014. The interviews were analysed with qualitative content analysis. The result identified a continuous and collaborative process with three strategies used by healthcare professionals to facilitate the patient's illness understanding: (i) assess the patient's illness understanding, (ii) interact with the patient to develop illness understanding and (iii) support the patient's personal development for illness understanding. The steps in the process depend on each other. The results of our analysis indicate that healthcare professionals can use the continuous and collaborative process to enhance the patient's self-care ability and turn his or her knowledge into action for improving illness understanding. The three continuous and collaborative process strategies involving pedagogical approaches can create conditions for healthcare professionals to obtain a holistic view of the patient's life and to be a key resource for person-centred care. © 2017 John Wiley & Sons Ltd.

[Art, health and prevention: initial collaborations].

PubMed

Avila, Noemí; Orellana, Ana; Cano, Marta G; Antúnez, Noelia; Claver, Dolores

2014-01-01

This article presents a summary of the first 2 years of the collaboration between the Faculty of Fine Arts of the Universidad Complutense in Madrid and Madrid Health, an autonomous organism of Madrid Council. This collaboration has allowed the development of joint experiences and projects among distinct professionals with highly diverse profiles: health professionals (sexologists, psychiatrists, nurses, etc.), and teachers, researchers, artists and students in the Faculty of Fine Arts. As a result, these experiences could be the beginning of future collaborations between the arts, health and prevention. Copyright © 2014 SESPAS. Published by Elsevier Espana. All rights reserved.

STEAM-y Partnerships: A Case of Interdisciplinary Professional Development and Collaboration

ERIC Educational Resources Information Center

Kelton, Molly L.; Saraniero, Patti

2018-01-01

Museum partnerships can involve significant tensions, especially when these collaborations reach across institutions to blend disciplines such as art and mathematics. Rather than simply being obstacles to overcome, we suggest that tensions arising in multi-institutional, cross-disciplinary collaborations can be highly generative for collaborators,…

Developing Continuing Professional Education in the Health and Medical Professions through Collaboration

ERIC Educational Resources Information Center

Tisdell, Elizabeth J.; Wojnar, Margaret; Sinz, Elizabeth

2016-01-01

This chapter focuses on how to negotiate power and interest among multiple stakeholders to develop continuing professional education programs as graduate study for those in the health and medical professions.

Educators' Interprofessional Collaborative Relationships: Helping Pharmacy Students Learn to Work with Other Professions.

PubMed

Croker, Anne; Smith, Tony; Fisher, Karin; Littlejohns, Sonja

2016-03-30

Similar to other professions, pharmacy educators use workplace learning opportunities to prepare students for collaborative practice. Thus, collaborative relationships between educators of different professions are important for planning, implementing and evaluating interprofessional learning strategies and role modelling interprofessional collaboration within and across university and workplace settings. However, there is a paucity of research exploring educators' interprofessional relationships. Using collaborative dialogical inquiry we explored the nature of educators' interprofessional relationships in a co-located setting. Data from interprofessional focus groups and semi-structured interviews were interpreted to identify themes that transcended the participants' professional affiliations. Educators' interprofessional collaborative relationships involved the development and interweaving of five interpersonal behaviours: being inclusive of other professions; developing interpersonal connections with colleagues from other professions; bringing a sense of own profession in relation to other professions; giving and receiving respect to other professions; and being learner-centred for students' collaborative practice . Pharmacy educators, like other educators, need to ensure that interprofessional relationships are founded on positive experiences rather than vested in professional interests.

Mathematics and Science Teachers Professional Development with Local Businesses to Introduce Middle and High School Students to Opportunities in STEM Careers

ERIC Educational Resources Information Center

Miles, Rhea; Slagter van Tryon, Patricia J.; Mensah, Felicia Moore

2015-01-01

TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business…

Collaborative Professional Development and Curriculum Enactment: Teacher Reflection to Inform Inquiry-Based Discussions in High School Science Classrooms

ERIC Educational Resources Information Center

Alozie, Nonyelum M.

2010-01-01

Professional development for practicing science teachers has been a goal in education for the last two decades. Studies have shown that the quality of teacher instruction may be linked to teacher participation and involvement in professional development programs (Fishman, Marx, Best, & Tal, 2003). Furthermore, reflection during professional…

Collaborative Teacher-Driven Professional Development: The Documented Journey of a Practitioner Action Research Teacher Study Group

ERIC Educational Resources Information Center

Bohny, Brenna D.

2018-01-01

Laws such as the "No Child Left Behind Act of 2001" (NCLB) and the "Every Student Succeeds Act" have shaped the landscape of education in many ways, including how professional development is structured. As a result, professional development has become increasingly limited to "training" teachers to carry out top-down…

The Impact of Professional Development on Poverty, Schooling, and Literacy Practices: Teacher Narratives and Reformation of Mindset

ERIC Educational Resources Information Center

Ciuffetelli Parker, Darlene

2017-01-01

The study examines the impact of professional development on the topic of poverty in one high poverty school community located in a small city in southern Ontario, Canada. It considers narrative-based experiences of teachers' collaborative inquiry on literacy practices after a significant amount of professional development was provided to…

The collaboration of general practitioners and nurses in primary care: a comparative analysis of concepts and practices in Slovenia and Spain.

PubMed

Hämel, Kerstin; Vössing, Carina

2017-09-01

Aim A comparative analysis of concepts and practices of GP-nurse collaborations in primary health centres in Slovenia and Spain. Cross-professional collaboration is considered a key element for providing high-quality comprehensive care by combining the expertise of various professions. In many countries, nurses are also being given new and more extensive responsibilities. Implemented concepts of collaborative care need to be analysed within the context of care concepts, organisational structures, and effective collaboration. Background review of primary care concepts (literature analysis, expert interviews), and evaluation of collaboration in 'best practice' health centres in certain regions of Slovenia and Spain. Qualitative content analysis of expert interviews, presentations, observations, and group discussions with professionals and health centre managers. Findings In Slovenian health centres, the collaboration between GPs and nurses has been strongly shaped by their organisation in separate care units and predominantly case-oriented functions. Conventional power structures between professions hinder effective collaboration. The introduction of a new cross-professional primary care concept has integrated advanced practice nurses into general practice. Conventional hierarchies still exist, but a shared vision of preventive care is gradually strengthening attitudes towards team-oriented care. Formal regulations or incentives for teamwork have yet to be implemented. In Spain, health centres were established along with a team-based care concept that encompasses close physician-nurse collaboration and an autonomous role for nurses in the care process. Nurses collaborate with GPs on more equal terms with conflicts centring on professional disagreements. Team development structures and financial incentives for team achievements have been implemented, encouraging teams to generate their own strategies to improve teamwork. Clearly defined structures, shared visions of care and team development are important for implementing and maintaining a good collaboration. Central prerequisites are advanced nursing education and greater acceptance of advanced nursing practice.

The Role of Inter-Professional Collaboration in Developing Inclusive Education: Experiences of Teachers and Occupational Therapists in Slovenia

ERIC Educational Resources Information Center

Suc, Lea; Bukovec, Boris; Karpljuk, Damir

2017-01-01

This was the first qualitative study of the inclusion of children with special needs into regular schools in Slovenia that focused on inter-professional collaboration and its contributions to the inclusion process. Focus groups and individual interviews were conducted with primary school teachers (N = 36) and occupational therapists (N = 9) to…

Teacher Collaborative Inquiry as a Professional Development Intervention: Benefits and Challenges

ERIC Educational Resources Information Center

Deni, Ann Rosnida Md.; Malakolunthu, Suseela

2013-01-01

The paper reports on a collaborative learning project coded as the teacher inquiry community that was carried out over a year in a private higher education institution to improve the professional capability of language-based subject teachers. Nine teachers completed the project all of whom were females and shared work experience of 2-29 years. Six…

The Power of Professional Capital: With an Investment in Collaboration, Teachers Become Nation Builders

ERIC Educational Resources Information Center

Hargreaves, Andrew; Fullan, Michael

2013-01-01

This article explores the powerful idea of capital and articulates its importance for professional work, professional capacity, and professional effectiveness. Systems that invest in professional capital recognize that education spending is an investment in developing human capital from early childhood to adulthood, leading to rewards of economic…

Collaborative Learning in Physical Education Teachers' Early-Career Professional Development

ERIC Educational Resources Information Center

Keay, Jeanne

2006-01-01

Background/context: Professional development is an important element of professional practice and teachers are expected to engage in activities that not only improve practice but also have a positive impact on pupil learning. Physical educators worldwide have acknowledged the need to improve the continuing education of teachers and have called…

Continuing Professional Development: Pedagogical Practices of Interprofessional Simulation in Health Care

ERIC Educational Resources Information Center

Nyström, Sofia; Dahlberg, Johanna; Edelbring, Samuel; Hult, Håkan; Abrandt Dahlgren, Madeleine

2017-01-01

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for…

Do project management and network governance contribute to inter-organisational collaboration in primary care? A mixed methods study.

PubMed

Schepman, Sanneke; Valentijn, Pim; Bruijnzeels, Marc; Maaijen, Marlies; de Bakker, Dinny; Batenburg, Ronald; de Bont, Antoinette

2018-06-07

The need for organisational development in primary care has increased as it is accepted as a means of curbing rising costs and responding to demographic transitions. It is only within such inter-organisational networks that small-scale practices can offer treatment to complex patients and continuity of care. The aim of this paper is to explore, through the experience of professionals and patients, whether, and how, project management and network governance can improve the outcomes of projects which promote inter-organisational collaboration in primary care. This paper describes a study of projects aimed at improving inter-organisational collaboration in Dutch primary care. The projects' success in project management and network governance was monitored by interviewing project leaders and board members on the one hand, and improvement in the collaboration by surveying professionals and patients on the other. Both qualitative and quantitative methods were applied to assess the projects. These were analysed, finally, using multi-level models in order to account for the variation in the projects, professionals and patients. Successful network governance was associated positively with the professionals' satisfaction with the collaboration; but not with improvements in the quality of care as experienced by patients. Neither patients nor professionals perceived successful project management as associated with the outcomes of the collaboration projects. This study shows that network governance in particular makes a difference to the outcomes of inter-organisational collaboration in primary care. However, project management is not a predictor for successful inter-organisational collaboration in primary care.

The relevance of the alliance for CME competencies for planning, organizing, and sustaining an interorganizational educational collaborative.

PubMed

Balmer, Jann T; Bellande, Bruce J; Addleton, Robert L; Havens, Carol S

2011-01-01

The heightened demand for accountability, access, and quality performance from health care professionals has resulted in linkages between continuing education (CE), performance improvement (PI), and outcomes. CE health professionals must also expand their skills and abilities to design, implement, and measure CE activities consistent with these new expectations. In addition to administrative and meeting-planning activities, new competencies associated with educational consultation and performance coaching are needed. This article utilizes the Alliance competencies as the framework for discussion of the competencies of CE professionals and applies it to the unique setting of a collaborative. The CS2day initiative serves as an example of the application of these competencies in this environment. The framework of the Alliance competencies can serve as a guide and a tool for self-assessment, work design, and professional development at individual, organization, and systems levels. Continual reassessment of the Alliance competencies for CE in the health professions will be critical to the continued effectiveness of CE that is linked to performance improvement and outcomes for the CE professional and the health care professionals we serve. A collaborative can provide one option for meeting these new expectations for professional development for CE professionals and the creation of effective educational initiatives. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Planning for Technology Integration in a Professional Learning Community

ERIC Educational Resources Information Center

Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth

2017-01-01

Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…

Teacher Collaboration in Curriculum Design Teams: Effects, Mechanisms, and Conditions

ERIC Educational Resources Information Center

Voogt, Joke M.; Pieters, Jules M.; Handelzalts, Adam

2016-01-01

Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these…

The Collaborative Development of Teacher Training Skills

ERIC Educational Resources Information Center

Stillwell, Christopher

2009-01-01

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

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…

Discursive Negotiation of Face via Email: Professional Identity Development in School Counseling Supervision

ERIC Educational Resources Information Center

Gordon, Cynthia; Luke, Melissa

2012-01-01

This article examines email exchanges between eight Master's-level school counseling student interns and their internship supervisor to investigate how politeness strategies contribute to professional identity development in supervisory discourse. Our analysis demonstrates how identity development occurs via collaborative facework accomplished…

Collaborative Teacher Educator Professional Development in Europe: Different Voices, One Goal

ERIC Educational Resources Information Center

Lunenberg, Mieke; Murray, Jean; Smith, Kari; Vanderlinde, Ruben

2017-01-01

In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes of professional learning across national…

Blog-Based Professional Development of English Teachers in Mumbai: The Potential of Innovative Practice under Scrutiny

ERIC Educational Resources Information Center

Khan, Atiya

2017-01-01

The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on…

"Without Stones There Is No Arch": A Study of Professional Development of Teacher Educators as a Team

ERIC Educational Resources Information Center

Barak, Judith; Gidron, Ariela; Turniansky, Bobbie

2010-01-01

In this work we study the meaning of professional development as a participative process within a community of practice. In this collaborative narrative self-study we look at the development of ourselves as a professional group working together in an intensive program. The study is based on personal career stories, each told by its author, but…

Promoting Multi-Site Collaborative Inquiry: Initial Efforts and Challenges.

ERIC Educational Resources Information Center

Rafferty, Cathleen D.

This paper explores perspectives, issues, and experiences related to initiating collaborative inquiry across multiple levels and sites, based on school-university partnerships developed between Indiana State University (ISU) and 10 professional development schools (five elementary schools, one middle school, and four high schools). Principles…

Situating teacher learning in the practice of mathematics and science teaching

NASA Astrophysics Data System (ADS)

Hartman, Monica Louise

Education reforms propose new content and pedagogy for students. Making such reforms possible in schools depends on creating new content and pedagogy for teachers' learning. This study investigated an approach to support teachers' learning which has been rapidly growing in popularity. Specifically, the study was designed to learn how a collaborative professional development experience, situated in teachers' own practice, might help elementary teachers develop knowledge for teaching. Eleven fourth and fifth grade teachers from two public schools participated in this professional development which was modeled after Japanese Lesson Study. A qualitative research methodology of critical inquiry was used to analyze the data. The researcher was both designer and participant. This intervention gave these teachers opportunities to learn content, pedagogy, and skills for collaborative inquiry, but not all the teachers continued their involvement. Challenges of time, talk and individualism were problems for all and were among the main reasons teachers in one group gave for leaving the program. Three characteristics of the teachers who completed the project included: (a) dissatisfaction with the learning outcomes of their students; (b) participation with colleagues in social activities throughout the school year; (c) an existing trusting relationship with the program facilitator. The features of this new pedagogy of professional development require teachers to break from typical orientations to practice. This produces a paradox. On one hand, many American teachers do not have the skills needed to be expert at this, for the professional culture does not support such work. On the other hand, if teachers are not given opportunities to collaborate in meaningful ways, the skills they need cannot develop. Although, these teachers were not yet experts in this collaborative inquiry process, the skills required began to develop in the course of engaging in this professional development activity. Future research should seek to identify how to address these challenges more directly by design and how to develop structures to change teachers' environment, to help teachers learn to think of themselves as part of a collective rather than individuals, and to learn the language and the nature of criticism when talking to other professionals.

An Inquiry Safari

ERIC Educational Resources Information Center

Thomson, Norman; Chapman, Seri

2004-01-01

The Virtual Gorilla Modeling Project--a professional development project--is a collaboration of middle and high school inservice teachers, Zoo Atlanta primatologists, science and computer educators, and students. During a 10-day professional development summer workshop, middle and high school teachers explore the world of the gorilla through…

Practernship: A Theoretical Construct for Developing Professionalism in Preservice Teachers.

ERIC Educational Resources Information Center

Millwater, Jan; Yarrow, Allan

1997-01-01

Professors from Australia's Queensland University introduce the concept of a "practernship" that is a variation of typical internship/apprenticeship programs for preservice teachers. The "practernship" combines practice teaching and internship, encourages collaboration and professional development, and promotes a holistic,…

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:…

Learning from the Past: Supporting Teaching through the "Facing the Past" History Project in South Africa

ERIC Educational Resources Information Center

Tibbitts, Felisa

2006-01-01

This article presents an innovative professional development project, "Facing the Past-Transforming Our Future," developed collaboratively by the Western Cape Educational Department, the Cape Town Holocaust Centre (CTHC), and the US-based teacher professional development organization Facing History and Ourselves (FHAO). "Facing the…

Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.

PubMed

Henderson, Saras; Dalton, Megan; Cartmel, Jennifer

2016-01-01

Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.

Advancing medical education: connecting interprofessional collaboration and education opportunities with integrative medicine initiatives to build shared learning.

PubMed

Templeman, Kate; Robinson, Anske; McKenna, Lisa

2016-12-01

BackgroundImproved teamwork between conventional and complementary medicine (CM) practitioners is indicated to achieve effective healthcare. However, little is known about interprofessional collaboration and education in the context of integrative medicine (IM). MethodsThis paper reports the findings from a constructivist-grounded theory method study that explored and highlighted Australian medical students' experiences and opportunities for linking interprofessional collaboration and learning in the context of IM. Following ethical approval, in-depth semi-structured interviews were conducted with 30 medical students from 10 medical education faculties across Australian universities. Results Medical students recognised the importance of interprofessional teamwork between general medical practitioners and CM professionals in patient care and described perspectives of shared responsibilities, profession-specific responsibilities, and collaborative approaches within IM. While students identified that limited interprofessional collaboration currently occurred in the medical curriculum, interprofessional education was considered a means of increasing communication and collaboration between healthcare professionals, helping coordinate effective patient care, and understanding each healthcare team members' professional role and value. Conclusions The findings suggest that medical curricula should include opportunities for medical students to develop required skills, behaviours, and attitudes for interprofessional collaboration and interprofessional education within the context of IM. While this is a qualitative study that reflects theoretical saturation from a selected cohort of medical students, the results also point to the importance of including CM professionals within interprofessional collaboration, thus contributing to more person-centred care.

Advantages and Disadvantages of Cross Grade Level Collaboration to Improve Collegial Interactions

ERIC Educational Resources Information Center

Johnson, Fidelia

2013-01-01

Researchers have connected student achievement to teacher collaboration; however, there is a paucity of studies conducted on how teachers use identified advantages and disadvantages of cross grade level collaboration to improve collegial interactions to achieve better student performance, professional development, teacher effectiveness, and job…

Changing Mathematics Teaching Practices and Improving Student Outcomes through Collaborative Evaluation

ERIC Educational Resources Information Center

Thomas, Kelli

2013-01-01

This longitudinal study examines the effects of a collaborative evaluation process on mathematics instruction and student outcomes in an elementary school serving a low-resource community. Thirty-two elementary teachers participated in a 3-year collaborative evaluation professional development process that contributed to improved mathematics…

Solo Librarians Working Collaboratively

ERIC Educational Resources Information Center

Nickel, Robbie

2011-01-01

The Elko County School District in Nevada has elementary school librarians that are "solo" librarians. Over the last several years they have worked to collaborate on meeting monthly--even though the district covers 17,100 square miles--and on providing professional development face to face and online. Sharing and collaboration help them…

Pairing students in clinical assignments to develop collaboration and communication skills.

PubMed

Bartges, Mali

2012-01-01

Skillful collaboration and communication among healthcare team members are associated with favorable patient outcomes. Student nurses need opportunities for supervised development of these crucial and intertwined skills. The author describes the implementation of a practice-change project for simultaneously developing collaboration and communication skills by pairing prelicensure student nurses in clinical assignments. This easily adapted strategy increases options for faculty looking to stimulate student acquisition of these professional skills.

The importance of effective communication in interprofessional practice: perspectives of maternity clinicians.

PubMed

Watson, Bernadette M; Heatley, Michelle L; Gallois, Cindy; Kruske, Sue

2016-01-01

Midwives and doctors require effective information-sharing strategies to provide safe and evidence-based care for women and infants, but this can be difficult to achieve. This article describes maternity care professionals' perceptions of communication in their current workplace in Australia. We invoke social identity theory (SIT) to explore how these perceptions affect interprofessional practice. A survey was conducted with 337 participants (281 midwives and 56 doctors). Using exploratory factor analysis we developed three scales that measured interprofessional workplace practice collaboration. Results indicated an intergroup environment in maternity care in which the professionals found exchange of ideas difficult, and where differences with respect to decision making and professional skills were apparent. Although scores on some measures of collaboration were high, the two professions differed on their ratings of the importance of team behaviors, information sharing, and interprofessional socialization as indicators of collaborative practice. These results highlight the complexities among maternity care providers with different professional identities, and demonstrate the impact of professional identity on interprofessional communication.

Stimulating collaboration between human and veterinary health care professionals.

PubMed

Eussen, Björn G M; Schaveling, Jaap; Dragt, Maria J; Blomme, Robert Jan

2017-06-13

Despite the need to control outbreaks of (emerging) zoonotic diseases and the need for added value in comparative/translational medicine, jointly addressed in the One Health approach [One health Initiative (n.d.a). About the One Health Initiative. http://www.onehealthinitiative.com/about.php . Accessed 13 September 2016], collaboration between human and veterinary health care professionals is limited. This study focuses on the social dilemma experienced by health care professionals and ways in which an interdisciplinary approach could be developed. Based on Gaertner and Dovidio's Common Ingroup Identity Model, a number of questionnaires were designed and tested; with PROGRESS, the relation between collaboration and common goal was assessed, mediated by decategorization, recategorization, mutual differentiation and knowledge sharing. This study confirms the Common Ingroup Identity Model stating that common goals stimulate collaboration. Decategorization and mutual differentiation proved to be significant in this relationship; recategorization and knowledge sharing mediate this relation. It can be concluded that the Common Ingroup Identity Model theory helps us to understand how health care professionals perceive the One Health initiative and how they can intervene in this process. In the One Health approach, professional associations could adopt a facilitating role.

[Professionalism: Values and competences in specialized medical training].

PubMed

Giménez, N; Alcaraz, J; Gavagnach, M; Kazan, R; Arévalo, A; Rodríguez-Carballeira, M

To determine the perception of healthcare professionals (tutors, residents and teaching collaborators) involved in specialist medical training on the core values and skills to develop their tasks. A tailor-made questionnaire aimed at healthcare professionals in 9health care centres and a referral hospital. Questionnaire: 4 sections and 51 variables (scale 1-10). A total of 287 professionals participated, which included 97% tutors (n=59), 38% residents (n=61), and 56% others (97 teaching collaborators and 70 not associated with teaching). The alfa Cronbach coefficient was 0.945. Best rated values were work compliance (8.7 points), ethics in professional practice (8.6 points), and respect for their team (8.3 points). The best rated competence was communication with patients and families (8.1 points), followed by self-motivating leadership (7.9 points), and the practical application of medical and healthcare theoretical knowledge (7.8 points). The values received, on average, 0.7 points above competences (95% CI: 0.5-0.9). There were no differences between tutors and residents, although differences were found between doctors and nurses, and between males and females. Most of the professionals (tutors, residents, and teaching collaborators) share the same perception of the values and competencies that influence their professional development. This perception was influenced by the professional category and gender, but not age or working in a hospital or primary health care. Copyright © 2016 SECA. Publicado por Elsevier España, S.L.U. All rights reserved.

Collaborative practices in unscheduled emergency care: role and impact of the emergency care practitioner—qualitative and summative findings

PubMed Central

Cooper, Simon; O'Carroll, Judith; Jenkin, Annie; Badger, Beryl

2007-01-01

Objective To identify collaborative instances and hindrances and to produce a model of collaborative practice. Methods A 12‐month (2005–2006) mixed methods clinical case study was carried out in a large UK ambulance trust. Collaboration was measured through direct observational ratings of communication skills, teamwork and leadership with 24 multi‐professional emergency care practitioners (ECPs), interviews with 45 ECPs and stakeholders, and an audit of 611 patients Results Using a generic qualitative approach, observational records and interviews showed that ECPs' numerous links with other professions were influenced by three major themes as follows. (i) The ECP role: for example, “restricted transport codes” of communication, focus on reducing admissions, frustrations about patient tasking and conflicting views about leadership and team work. (ii) Education and training: drivers for multi‐professional clinically focussed graduate level education, requirements for skill development in minor injury units (MIUs) and general practice, and the need for clinical supervision/mentorship. (iii) Cultural perspectives: a “crew room” blue collar view of inter‐professional working versus emerging professional white collar views, power and communication conflicts, and a lack of understanding of the ECPs' role. The quantitative findings are reported elsewhere. Conclusions The final model of collaborative practice suggests that ECPs are having an impact on patient care, but that improvements can be made. We recommend the appointment of ECP clinical leads, degree level clinically focussed multi‐professional education, communication skills training, clinical supervision and multi‐professional ECP appointments. PMID:17711937

Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning

ERIC Educational Resources Information Center

Armour, Kathleen M.; Yelling, Martin

2007-01-01

This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of…

What can organizations do to improve family physicians' interprofessional collaboration? Results of a survey of primary care in Quebec.

PubMed

Perreault, Kadija; Pineault, Raynald; Da Silva, Roxane Borgès; Provost, Sylvie; Feldman, Debbie E

2017-09-01

To assess the degree of collaboration in primary health care organizations between FPs and other health care professionals; and to identify organizational factors associated with such collaboration. Cross-sectional survey. Primary health care organizations in the Montreal and Monteregie regions of Quebec. Physicians or administrative managers from 376 organizations. Degree of collaboration between FPs and other specialists and between FPs and nonphysician health professionals. Almost half (47.1%) of organizations reported a high degree of collaboration between FPs and other specialists, but a high degree of collaboration was considerably less common between FPs and nonphysician professionals (16.5%). Clinic collaboration with a hospital and having more patients with at least 1 chronic disease were associated with higher FP collaboration with other specialists. The proportion of patients with at least 1 chronic disease was the only factor associated with collaboration between FPs and nonphysician professionals. There is room for improvement regarding interprofessional collaboration in primary health care, especially between FPs and nonphysician professionals. Organizations that manage patients with more chronic diseases collaborate more with both non-FP specialists and nonphysician professionals. Copyright© the College of Family Physicians of Canada.

What can organizations do to improve family physicians’ interprofessional collaboration?

PubMed Central

Perreault, Kadija; Pineault, Raynald; Da Silva, Roxane Borgès; Provost, Sylvie; Feldman, Debbie E.

2017-01-01

Abstract Objective To assess the degree of collaboration in primary health care organizations between FPs and other health care professionals; and to identify organizational factors associated with such collaboration. Design Cross-sectional survey. Setting Primary health care organizations in the Montreal and Monteregie regions of Quebec. Participants Physicians or administrative managers from 376 organizations. Main outcome measures Degree of collaboration between FPs and other specialists and between FPs and nonphysician health professionals. Results Almost half (47.1%) of organizations reported a high degree of collaboration between FPs and other specialists, but a high degree of collaboration was considerably less common between FPs and nonphysician professionals (16.5%). Clinic collaboration with a hospital and having more patients with at least 1 chronic disease were associated with higher FP collaboration with other specialists. The proportion of patients with at least 1 chronic disease was the only factor associated with collaboration between FPs and nonphysician professionals. Conclusion There is room for improvement regarding interprofessional collaboration in primary health care, especially between FPs and nonphysician professionals. Organizations that manage patients with more chronic diseases collaborate more with both non-FP specialists and nonphysician professionals. PMID:28904048

[Collaboration between Medicine and Psychology: Evolving Mentalities in Belgium and Evolution of the Health Care System in Canada].

PubMed

Chomienne, Marie-Hélène; Vanneste, Patrick; Grenier, Jean; Hendrick, Stephan

Objectives 1) To give a portrait of the evolving mentalities prevailing in Belgium on the collaboration between psychologists and general practitioners, and identify the barriers to the development of the collaboration between those two health professionals 2) To report on the primary care reform in Canada, its role in fostering collaborative practice in primary mental health and on the strategies needed to improve collaboration.Methods Literature search using PubMed and Google Scholar.Results Because of the unmet need of psychologists in primary care, general practitioners and psychologists have a propensity to work together. However to facilitate the collaborative process there needs to be system changes and clear definition of scopes of practices. Both countries are at different levels of implementing change. In Belgium for example it is only very recently that the autonomous practice of clinical psychology has been acknowledged. In Canada although the primary care reform has put forward and supported collaborative care, focus on mental health is insufficient. Early reports on collaborative care in the new models of care inconsistently report improved health outcomes. Strategies to improve collaborative care are looking at teaching future health professionals on how to work together by integrating inter-professional education.Conclusion Both the health care system and graduate training need to support foster and teach collaborative care.

Distance Learning for Teacher Professional Development in Statistics Education

ERIC Educational Resources Information Center

Meletiou-Mavrotheris, Maria; Mavrotheris, Efstathios; Paparistodemou, Efi

2011-01-01

We provide an overview of "EarlyStatistics," an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of…

Literacy Coaching for Transformative Pedagogies: Navigating Intellectual Unrest

ERIC Educational Resources Information Center

Dozier, Cheryl L.

2014-01-01

Dozier illuminates the notion of intellectual unrest and the complexities of mandated professional development for teachers. She challenges readers to reconsider how mandated professional development is crafted and invites literacy coaches to become collaborative critical designers of practices with teachers to help them navigate competing…

"Experiential" Professional Development: Improving World Language Pedagogy inside Spanish Classrooms

ERIC Educational Resources Information Center

Burke, Brigid Moira

2012-01-01

"Experiential" professional development (EPD), influenced by Expeditionary Learning Outward Bound design, was integrated in the classrooms of secondary Spanish teachers to create opportunities for them to learn to use communicative language teaching (CLT) through experience. Teachers collaborated with colleagues, students, and a…

E-Learning and North-South collaboration: the experience of two public health schools in France and Benin.

PubMed

Edouard, Guévart; Dominique, Billot; Moussiliou, Paraïso Noël; Francis, Guillemin; Khaled, Bessaoud; Serge, Briançon

2009-10-14

Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance learning for Africa-specific contexts and applications.

[Primary care and mental health care collaboration in patients with depression: Evaluation of a pilot experience].

PubMed

Calderón, Carlos; Balagué, Laura; Iruin, Álvaro; Retolaza, Ander; Belaunzaran, Jon; Basterrechea, Javier; Mosquera, Isabel

2016-01-01

To implement and assess a collaborative experience between Primary Care (PC) and Mental Health (MH) in order to improve the care of patients with depression. Pilot collaborative project from a participatory action research approach during 2013. Basque Country. Osakidetza (Basque Health Service). Bizkaia and Gipuzkoa. The study included 207 professionals from general practice, nursing, psychiatry, psychiatric nursing, psychology and social work of 9 health centres and 6 mental health centres of Osakidetza. Shared design and development of four axes of intervention: 1) Communication and knowledge between PC and MH professionals, 2) Improvement of diagnostic coding and referral of patients, 3) Training programmes with meetings and common Clinical Practice Guidelines, and 4) Evaluation. Intervention and control questionnaires to professionals of the centres on the knowledge and satisfaction in the PC-MH relationship, joint training activities, and assessment of the experience. Osakidetza registers of prevalences, referrals and treatments. Follow-up meetings. Improvement in the 4 axes of intervention in the participant centres compared with the controls. Identification of factors to be considered in the development and sustainability of PC-MH collaborative care. The pilot experience confirms that collaborative projects promoted by PC and MH can improve depression care and the satisfaction of professionals. They are complex projects that need simultaneous interventions adjusted to the particularities of the health services. Multidisciplinary and continuous participation and management and information system support are necessary for their implementation. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

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

Code of Federal Regulations, 2010 CFR

2010-07-01

... improve performance, (2) Access to research materials and information on teaching and learning, (3... collaboration, feedback, and peer networking and support. In-service training means professional activities and...

The role of Society for Adolescent Health and Medicine in training of health professionals.

PubMed

Ford, Carol A

2016-08-01

The Society for Adolescent Health and Medicine (SAHM) was created by health professionals committed to identifying and better addressing the health needs of adolescents and young adults, and this work has continued for nearly 50 years. The society initially focused primarily on clinical education, but has evolved to include educational activities providing clinical, research, policy, advocacy, and professional development content. Strategies have included high-quality annual meetings designed to meet the educational needs of its multi-disciplinary membership, publishing an internationally recognized journal, and developing strategic collaborations to advocate for legitimacy of the field and reform in health profession education. Historically, SAHM has been most successful at increasing specialized training in the United States among physicians, and primarily pediatricians, likely driven by the nuances of the development of adolescent medicine in this country. Successes are often linked to strategic collaborations with other professional organizations, and have been facilitated by federally funded initiatives to improve adolescent and young adult health. Recent efforts to improve professional training are focused on the use of technology, and SAHM is also currently exploring strategies to directly reach adolescents, young adults, and their parents. As the society becomes increasingly multidisciplinary and international, members have extraordinary opportunities to learn from each other, build upon lessons learned, and collaborate. Descriptions of the history of SAHM's training-focused efforts, selected highlights, and current priorities will be used to illustrate this long-standing commitment to the training of health professionals.

The doctor dilemma in interprofessional education and care: how and why will physicians collaborate?

PubMed

Whitehead, Cynthia

2007-10-01

Interprofessional educational (IPE) initiatives are seen as a means to engage health care professionals in collaborative patient-centred care. Given the hierarchical nature of many clinical settings, it is important to examine how the aims of formal IPE courses intersect with the socialisation of medical students into roles of responsibility and authority. This article aims to provide an overview of doctor barriers to collaboration and describe aspects of medical education and socialisation that may limit doctor engagement in the goals of interprofessional education. Additionally, the paper examines the nature of team function in the health care system, reviewing different conceptual models to propose a spectrum of collaborative possibilities. Finally, specific suggestions are offered to increase the impact of interprofessional education programmes in medical education. An acknowledgement of power differentials between health care providers is necessary in the development of models for shared responsibility between professions. Conceptual models of teamwork and collaboration must articulate the desired nature of interaction between professionals with different degrees of responsibility and authority. Educational programmes in areas such as professionalism and ethics have shown limited success when formal and informal curricula significantly diverge. The socialisation of medical students into the role of a responsible doctor must be balanced with training to share responsibility appropriately. Doctor collaborative capacity may be enhanced by programmes designed to develop particular skills for which there is evidence of improved patient outcomes.

Professional Practice Schools: Building a Model. Volume II.

ERIC Educational Resources Information Center

Levine, Marsha, Ed.

This collection of papers addresses three important aspects of professional practice schools: student learning, teacher development, and implementation issues related to collaboration among institutions and state policy environment. The first paper, "The Child as Meaning Maker: The Organizing Theme of Professional Practice Schools" (Ellen M.…

Using Collaboration for Curriculum Change in Accounting Higher Education

ERIC Educational Resources Information Center

Pickering, Beth Marie

2013-01-01

This qualitative, descriptive case study researched the collaborative curriculum development process in accounting higher education. This study was needed because accounting education, as a professional program, needs to be continually reviewed and updated in order to keep abreast of changes in the business field. This content is developed through…

Training Sessions Fostering Transdisciplinary Collaboration for Sustainable Development: Albania and Kosovo Case Studies

ERIC Educational Resources Information Center

Meyer, Jonas; Mader, Marlene; Zimmermann, Friedrich; Çabiri, Ketrina

2017-01-01

Purpose: The purpose of this paper is to examine sustainability-related challenges in the two Western Balkan countries--Albania and Kosovo. It discusses the opportunities of local higher education institutions (HEIs) taking responsibility to tackle these challenges by providing professional development through science-society collaboration in…

Using disaster exercises to determine staff educational needs and improve disaster outcomes in rural hospitals: the role of the nursing professional development educator.

PubMed

Anderson, Denise A

2012-06-01

Using human potential in rural hospitals is vital to successful outcomes when handling disasters. Nursing professional development educators provide leadership and guiding vision during a time when few educational research studies demonstrate how to do so. This article explains the role of the rural nursing professional development educator as a disaster preparedness educator, facilitator, collaborator, researcher, and leader, using the American Nurses Association's Nursing Professional Development: Scope and Standards of Practice. Copyright 2012, SLACK Incorporated.

Professional Development and Job-Embedded Collaboration: How Teachers Learn to Exercise Leadership

ERIC Educational Resources Information Center

Hunzicker, Jana

2012-01-01

Research shows that professional development alone does not provide adequate leadership preparation for teachers, yet many develop into established teacher leaders. The purpose of this study was to explore how teachers learn to exercise informal leadership in the schools and districts where they work. Eight elementary teachers who lived and worked…

Professional Development for E-Learning: Researching a Strategy for New Zealand's Tertiary Education Sector

ERIC Educational Resources Information Center

Shephard, Kerry; Mansvelt, Juliana; Stein, Sarah; Suddaby, Gordon; Harris, Irene; O'Hara, Duncan

2011-01-01

This collaborative research project devised a framework to support professional development for e-learning within New Zealand's diverse and integrated tertiary education sector. The research was supported by New Zealand's Ministry of Education. The research included reviews of developments in the United Kingdom, Australia and New Zealand and a…

Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model

ERIC Educational Resources Information Center

Edinger, Matthew J.

2017-01-01

This article theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers' practice, attitude, collaboration, content knowledge, and goal effectiveness.…

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…

Establishing Criteria for Effective Professional Development and Use in Evaluating an Action Research Based Programme

ERIC Educational Resources Information Center

Piggot-Irvine, Eileen

2006-01-01

A dialectical, or mutually informing and influencing, relationship exists between research, programmes for development and improved teaching and learning. Among a raft of other attributes, current perceptions of effective professional development (summarised in the paper) point to deep, collaborative, active and ongoing features as important. Such…

A Professional Development School Partnership: Conflict and Collaboration.

ERIC Educational Resources Information Center

Campoy, Renee W.

This book describes complex issues involved in an elementary Professional Development School (PDS) partnership. Section one presents contextual information on the nature of the PDS phenomenon. It includes three chapters: (1) "Introduction and PDS as a Reform Initiative"; (2) "Methodology of the Case Study"; and (3)…

Research Says/Does Teacher Collaboration Promote Teacher Growth?

ERIC Educational Resources Information Center

Goodwin, Bryan

2016-01-01

A report from TNTP (formerly The New Teacher Project) raised eyebrows recently when it concluded that much of the professional development teachers receive does little to improve teaching quality. The report, provocatively titled "The Mirage: Confronting the Hard Truth About Our Quest for Professional Development," examined the…

Beyond the Professional Development School Model: The Professional Development District.

ERIC Educational Resources Information Center

Markowitz, Nancy Lourie; Whittaker, Andrea

This paper examines the conditions of university/districtwide partnering that can aid systemic public education change. It introduces a university/school partnership known as the Triple "L" (Lifelong Learning and Leadership) Collaborative. The text details shared responsibility, shared accountability, alignment of teacher-performance standards,…

Institutionalizing Professional Development Schools: Supporting the Principal.

ERIC Educational Resources Information Center

Bowen, Gail; Adkison, Judith

Professional-development schools are collaborations between universities and public schools to improve the nation's teaching force. Prospective teachers are assigned to K-12 schools for formal instruction, planned experiences in classrooms, and mentoring from master teachers. This paper presents findings of a qualitative study that described the…

Web-based collaboration in individual care planning challenges the user and the provider roles – toward a power transition in caring relationships

PubMed Central

Bjerkan, Jorunn; Vatne, Solfrid; Hollingen, Anne

2014-01-01

Background and objective The Individual Care Plan (ICP) was introduced in Norway to meet new statutory requirements for user participation in health care planning, incorporating multidisciplinary and cross-sector collaboration. A web-based solution (electronic ICP [e-ICP]) was used to support the planning and documentation. The aim of this study was to investigate how web-based collaboration challenged user and professional roles. Methods Data were obtained from 15 semistructured interviews with users and eight with care professionals, and from two focus-group interviews with eight care professionals in total. The data were analyzed using systematic text condensation in a stepwise analysis model. Results Users and care professionals took either a proactive or a reluctant role in e-ICP collaboration. Where both user and care professionals were proactive, the pairing helped to ensure that the planning worked well; so did pairings of proactive care professionals and reluctant users. Proactive users paired with reluctant care professionals also made care planning work, thanks to the availability of information and the users’ own capacity or willingness to conduct the planning. Where both parties were reluctant, no planning activities occurred. Conclusion Use of the e-ICP challenged the user–professional relationship. In some cases, a power transition took place in the care process, which led to patient empowerment. This knowledge might be used to develop a new understanding of how role function can be challenged when users and care professionals have equal access to health care documentation and planning tools. PMID:25525367

Moving beyond the Barriers: Supporting Meaningful Teacher Collaboration to Improve Secondary School Mathematics

ERIC Educational Resources Information Center

Jao, Limin; McDougall, Doug

2016-01-01

The Collaborative Teacher Inquiry Project was a professional development initiative that sought to improve the teaching and learning of Grade 9 Applied mathematics by encouraging teachers to work collaboratively. The project brought together Grade 9 Applied mathematics teachers from 11 schools across four neighboring public school boards in the…

Promoting School-University Partnerships: Professional Development of Teachers through the Collaborative School Improvement Program.

ERIC Educational Resources Information Center

Hackmann, Donald G.; Schmitt, Donna M.

One method of training principals and teachers to lead substantive change initiatives lies in partnership activities between schools and the local university. The Collaborative School Improvement Program (C-SIP) is a successful school-university partnership that focuses upon collaborative relationships between Eastern Michigan University and area…

Fontbonne University: Collaboration in Speech-Language Pathology and Early Intervention in Deaf Education

ERIC Educational Resources Information Center

Rice, Gale; Lenihan, Susan

2010-01-01

Children with hearing loss are best served through the collaborative efforts of their parents and a team of professionals. For communication development and educational achievement, speech-language pathologists and teachers of the deaf working together can have a profound impact. A collaborative approach to assessment, direct instruction, and…

The Leader's Role in Developing and Sustaining a School Culture Supportive of Teacher Collaboration

ERIC Educational Resources Information Center

Ashley, John Andrew

2017-01-01

A substantial amount of research shows that teacher collaboration and a collaborative school culture can significantly increase student achievement. However, long-standing norms of teacher isolation create a significant barrier to this endeavor. The increased popularity of Professional Learning Communities has helped education move away from these…

Attributes and Preconditions of Collaboration between and among Schools, Institutions of Higher Education, and State Education Agencies. Instructional Leadership and School Improvement.

ERIC Educational Resources Information Center

Reed, Patricia; Cejda, Brent

Recognizing that successful collaboration among schools, institutes of higher education, and state education agencies to is an important factor in the professional development of education personnel, this document examines existing knowledge of interorganizational collaboration and identifies organizational preconditions conducive to the…

Formative Assessment of Collaborative Teams (FACT): Development of a Grade-Level Instructional Team Checklist

ERIC Educational Resources Information Center

Taylor, Matthew J.; Hallam, Pamela R.; Charlton, Cade T.; Wall, D. Gary

2014-01-01

Professional Learning Communities (PLCs) have become increasingly popular in schools. PLCs are groups of teachers, administrators, parents, and students who collaborate to improve their practices and focus on results (DuFour, 2004). Grade-level and department teachers participate in regularly scheduled collaborative team meetings; however, many…

A Collaborative Inquiry to Promote Pedagogical Knowledge of Mathematics in Practice

ERIC Educational Resources Information Center

Moghaddam, Alireza; Sarkar Arani, Mohammad Reza; Kuno, Hiroyuki

2015-01-01

The present study attempts to report a collaborative cycle of professional development in teaching elementary school mathematics through lesson study. It explores a practice of lesson study conducted by teachers aiming to improve their knowledge of pedagogy. The study adopts an ethnographic approach to examine how collaborative teaching within an…

Innovations in Public Health Education: Promoting Professional Development and a Culture of Health

PubMed Central

Gentry, Daniel; Klesges, Lisa M.

2015-01-01

As the field of public health advances toward addressing complex, systemic problems, future public health professionals must be equipped with leadership and interprofessional skills that support collaboration and a culture of health. The University of Memphis School of Public Health has infused innovative strategies into graduate education via experiential learning opportunities to enhance leadership, collaboration, and professional development. Novel training programs such as Day One, Public Health Interdisciplinary Case Competition, and Memphis Healthy U support Association of Schools and Programs of Public Health cross-cutting competencies and prepare Master of Public Health and Master of Health Administration graduates to function effectively at the outset of their careers and become catalysts for creating a culture of health. PMID:25706016

Innovations in public health education: promoting professional development and a culture of health.

PubMed

Levy, Marian; Gentry, Daniel; Klesges, Lisa M

2015-03-01

As the field of public health advances toward addressing complex, systemic problems, future public health professionals must be equipped with leadership and interprofessional skills that support collaboration and a culture of health. The University of Memphis School of Public Health has infused innovative strategies into graduate education via experiential learning opportunities to enhance leadership, collaboration, and professional development. Novel training programs such as Day One, Public Health Interdisciplinary Case Competition, and Memphis Healthy U support Association of Schools and Programs of Public Health cross-cutting competencies and prepare Master of Public Health and Master of Health Administration graduates to function effectively at the outset of their careers and become catalysts for creating a culture of health.

Critical and Transformative Practices in Professional Learning Communities

ERIC Educational Resources Information Center

Servage, Laura

2008-01-01

Professional learning communities (PLCs) have been held up as powerful structures for teachers' continuing professional development. In this work, the author has applied transformative learning theory to highlight the psychic risks of collaborative teacher learning, as well as the need for practical efforts to improve student learning--the means…

Teachers Talking about Writing Assessment: Valuable Professional Learning?

ERIC Educational Resources Information Center

Reid, Lesley

2007-01-01

This article argues that the engagement of teachers in collaborative discussions about assessment can provide a fruitful context for valuable professional learning. It is of interest to those who provide Continuous Professional Development (CPD) opportunities for teachers and teachers themselves. It looks particularly at the value of writing…

Sustaining Professional Learning Communities: Case Studies

ERIC Educational Resources Information Center

Hipp, Kristine; Huffman, Jane; Pankake, Anita; Olivier, Dianne

2008-01-01

The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable professional learning community? The theoretical framework is based on the work of Senge,…

Collaborative testing as a learning strategy in nursing education: a review of the literature.

PubMed

Sandahl, Sheryl S

2009-01-01

Nurses are important members of a patient's interprofessional health care team. A primary goal of nursing education is to prepare nursing professionals who can work collaboratively with other team members for the benefit of the patient. Collaborative learning strategies provide students with opportunities to learn and practice collaboration. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision-making, and group processing skills. This article reviews the theoretical basis for collaborative learning and research on collaborative testing in nursing education.

The state of collaborative work with nurses in Israel: a mixed method study.

PubMed

Warshawski, Sigalit

2016-10-01

Effective collaboration among health professionals is associated with patient safety, quality of care and professionals' satisfaction. Nurse-physician collaboration has been a topic of substantial research worldwide. In Israel, few studies have examined this subject, but none has explored health professionals' collaborative practice with nurses, although nursing in Israel is experiencing significant professional changes. The aim of this study was to explore health professionals' attitudes toward collaboration with nurses and how these attitudes relate to their perceptions of role overlap, role clarity and feeling of threat. Research data were collected employing both quantitative and qualitative methods. A structured questionnaire was fulfilled by 262 participants, following which 12 personal interviews and 12 observations were conducted in hospital wards. Participants' attitudes toward collaboration with nurses were found statistically related to their perception of role overlap, role clarity and feeling of professional threat. Interviews and observations indicated immediate mutual assistance among professionals instead of collaborative practice. Interactions were brief and purposeful. The results highlight the absence of an organized procedure for collaborative practice with nurses. Therefore, it is necessary to act at the organization and departments, to assimilate nurses' role and the importance of collaborative practice. Nurse leaders and nurse educators must consider pragmatic and effective means to promote and articulate nurses' role in inter-professional clinical settings. Copyright © 2015 John Wiley & Sons, Ltd. Copyright © 2015 John Wiley & Sons, Ltd.

An Analysis of How Building a Collaborative Community of Professional Social Studies Teachers through Targeted Ambient Professional Development Impacts Social Studies Classroom Practices

ERIC Educational Resources Information Center

Thomas-Brown, Karen; Shaffer, LaShorage; Werner, Sharon

2016-01-01

This study examined the impact of a yearlong ambient professional development (PD) program-The Wayne Schools Global Geography Project (WSGG-project)-that focused on improving teacher quality through PD and classroom observations for in-service social studies teachers. The project targeted middle and high school social studies teachers and used…

School Mental Health Professionals' Training, Comfort, and Attitudes toward Interprofessional Collaboration with Pediatric Primary Care Providers

ERIC Educational Resources Information Center

Arora, Prerna G.; Connors, Elizabeth H.; Biscardi, Krystin A.; Hill, Allison M.

2016-01-01

Despite the well-documented need for interprofessional collaboration (IPC) between school mental health (SMH) professionals and pediatric primary care providers (PCPs), research on current collaborative practices of these professionals is limited. Accordingly, using survey methodology, this study investigated SMH professionals' previous training…

The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study

NASA Astrophysics Data System (ADS)

Hernandez, Jennifer F.

Science, technology, engineering, and math (STEM) education is part of a national movement to prepare students for the demands of a 21st century workforce. STEM uses an integrated, real-world problem solving approach to increase the levels of collaboration, communication, critical, and creative thinking in students. If expectations for students have increased to stay competitive in a global market, teachers must be equipped to meet the needs of the new 21st century learners in their classrooms. To that end, professional learning for educators is essential to ensure they are equipped with the tools necessary for success. While there are many approaches to teacher development, professional learning teams, based on the work of Garmston and Wellman, focus on teachers' instructional delivery, targeted student learning needs, planning, implementing new strategies, collaboration, and reflective dialogue. The purpose of the study is to improve instructional practice providing quality STEM instruction to students and increase teacher self-efficacy---a teachers' perception of his or her ability to instruct students in the STEM disciplines. Theoretical implications of a study on an elementary STEM learning team could affect the way schools deliver STEM professional learning opportunities to teachers and the way students are delivered a quality STEM education. Research has shown that Model I behavior would limit the change process of professional learning through a surface inspection of the issues; however model II behaviors would benefit the teachers, students and organization because teachers would be collaborating on specific objectives to develop a knowledge base and skill set to meet students' needs. Extending professional development by engaging stakeholders in a collaborative process to build model II behaviors will create an organizational structure that facilitates learning.

A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy

ERIC Educational Resources Information Center

Tupou, Samuel F.

2013-01-01

This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on "locus of control" and "social cognitive theory." A 29-item questionnaire was e-mailed to…

Hillsborough County Public Schools and the University of South Florida: Better Together

ERIC Educational Resources Information Center

Dennis, Danielle; Jacobs, Jennifer; West Burns, Rebecca; Davis, Jeni; Van Ingen, Sarah; Tricarico, Katie; Yendol-Hoppey, Diane

2015-01-01

The 2014 Professional Development Schools National Conference recognized the partnership between the University of South Florida and Hillsborough County Public Schools for its outstanding collaborative accomplishments, and so named it one of the four recipients of the National Association for Professional Development Schools Exemplary Professional…

Breathing the Professional Development School Spirit into All Schools.

ERIC Educational Resources Information Center

Parsons, Beverly; Renyi, Judith

1999-01-01

Examines findings from work the National Foundation for the Improvement of Education has conducted with schools and teachers' associations nationwide to suggest ways that Professional Development Schools could improve results for teachers in schools. The paper focuses on incorporating peer assistance, using teachers' associations as collaborators,…

Collaborative Online Professional Development for Teachers in Higher Education

ERIC Educational Resources Information Center

Teräs, Hanna

2016-01-01

Enhancing teaching quality has become a priority for many universities. The need for high-quality professional development for university teachers is therefore crucial. Earlier research has indicated that isolated workshops often fail to result in significant changes in teaching practice. It has been suggested that the desired transformation…

Enhancing Capacity to Improve Student Learning

ERIC Educational Resources Information Center

Mayotte, Gail; Wei, Dan; Lamphier, Sarah; Doyle, Thomas

2013-01-01

Professional development provides a means to build capacity among school personnel when it is delivered as part of a systematic, long-term approach to school and teacher improvement. This research examines a sustained, diocesan-wide professional development model, called the ACE Collaborative for Academic Excellence, that aims to build capacity…

In Support of Access and Inclusion: Joint Professional Development for Science and Special Educators

ERIC Educational Resources Information Center

Brusca-Vega, Rita; Alexander, Jan; Kamin, Colleen

2014-01-01

Collaborative professional development of science and special educators leads to improved access and inclusion of students with disabilities. Yet, despite poor science achievement of students with disabilities, their increasing presence in general education science classrooms, and research that demonstrates effective teaching strategies for…

Supporting Action Research in a Field-Based Professional Development School.

ERIC Educational Resources Information Center

Menchaca, Velma D.; Peterson, Cynthia L.; Nicholson, Sheila

A collaborative project between a Professional Development School (PDS) and a public school supported teachers' action research and initiated preservice teachers into action research. This paper describes one team's action research project in an inclusive high school classroom that shared the duties of teaching, assisting, modifying instruction,…

Trailblazing Partnerships: Professional Development Schools in Partnership with Emporia State University

ERIC Educational Resources Information Center

Jones, Jill; Schwerdtfeger, Sara; Roop, Teddy; Long, Jennie L.

2016-01-01

Emporia State University is committed to preparing future elementary education teachers through the collaborative efforts and ongoing reflective practice between the university and school districts. The Professional Development School is the vehicle behind the structured involvement in the process of immersing student-teacher in a clinical model…

A Collaborative Professional Development Initiative Supporting Early Literacy Coaches

ERIC Educational Resources Information Center

Mraz, Maryann; Kissel, Brian; Algozzine, Bob; Babb, Julie; Foxworth, Kimberly

2011-01-01

Many believe that the key to translating research into successful practice lies in providing teachers with continuous professional development and ongoing coaching support. In this article, we provide an overview of the relevant coaching literature and describe 4 critical features of an evidence-based preschool literacy coaching model: the coach…

Effect of Peer-to-Peer Nurse-Physician Collaboration on Attitudes Toward the Nurse-Physician Relationship.

PubMed

Edwards, Pamela B; Rea, Jean B; Oermann, Marilyn H; Hegarty, Ellen J; Prewitt, Judy R; Rudd, Mariah; Silva, Susan; Nagler, Alisa; Turner, David A; DeMeo, Stephen D

The goal of this study was to pilot a novel peer-to-peer nurse-physician collaboration program and assess for changes in attitudes toward collaboration among a group of newly licensed nurses and resident physicians (n = 39). The program included large group meetings, with discussion of key concepts related to interprofessional collaboration. In unit-based teams, the registered nurses and physicians developed a quality improvement project to meet a need on their unit. Creating learning activities like this program enable nursing professional development specialists to promote interprofessional collaboration and learning.

An Interprofessional Collaborative Practice model for preparation of clinical educators.

PubMed

Scarvell, Jennie M; Stone, Judy

2010-07-01

Work-integrated learning is essential to health professional education, but faces increasing academic and industry resource pressures. The aim of this pilot "Professional Practice Project" was to develop and implement an innovative education intervention for clinical educators across several health disciplines. The project used interprofessional collaboration as its underlying philosophy, and a participatory action research methodology in four cycles: Cycle 1: Formation of an interprofessional project executive and working party from academic staff. Data collection of student insights into work integrated learning. Cycle 2: Formation of an interprofessional reference group to inform curriculum development for a series of clinical education workshops. Cycle 3: Delivery of workshops; 174 clinical educators, supervisors and preceptors attended two workshops: "Introduction to experiential learning" and " utilizing available resources for learning". Cycle 4: Seminar discussion of the Professional Practice Project at a national health-education conference. This pilot project demonstrated the advantages of using collaborative synergies to allow innovation around clinical education, free from the constraints of traditional discipline-specific education models. The planning, delivery and evaluation of clinical education workshops describe the benefits of interprofessional collaboration through enhanced creative thinking, sharing of clinical education models and a broadening of experience for both learners and facilitators.

Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?

ERIC Educational Resources Information Center

McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke

2016-01-01

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…

A Collaborative Action Research Project towards Embedding ESD within the Higher Education Curriculum

ERIC Educational Resources Information Center

Cebrián, Gisela

2017-01-01

Purpose: This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach: An action research approach guided by…

Collaborative Lesson Hook Design in Science Teacher Education: Advancing Professional Practice

ERIC Educational Resources Information Center

McCauley, Veronica; Davison, Kevin; Byrne, Corinna

2015-01-01

This article documents the process of collaboratively developing lesson hook e-resources for science teachers to establish a community of inquiry and to strengthen the pedagogy of science teaching. The authors aim to illustrate how the development and application of strategic hooks can bridge situational interest and personal interest so that…

Enhancing entrepreneurship and professionalism in medical informatics instruction: a collaborative training model.

PubMed

Carroll, Cathryn A; Rychlewski, Walt; Teat, Marty; Clawson, Darrin

2004-01-01

This report describes an innovative training program designed to foster entrepreneurship and professionalism in students interested in the field of medical informatics. The course was developed through a private-public interinstitutional collaboration involving four academic institutions, one private firm specializing in health care information management systems, and a philanthropic organization. The program challenged students to serve in multiple roles on multidisciplinary teams and develop an innovative hand-held solution for drug information retrieval. Although the course was technically and behaviorally rigorous and required extensive hands-on experience in a nontraditional learning environment, both students and faculty responded positively.

An Official Critical Care Societies Collaborative Statement: Burnout Syndrome in Critical Care Health Care Professionals: A Call for Action.

PubMed

Moss, Marc; Good, Vicki S; Gozal, David; Kleinpell, Ruth; Sessler, Curtis N

2016-07-01

Burnout syndrome (BOS) occurs in all types of health care professionals and is especially common in individuals who care for critically ill patients. The development of BOS is related to an imbalance of personal characteristics of the employee and work-related issues or other organizational factors. BOS is associated with many deleterious consequences, including increased rates of job turnover, reduced patient satisfaction, and decreased quality of care. BOS also directly affects the mental health and physical well-being of the many critical care physicians, nurses, and other health care professionals who practice worldwide. Until recently, BOS and other psychological disorders in critical care health care professionals remained relatively unrecognized. To raise awareness of BOS, the Critical Care Societies Collaborative (CCSC) developed this call to action. The present article reviews the diagnostic criteria, prevalence, causative factors, and consequences of BOS. It also discusses potential interventions that may be used to prevent and treat BOS. Finally, we urge multiple stakeholders to help mitigate the development of BOS in critical care health care professionals and diminish the harmful consequences of BOS, both for critical care health care professionals and for patients. ©2016 American Association of Critical-Care Nurses.

A Critical Care Societies Collaborative Statement: Burnout Syndrome in Critical Care Health-care Professionals. A Call for Action.

PubMed

Moss, Marc; Good, Vicki S; Gozal, David; Kleinpell, Ruth; Sessler, Curtis N

2016-07-01

Burnout syndrome (BOS) occurs in all types of health-care professionals and is especially common in individuals who care for critically ill patients. The development of BOS is related to an imbalance of personal characteristics of the employee and work-related issues or other organizational factors. BOS is associated with many deleterious consequences, including increased rates of job turnover, reduced patient satisfaction, and decreased quality of care. BOS also directly affects the mental health and physical well-being of the many critical care physicians, nurses, and other health-care professionals who practice worldwide. Until recently, BOS and other psychological disorders in critical care health-care professionals remained relatively unrecognized. To raise awareness of BOS, the Critical Care Societies Collaborative (CCSC) developed this call to action. The present article reviews the diagnostic criteria, prevalence, causative factors, and consequences of BOS. It also discusses potential interventions that may be used to prevent and treat BOS. Finally, we urge multiple stakeholders to help mitigate the development of BOS in critical care health-care professionals and diminish the harmful consequences of BOS, both for critical care health-care professionals and for patients.

Decline in medical students' attitudes to interprofessional learning and patient-centredness.

PubMed

Hudson, Judith N; Lethbridge, Alistair; Vella, Susan; Caputi, Peter

2016-05-01

Interprofessional learning (IPL) is valuable in preparing health care students to work collaboratively in teams, with patients' needs at the core. Patient-centredness is the impetus for communication and collaboration in health care. Debate continues on when it is best to develop positive student attitudes towards these aspects of care. Should IPL commence early before attitudes to patients, professional stereotypes and identity are formed, or later for advanced learners with greater experience of their roles and responsibility in health care? This study explores graduate-entry medical students' attitudes to IPL and patient-centred care, on programme entry and after an early interdisciplinary clinical experience (ICE). An extended version of the Readiness for Interprofessional Learning Scale (RIPLS) was administered to four cohorts of medical students (n = 279) on entry and after the 3-week placement. This 26-item RIPLS comprised four subscales: team work and collaboration; professional identity; roles and responsibilities; and patient-centredness. The impact of the placement on students' attitudes was assessed by using repeated measures analysis of variance to compare pre- and post-ICE subscale scores. There were significant main effects of time (pre- versus post-ICE) for the subscales of teamwork and collaboration, professional identity and patient-centredness, but not for roles and responsibilities. Scores for teamwork and collaboration, professional identity and patient-centredness were all lower post-ICE. The students' less positive attitudes to teamwork and collaboration and professional identity may be due to the experience itself, or because it reinforced negative beliefs about the value of learning from non-medical health professionals. Perhaps the students' idealised view of their future role as a doctor was challenged by the experience, or they had an underdeveloped professional identity. Limited student experience of patients having an active role in their own health care may explain the decrease in attitudes to patient-centredness. A longitudinal qualitative study will explore these results. © 2016 John Wiley & Sons Ltd.

Collaborative Reform and Other Improbable Dreams: The Challenges of Professional Development Schools. SUNY Series, Teacher Preparation and Development.

ERIC Educational Resources Information Center

Johnston, Marilyn, Ed.; Brosnan, Patti, Ed.; Cramer, Don, Ed.; Dove, Tim, Ed.

This collection of papers examines a 10-year process of teacher education reform at Ohio State University, describing 13 Professional Development Schools (PDSs). After "Introduction: Context, Challenges, and Consequences: PDSs in the Making" (Marilyn Johnston), there are 16 papers in four parts. Part 1, "Contextualizing PDS Work and…

Critical Friendship, Collaboration and Trust as a Basis for Self-Determined Professional Development: A Case of Science Teaching

ERIC Educational Resources Information Center

Ramnarain, Umesh Dewnarain; Modiba, Maropeng

2013-01-01

This paper describes the development of curriculum design expertise from the perspective of a teacher reflecting on a science lesson. His involvement in the research process resulted in a self-determined professional development strategy. The description comes from data collected through lesson observations and an in-depth stimulated recall…

Professional Development to Support TPACK Technology Integration: The Initial Learning Trajectories of Thirteen Fifth- and Sixth-Grade Educators

ERIC Educational Resources Information Center

Morsink, Paul M.; Hagerman, Michelle Schira; Heintz, Anne; Boyer, D. Matthew; Harris, Robin; Kereluik, Kristen; Hartman, Douglas K.; Wood, Anne; White, Amber; Woodruff, Carmen; Anderson, Tracey; Goldstein, Shelly; Hamm, Beth; Lewis, Cindy; Lewis, Paul; Mitchell, Cindy; Murphy, Jill; Rogers, Lyn; Sherrieb, Anne; Siegler, Tammy; Withey, Kevin

2011-01-01

This study examined the initial learning trajectories of 13 upper elementary teachers as they developed technological, pedagogical, and content knowledge during a 7-month professional development program to integrate technology into classroom practice. The program was collaborative and non-prescriptive; teachers worked on self-chosen summer…

Fight Like a Butterfly: Three Critical Elements for Taking the Sting out of Professional Development

ERIC Educational Resources Information Center

Pourreau, Leslie; Shields, Kathy D.; Wright, Judy A.

2012-01-01

This paper describes the need for developing, implementing and sustaining professional development (PD) designed to provide a network of coaching support for teachers, an element of independent online study and a collaborative network of peers. Leaders recognize the importance of school structure but need to further address the impact of…

The Narrative Documentation of Pedagogical Experiences and the Democratization of Professional Development and Schooling in Argentina

ERIC Educational Resources Information Center

Suarez, Daniel Hugo

2017-01-01

This article represents the culmination of several decades of the development of collaborative forms of teacher inquiry in Argentina and Chile. Inspired by education ethnographers in the 1970s and 1980s, the "talleres" (workshops) movement led to forms of professional development grounded in critical ethnographic inquiry by teachers and…

The Perceptions of Elementary Principals about Their Role in the Establishment of Collaborative Workplaces in Their School Buildings

ERIC Educational Resources Information Center

Sullivan, Bradley D.

2012-01-01

The purpose of this case study was to develop an understanding of the elementary principal's perceived role in creating and sustaining a collaborative workplace environment within their school. Collaboration among education professionals, when used effectively, is one strategy that has demonstrated improvement of instruction and student learning.…

Science teachers' learning in a context of collaborative professional development

NASA Astrophysics Data System (ADS)

Faraji, Hassan

The purpose of this qualitative study was to investigate and evaluate science teachers' learning in a context of Collaborative Professional Development, specifically in the Collaborative Program, which is under the Texas Regional Collaboratives for Excellence in Science Teaching (TRC). A non-positivistic, naturalistic approach was used to study five middle school science teachers from a large school district in South Central Texas that were involved in this program. The entire data collection process was conducted from June 1998 through September 2000. I distributed a 15-question survey to the five respondents prior to conducting in-depth interviews with them, between July 2000 and December 2000. I made five class observations, one per teacher, from March 2000 to May 2000. I started to analyze my qualitative data in June 2002. I returned to the write-up process in December 2002, and have continued to the conclusion. This study is intended to serve as a source of information and insight for many different people and groups, including current and prospective science teachers and administrators who are planning to participate in the TRC Results of the study showed eight findings: (1) An overwhelming preference for the kind of professional development respondents received in the Collaborative Program, over the kinds of workshops and seminars they has attended in the past; (2) Collaborative-style learning is initially intimidating and difficult for teachers, but ultimately valuable; (3) The teachers apply what they have learned in the Collaborative Program to their own classrooms; (4) Hands-on learning is something that both teachers and their students enjoy; (5) The Collaborative Program has invigorated their sense of themselves as teachers, and as science teachers specifically, and has built their confidence in teaching science; (6) The incentives for teacher participation in the Collaborative Program seem to be intellectual ones just as much as material ones; (7) The presence of multi-grade levels of teachers in the Collaborative Program creates a bi-directional learning environment; and, (8) The only consistent concerns, suggestions, and compliments about the Collaborative Program focus on the application of technology.

Developing the IRIS: Toward Situated and Valid Assessment Measures in Collaborative Professional Development and School Reform in Literacy

ERIC Educational Resources Information Center

Rogers, Theresa; Winters, Kari Lynn; Bryan, Gregory; Price, John; McCormick, Frank; House, Liisa; Mezzarobba, Dianna; Sinclaire, Carollyne

2006-01-01

This article illustrates the development and use of a situated assessment tool in the context of a collaborative (university-school district) literacy reform effort in British Columbia, Canada. The three-year project was focused on improving literacy, including reading comprehension strategy use, among students in grades 4 through 8. It began in…

Collaboration between general practitioners (GPs) and mental healthcare professionals within the context of reforms in Quebec

PubMed Central

2012-01-01

Background In the context of the high prevalence and impact of mental disorders worldwide, and less than optimal utilisation of services and adequacy of care, strengthening primary mental healthcare should be a leading priority. This article assesses the state of collaboration among general practitioners (GPs), psychiatrists and psychosocial mental healthcare professionals, factors that enable and hinder shared care, and GPs’ perceptions of best practices in the management of mental disorders. A collaboration model is also developed. Methods The study employs a mixed-method approach, with emphasis on qualitative investigation. Drawing from a previous survey representative of the Quebec GP population, 60 GPs were selected for further investigation. Results Globally, GPs managed mental healthcare patients in solo practice in parallel or sequential follow-up with mental healthcare professionals. GPs cited psychologists and psychiatrists as their main partners. Numerous hindering factors associated with shared care were found: lack of resources (either professionals or services); long waiting times; lack of training, time and incentives for collaboration; and inappropriate GP payment modes. The ideal practice model includes GPs working in multidisciplinary group practice in their own settings. GPs recommended expanding psychosocial services and shared care to increase overall access and quality of care for these patients. Conclusion As increasing attention is devoted worldwide to the development of optimal integrated primary care, this article contributes to the discussion on mental healthcare service planning. A culture of collaboration has to be encouraged as comprehensive services and continuity of care are key recovery factors of patients with mental disorders. PMID:23730332

Interprofessional collaborative patient-centred care: a critical exploration of two related discourses.

PubMed

Fox, Ann; Reeves, Scott

2015-03-01

There has been sustained international interest from health care policy makers, practitioners, and researchers in developing interprofessional approaches to delivering patient-centred care. In this paper, we offer a critical exploration of a selection of professional discourses related to these practice paradigms, including interprofessional collaboration, patient-centred care, and the combination of the two. We argue that for some groups of patients, inequalities between different health and social care professions and between professionals and patients challenge the successful realization of the positive aims associated with these discourses. Specifically, we argue that interprofessional and professional-patient hierarchies raise a number of key questions about the nature of professions, their relationships with one another as well as their relationship with patients. We explore how the focus on interprofessional collaboration and patient-centred care have the potential to reinforce a patient compliance model by shifting responsibility to patients to do the "right thing" and by extending the reach of medical power across other groups of professionals. Our goal is to stimulate debate that leads to enhanced practice opportunities for health professionals and improved care for patients.

Development of an inter-professional screening instrument for cancer patients' education process.

PubMed

Vaartio-Rajalin, Heli; Huumonen, Tuula; Iire, Liisa; Jekunen, Antti; Leino-Kilpi, Helena; Minn, Heikki; Paloniemi, Jenni; Zabalegui, Adelaida

2016-02-01

The aim of this paper is to describe the development of an inter-professional screening instrument for cancer patients' cognitive resources, knowledge expectations and inter-professional collaboration within patient education. Four empirical datasets during 2012-2014 were analyzed in order to identify main categories, subcategories and items for inter-professional screening instrument. Our inter-professional screening instrument integrates the critical moments of cancer patient education and the knowledge expectation types obtained from patient datasets to assessment of patients' cognitive resources, knowledge expectations and comprehension; and intra; and inter-professional. Copyright © 2015 Elsevier Inc. All rights reserved.

Learning to Lead Reading Comprehension Discussion

ERIC Educational Resources Information Center

Silver, Rita Elaine; Png, Jessie

2016-01-01

In this article, we describe and reflect on a collaborative, school-based professional development project (an "intervention") intended to encourage innovation in classroom teaching. Specifically, the intervention included a collaboration between university-based researchers/mentors and primary school teachers in Singapore who were…

Trends in Professional Development for and Collaboration by Health Education Teachers—41 States, 2000–2010

PubMed Central

Brener, Nancy D.; McManus, Tim; Wechsler, Howell; Kann, Laura

2015-01-01

BACKGROUND Professional development (PD) and collaboration help ensure the quality of school health education. The purpose of this study was to examine trends in the percentage of lead health education teachers (LHETs) receiving PD on health topics and collaborating with other school staff on health education activities. METHODS This study analyzed representative data from 41 states participating in School Health Profiles surveys between 2000 and 2010. Logistic regression examined linear trends in the percentage of LHETs who received PD on 12 topics and who collaborated on health education activities. RESULTS Significant increases in the percentage of LHETs receiving PD on nutrition and physical activity and significant decreases in the percentage of LHETs receiving PD on alcohol- and other drug-use prevention and human immunodeficiency virus prevention were seen. Significant increases in the percentage of LHETs who collaborated with physical education staff and nutrition services staff were seen in 29 and 39 states, respectively. CONCLUSIONS Although 10-year increases in PD and collaboration in the areas of nutrition and physical activity are encouraging, PD and collaboration in other topic areas still need improvement. These results will help states target more resources toward PD and collaboration in areas where they have been decreasing. PMID:24020688

Professional Learning Communities: Teachers' Perceptions and Student Achievement

ERIC Educational Resources Information Center

Peters, Erica

2013-01-01

Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

The Value of Collaborative Rounds for Teacher Professional Learning in Australia

ERIC Educational Resources Information Center

Mansfield, Caroline; Thompson, Greg

2017-01-01

Teacher professional learning (PL) is viewed by governments, bureaucracies and school systems as important for improving teaching quality and effectiveness. This new enthusiasm, however, is set against a history of professional development in schools of marginal benefit. In response to this history, education authorities are interested in PL that…

CALL Teacher Professional Growth through Lesson Study Practice: An Investigation into EFL Teachers' Perceptions

ERIC Educational Resources Information Center

Nami, Fatemeh; Marandi, S. Susan; Sotoudehnama, Elaheh

2016-01-01

Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this…

Mid-Career Teachers' Perceptions of Self-Guided Professional Growth: Strengthening a Sense of Agency through Collaboration

ERIC Educational Resources Information Center

Strahan, David

2016-01-01

Opportunities for self-guided professional development provided a context for exploring ways that mid-career teachers designed learning projects and articulated their perceptions of professional growth. In their applications for small grants for materials and released time, participants identified their own personal goals for improving…

Professional Portfolios: A Catalyst for a Collaborative Work Culture.

ERIC Educational Resources Information Center

Hill, Flo H.; Lofton, Glenda G.; Newman, Glenda

In 1993-94, Louisiana began implementation of a new personnel evaluation plan that emphasized professional development. A decision was made to explore the use of a professional portfolio for each certified employee of the school system of Livingston Parish. The portfolio process was implemented in all the district's schools, but this report…

Collaborative teaching models for health professionals.

PubMed

Falk-Kessler, Janet; Macrae, Nancy; Dyer, Jean

2005-01-01

Multidisciplinary faculty collaboration within the health professions educational system is explored. The definitions for the concepts of intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary faculty teams are provided along with the strengths and weaknesses of collaborative teaching and course development across various health profession programs. Examples of these teaching models are described using case studies to illustrate collaborative course development by faculty from Occupational Therapy, Nursing, Physician Assistant, Social Work and Dental Hygiene, Nurse Anesthesia, and Health Services Management programs offered at the University of New England in Portland, Maine, United States of America.

ERESE Professional Development in Science Education: A collaboration of scientists, teachers, and information technologists

NASA Astrophysics Data System (ADS)

Staudigel, H.; Helly, M.; Massel Symons, C.; Koppers, A.; Helly, J.; Miller, S.

2005-12-01

The Enduring Resources in Earth Science Education (ERESE) project promotes inquiry based teaching of plate tectonics through professional development and distribution of digital library objects in the National Science Digital Library network. The overall ERESE goal is to bridge the gap between the scientists and educators, and our experience has shown that much can be gained by establishing a close collaboration between all parties involved in earth science education, from high school student to teacher -educator, and scientist. These collaborations yield substantial gains in terms of effective educational approaches, contents selection, and to produce an authentic class room research experience. ERESE professional development workshops promote a model of inquiry-based teaching that keeps the educator as far in the background as possible, while empowering the student to carry out a maximally independent inquiry. Key components in this process are: (1) use of a well selected provocative phenomenon to promote student's curiosity and to start the inquiry process, (2) care in the student guidance towards selection and formulation of a researchable question, (3) the involvement of teachers and scientists, in a close collaboration (4) teaching resource development with a strong feed-back from professional development workshops and classroom practice, (5) integration of science inquiry resources on all expert levels providing an environment that allows continuous access to science information from the most basic to the full scale science level. We expanded ERESE resource development into a volcanology field class on Hawaii to produce a website and digital library contents including field reports, exercises and images and field data. We further expanded our resource development through the participation of three high school students in a three-week seagoing expedition to the Samoan Archipelago. The high school seniors maintained a live expedition website and they participated in all science activities. Their work impacted ERESE by the development of digital resources, and introducing peer - mentoring into the inquiry process.

77 FR 27802 - Agency Information Collection Activities; Renewal of Currently Approved Information Collection...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-11

... Application for the National Roster of Environmental Conflict Resolution and Collaboration Professionals...: Application for the National Roster of Environmental Conflict Resolution and Collaboration Professionals... Roster of Environmental Conflict Resolution and Collaboration Professionals (roster). The Application for...

Collaboration between general practitioners and mental health care professionals: a qualitative study.

PubMed

Fredheim, Terje; Danbolt, Lars J; Haavet, Ole R; Kjønsberg, Kari; Lien, Lars

2011-05-23

Collaboration between general practice and mental health care has been recognised as necessary to provide good quality healthcare services to people with mental health problems. Several studies indicate that collaboration often is poor, with the result that patient' needs for coordinated services are not sufficiently met, and that resources are inefficiently used. An increasing number of mental health care workers should improve mental health services, but may complicate collaboration and coordination between mental health workers and other professionals in the treatment chain. The aim of this qualitative study is to investigate strengths and weaknesses in today's collaboration, and to suggest improvements in the interaction between General Practitioners (GPs) and specialised mental health service. This paper presents a qualitative focus group study with data drawn from six groups and eight group sessions with 28 health professionals (10 GPs, 12 nurses, and 6 physicians doing post-doctoral training in psychiatry), all working in the same region and assumed to make professional contact with each other. GPs and mental health professionals shared each others expressions of strengths, weaknesses and suggestions for improvement in today's collaboration. Strengths in today's collaboration were related to common consultations between GPs and mental health professionals, and when GPs were able to receive advice about diagnostic treatment dilemmas. Weaknesses were related to the GPs' possibility to meet mental health professionals, and lack of mutual knowledge in mental health services. The results describe experiences and importance of interpersonal knowledge, mutual accessibility and familiarity with existing systems and resources. There is an agreement between GPs and mental health professionals that services will improve with shared knowledge about patients through systematic collaborative services, direct cell-phone lines to mental health professionals and allocated times for telephone consultation. GPs and mental health professionals experience collaboration as important. GPs are the gate-keepers to specialised health care, and lack of collaboration seems to create problems for GPs, mental health professionals, and for the patients. Suggestions for improvement included identification of situations that could increase mutual knowledge, and make it easier for GPs to reach the right mental health care professional when needed.

Development and evaluation of an innovative model of inter-professional education focused on asthma medication use

PubMed Central

2014-01-01

Background Inter-professional learning has been promoted as the solution to many clinical management issues. One such issue is the correct use of asthma inhaler devices. Up to 80% of people with asthma use their inhaler device incorrectly. The implications of this are poor asthma control and quality of life. Correct inhaler technique can be taught, however these educational instructions need to be repeated if correct technique is to be maintained. It is important to maximise the opportunities to deliver this education in primary care. In light of this, it is important to explore how health care providers, in particular pharmacists and general medical practitioners, can work together in delivering inhaler technique education to patients, over time. Therefore, there is a need to develop and evaluate effective inter-professional education, which will address the need to educate patients in the correct use of their inhalers as well as equip health care professionals with skills to engage in collaborative relationships with each other. Methods This mixed methods study involves the development and evaluation of three modules of continuing education, Model 1, Model 2 and Model 3. A fourth group, Model 4, acting as a control. Model 1 consists of face-to-face continuing professional education on asthma inhaler technique, aimed at pharmacists, general medical practitioners and their practice nurses. Model 2 is an electronic online continuing education module based on Model 1 principles. Model 3 is also based on asthma inhaler technique education but employs a learning intervention targeting health care professional relationships and is based on sociocultural theory. This study took the form of a parallel group, repeated measure design. Following the completion of continuing professional education, health care professionals recruited people with asthma and followed them up for 6 months. During this period, inhaler device technique training was delivered and data on patient inhaler technique, clinical and humanistic outcomes were collected. Outcomes related to professional collaborative relationships were also measured. Discussion Challenges presented included the requirement of significant financial resources for development of study materials and limited availability of validated tools to measure health care professional collaboration over time. PMID:24708800

Development and evaluation of an innovative model of inter-professional education focused on asthma medication use.

PubMed

Bosnic-Anticevich, Sinthia Z; Stuart, Meg; Mackson, Judith; Cvetkovski, Biljana; Sainsbury, Erica; Armour, Carol; Mavritsakis, Sofia; Mendrela, Gosia; Travers-Mason, Pippa; Williamson, Margaret

2014-04-07

Inter-professional learning has been promoted as the solution to many clinical management issues. One such issue is the correct use of asthma inhaler devices. Up to 80% of people with asthma use their inhaler device incorrectly. The implications of this are poor asthma control and quality of life. Correct inhaler technique can be taught, however these educational instructions need to be repeated if correct technique is to be maintained. It is important to maximise the opportunities to deliver this education in primary care. In light of this, it is important to explore how health care providers, in particular pharmacists and general medical practitioners, can work together in delivering inhaler technique education to patients, over time. Therefore, there is a need to develop and evaluate effective inter-professional education, which will address the need to educate patients in the correct use of their inhalers as well as equip health care professionals with skills to engage in collaborative relationships with each other. This mixed methods study involves the development and evaluation of three modules of continuing education, Model 1, Model 2 and Model 3. A fourth group, Model 4, acting as a control.Model 1 consists of face-to-face continuing professional education on asthma inhaler technique, aimed at pharmacists, general medical practitioners and their practice nurses.Model 2 is an electronic online continuing education module based on Model 1 principles.Model 3 is also based on asthma inhaler technique education but employs a learning intervention targeting health care professional relationships and is based on sociocultural theory.This study took the form of a parallel group, repeated measure design. Following the completion of continuing professional education, health care professionals recruited people with asthma and followed them up for 6 months. During this period, inhaler device technique training was delivered and data on patient inhaler technique, clinical and humanistic outcomes were collected. Outcomes related to professional collaborative relationships were also measured. Challenges presented included the requirement of significant financial resources for development of study materials and limited availability of validated tools to measure health care professional collaboration over time.

The Learning Effects of a Multidisciplinary Professional Development Programme

ERIC Educational Resources Information Center

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

2013-01-01

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…

Evidence-Based Professional Development of Science Teachers in Two Countries

ERIC Educational Resources Information Center

Harrison, Christine; Hofstein, Avi; Eylon, Bat-Sheva; Simon, Shirley

2008-01-01

The focus of this collaborative research project of King's College London, and the Weizmann Institute, Israel is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development (CPD) programmes that lead…

Action Research Supporting Students' Oral Language in Northern Canadian Schools: A Professional Development Initiative

ERIC Educational Resources Information Center

Peterson, Shelley Stagg

2012-01-01

Interview, document, and observational data were used to examine grade K-2 teachers' and literacy coaches' perceptions of the benefits and challenges of collaborative action research as a professional development initiative in rural schools. Eleven teachers and five literacy coaches in five northern Ontario school districts participated in…

A Program Evaluation of the Effects of PLCs on Direct Interactive Instruction

ERIC Educational Resources Information Center

Reyes, Deirdre

2014-01-01

Increased student achievement is the goal of all educators, and to that end, teachers must engage in professional development so that they are introduced to new strategies. Moreover, these professional development offerings must be sustained with a follow-up plan that allows teachers to practice strategies and reflect and collaborate with…

Preservice Teachers' Inquiry in a Professional Development School Context: Implications for the Practicum

ERIC Educational Resources Information Center

Mule, Lucy

2006-01-01

Professional development school (PDS) contexts are increasingly being viewed as powerful sites for the preparation of future teachers in the USA. One of their documented strengths is in the fostering of preservice teachers' inquiry within collaborative frameworks that result from the partnerships between university teacher education programmes and…

No Panacea: Diagnosing What Ails Teacher Professional Development before Reaching for Remedies

ERIC Educational Resources Information Center

Tooley, Melissa; Connally, Kaylan

2016-01-01

Historically, states and districts have largely invested in teacher professional development (PD)--ranging from one-time workshops to collaborative peer learning communities--as the primary strategy to help teachers improve their practice. Despite its potential, in its present state, PD has gained a poor reputation among educators and those who…

Collaboration across Cultures: Planning and Delivering Professional Development for Inclusive Education in India

ERIC Educational Resources Information Center

Rose, Richard; Doveston, Mary

2015-01-01

In recent years a number of western universities have established professional development courses in international contexts. These have often involved tutors travelling to countries with which they may have previously had little contact, in order to deliver courses that have been long established in their own universities. This article discusses…

Developing Professional Fitness through Classroom Assessment and Classroom Research. The Cross Papers, Number 1.

ERIC Educational Resources Information Center

Cross, K. Patricia

Classroom assessment and research are effective means of professional development for community college faculty. Assessment tests engage students in monitoring and evaluating their own learning, and encourage teachers to reflect on their classes from a learning perspective. Classroom research is learner-centered, teacher-directed, collaborative,…

The Language of Collaboration: Dialogue and Identity in Teacher Professional Development

ERIC Educational Resources Information Center

Crafton, Linda; Kaiser, Eileen

2011-01-01

This article explores several professional development models currently being used in the US and in other countries to support teacher learning, including coaching, mentoring and communities of practice. While in some contexts the activities of the participants are informed by social constructivist views of learning, the authors argue that…

Collaboration, Collegiality, and Collective Reflection: A Case Study of Professional Development for Teachers

ERIC Educational Resources Information Center

Kelly, Jennifer; Cherkowski, Sabre

2015-01-01

This case study documents and interprets teachers' experiences in a professional development initiative called Changing Results for Young Readers in British Columbia. The reflections and discussions of a group of teachers in a rural school district were examined in order to understand how the participants constructed their realities relative to…

Collectively Improving Our Teaching: Attempting Biology Department-Wide Professional Development in Scientific Teaching

ERIC Educational Resources Information Center

Owens, Melinda T.; Trujillo, Gloriana; Seidel, Shannon B.; Harrison, Colin D.; Farrar, Katherine M.; Benton, Hilary P.; Blair, J. R.; Boyer, Katharyn E.; Breckler, Jennifer L.; Burrus, Laura W.; Byrd, Dana T.; Caporale, Natalia; Carpenter, Edward J.; Chan, Yee-Hung M.; Chen, Joseph C.; Chen, Lily; Chen, Linda H.; Chu, Diana S.; Cochlan, William P.; Crook, Robyn J.; Crow, Karen D.; de la Torre, José R.; Denetclaw, Wilfred F.; Dowdy, Lynne M.; Franklin, Darleen; Fuse, Megumi; Goldman, Michael A.; Govindan, Brinda; Green, Michael; Harris, Holly E.; He, Zheng-Hui; Ingalls, Stephen B.; Ingmire, Peter; Johnson, Amber R. B.; Knight, Jonathan D.; LeBuhn, Gretchen; Light, Terrye L.; Low, Candace; Lund, Lance; Márquez-Magaña, Leticia M.; Miller-Sims, Vanessa C.; Moffatt, Christopher A.; Murdock, Heather; Nusse, Gloria L.; Parker, V. Thomas; Pasion, Sally G.; Patterson, Robert; Pennings, Pleuni S.; Ramirez, Julio C.; Ramirez, Robert M.; Riggs, Blake; Rohlfs, Rori V.; Romeo, Joseph M.; Rothman, Barry S.; Roy, Scott W.; Russo-Tait, Tatiane; Sehgal, Ravinder N. M.; Simonin, Kevin A.; Spicer, Greg S.; Stillman, Jonathon H.; Swei, Andrea; Timpe, Leslie C.; Vredenburg, Vance T.; Weinstein, Steven L.; Zink, Andrew G.; Kelley, Loretta A.; Domingo, Carmen R.; Tanner, Kimberly D.

2018-01-01

Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching…

The Use of the Internet for English Language Teachers' Professional Development in Arab Countries

ERIC Educational Resources Information Center

Alhabahba, Mohammad Madallh; Mahfoodh, Omer Hassan Ali

2016-01-01

This study investigated the relationship between English language teachers' motives to use online teaching resources and three types of Internet practices: teachers' practices in using the Internet to collaborate with others, teachers' practices for classroom teaching, and the Internet's contribution to the overall professional development of…

Open Courses and MOOCs as Professional Development--Is the Openness a Hindrance?

ERIC Educational Resources Information Center

Olsson, Ulf

2016-01-01

Purpose: The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach: The…

STEM and Model-Eliciting Activities: Responsive Professional Development for K-8 Mathematics Coaches

ERIC Educational Resources Information Center

Baker, Courtney; Galanti, Terrie; Birkhead, Sara

2017-01-01

This research highlights a university-school division collaboration to pilot a professional development framework for integrating STEM in K-8 mathematics classrooms. The university researchers worked with mathematics coaches to construct a realistic and reasonable vision of STEM integration built upon the design principles of model-eliciting…

Learning to Link Research, Practice, and Disciplinary Literacies: An Interview with Darin Stockdill

ERIC Educational Resources Information Center

Stockdill, Darin; Moore, David W.

2011-01-01

Darin Stockdill was a secondary school English and social studies teacher in Detroit. His early research with classroom instruction and professional development motivated him to begin doctoral study to explore how schools serving as research sites can become sites for professional development and collaboration. He finds an epistemic perspective on…

"Happy Professional Development at an Unhappy Time": Learning to Teach for Historical Thinking in a High-Pressure Accountability Context

ERIC Educational Resources Information Center

Meuwissen, Kevin W.

2017-01-01

Adolescent learners stand to benefit when history teachers center their practice on investigating open-ended questions, interrogating evidence, and constructing persuasive arguments. Taking up this kind of teaching requires professional development (PD) experiences that are sustained, subject-specific, learning-focused, and collaborative and that…

Supporting Learner-Centered ICT Integration: The Influence of Collaborative and Needs-Based Professional Development

ERIC Educational Resources Information Center

MacDonald, Ronald

2009-01-01

A mixed-method study was carried out to investigate how teacher attitude and professional development influence learner-centered Information Communication Technology (ICT) integration. A questionnaire, interviews and observations were used to gather data in a school district in Nova Scotia, Canada. Teacher data were categorized by grade level,…

Challenges of Critical Colleagueship: Examining and Reflecting on Mathematics Teacher Study Group Interactions

ERIC Educational Resources Information Center

Males, Lorraine M.; Otten, Samuel; Herbel-Eisenmann, Beth A.

2010-01-01

This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher-educator-researcher as the facilitator of this project. The professional development collaboration comprised two phases: one…

Learning from Japanese Approach to Teachers' Professional Development: Can "Jugyou Kenkyu" Work in Other Countries?

ERIC Educational Resources Information Center

Masami, Matoba; Reza, Sarkar Arani M.

2005-01-01

This paper tries to present a careful analysis of current trends and challenges to importing Japanese model of teachers' professional development. The objective is to examine what "we" can learn from Japanese approach to improving instruction, especially "Jugyou Kenkyu" (Lesson Study) as a collaborative research on the…

Enhancing the competitiveness of skilled construction workers through collaborative education and training

NASA Astrophysics Data System (ADS)

Dardiri, Ahmad; Sutrisno, Kuncoro, Tri; Ichwanto, Muhamad Aris; Suparji

2017-09-01

Professionalism of construction workers is one of the keys to the success of infrastructure development projects. The professionalism of the workforce is demonstrated through the possession of expertise competence certificate (SKA) and/or certificates of skills (SKT) issued formally through competency tests by the National Construction Cervices Development Agency (LPJKN). The magnitude of the national skilled manpower needs has not been able to meet the availability of professional workforce. Strategies to develop the quality of resources require sufficient information on the characteristics of the resources themselves, facilities, constraints, stakeholder support, regulations, and socioeconomic as well as cultural conditions. The problems faced by Indonesia in improving the competitiveness of skilled construction workers are (1) how the level of professionalism of skill workers in construction field, (2) what the constrains on improving the quality of skilled construction workers,and(3) how the appropriate model of education and training skillfull construction work. The study was designed with quantitative and qualitative approaches. Quantitative methods were used to describe the profile of sklill constructions worker. Qualitative methods were used toidentify constraintsin improving the qualityof skilled labor, as well as formulate a viable collaborative education and training model for improving the quality of skill labor. Data were collected by documentation, observation, and interview. The result of the study indicate theat (1) the professionalism knowledge of skilled constructions worker are in still low condition, (2) the constrain faced in developing the quality of skilled construction labor cover economic and structural constrains, and (3) collaborative eduction and training model can improve the quality ods skilld labor contructions.

Order on the programme of the National Plan of Training and Professional Insertion and courses to be imparted by centres collaborating with INEM, 20 January 1988.

PubMed

1988-01-01

Among other things, this Order provides that the Spanish National Institute of Employment, in collaboration with the Women's Institute and other organizations, is to develop courses for nonworking women that will promote their professional insertion or reintegration into those areas, activities, or occupations in which women are under-represented. Women participating in these courses are to receive scholarships in the form of a daily stipend. full text

A collaborative approach to team building between staff and students in long-term care.

PubMed

Freiburger, O A

1996-01-01

Nursing staff and student interactions were not facilitating a system of care that reflected a team effort. Nursing staff and students were involved in efforts to resolve issues that influenced their professional relationships through use of a problem-solving approach. Team-building strategies were implemented, relationships improved, and collaboration increased between nursing staff members and students. Results of this project have implications for the socialization of nursing students and the development of professional relationships in clinical settings.

Interprofessional education in academic family medicine teaching units: a functional program and culture.

PubMed

Price, David; Howard, Michelle; Hilts, Linda; Dolovich, Lisa; McCarthy, Lisa; Walsh, Allyn E; Dykeman, Lynn

2009-09-01

The new family health teams (FHTs) in Ontario were designed to enable interprofessional collaborative practice in primary care; however, many health professionals have not been trained in an interprofessional environment. To provide health professional learners with an interprofessional practice experience in primary care that models teamwork and collaborative practice skills. The 2 academic teaching units of the FHT at McMaster University in Hamilton, Ont, employ 6 types of health professionals and provide learning environments for family medicine residents and students in a variety of health care professions. Learners engage in formal interprofessional education activities and mixed professional and learner clinical consultations. They are immersed in an established interprofessional practice environment, where all team members are valued and contribute collaboratively to patient care and clinic administration. Other contributors to the success of the program include the physical layout of the clinics, the electronic medical record communications system, and support from leadership for the additional clinical time commitment of delivering interprofessional education. This academic FHT has developed a program of interprofessional education based partly on planned activities and logistic enablers, and largely on immersing learners in a culture of long-standing interprofessional collaboration.

The Earth Science Women's Network (ESWN): A member-driven network approach to supporting women in the Geosciences

NASA Astrophysics Data System (ADS)

Hastings, M. G.; Kontak, R.; Adams, A. S.; Barnes, R. T.; Fischer, E. V.; Glessmer, M. S.; Holloway, T.; Marin-Spiotta, E.; Rodriguez, C.; Steiner, A. L.; Wiedinmyer, C.; Laursen, S. L.

2013-12-01

The Earth Science Women's Network (ESWN) is an organization of women geoscientists, many in the early stages of their careers. The mission of ESWN is to promote success in scientific careers by facilitating career development, community, informal mentoring and support, and professional collaborations. ESWN currently connects nearly 2000 women across the globe, and includes graduate students, postdoctoral scientists, tenure and non-tenure track faculty from diverse colleges and universities, program managers, and government, non-government and industry researchers. In 2009, ESWN received an NSF ADVANCE PAID award, with the primary goals to grow our membership to serve a wider section of the geosciences community, to design and administer career development workshops, to promote professional networking at scientific conferences, and to develop web resources to build connections, collaborations, and peer mentoring for and among women in the Earth Sciences. Now at the end of the grant, ESWN members have reported gains in a number of aspects of their personal and professional lives including: knowledge about career resources; a greater understanding of the challenges facing women in science and resources to overcome them; a sense of community and less isolation; greater confidence in their own career trajectories; professional collaborations; emotional support on a variety of issues; and greater engagement and retention in scientific careers. The new ESWN web center (www.ESWNonline.org), a major development supported by NSF ADVANCE and AGU, was created to facilitate communication and networking among our members. The web center offers a state-of-the-art social networking platform and features: 1) a public site offering information on ESWN, career resources for all early career scientists, and a 'members' spotlight' highlighting members' scientific and professional achievements; and 2) a password protected member area where users can personalize profiles, create and respond to discussions, and connect with other members. The new member area's archive of discussions and member database are searchable, providing better tools for targeted networking and collaboration.

Proposing a Continuous Professional Development Model to Support and Enhance Professional Learning of Teachers in Special Schools in South Africa

ERIC Educational Resources Information Center

Kempen, M.; Steyn, G. M.

2016-01-01

A collaborative continuous professional (CPD) model was implemented and evaluated in six special schools in Gauteng, South Africa in order to support teachers in their professional capacity. The study which reports on a two year study aimed to establish the value of the CPD programme on teachers' learning, students' outcomes and whole school…

Updating the Role of Rural Supervision: Perspectives from Alaska

ERIC Educational Resources Information Center

Kaden, Ute I.; Patterson, Philip P.; Healy, Joanne

2014-01-01

Despite the documented importance of professional experiences in teacher preparation, numerous questions persist as to how university supervisors can effectively contribute to rural preservice teachers' development and to establish lasting collaborations between involved stakeholders (e.g., collaborating teacher, principal, community). This paper…

Collaboration in History Teaching: Status, Problems, and Opportunities.

ERIC Educational Resources Information Center

Lorence, James J.

1999-01-01

Contends that college and university faculty must strengthen the ties between teachers in precollegiate and postsecondary institutions. Describes the Marathon County (Wisconsin) History Teaching Alliance, a collaborative professional development program that aims to enhance student learning through improved history instruction. Addresses the roles…

Analysis of an Asynchronous Online Discussion as a Supportive Model for Peer Collaboration and Reflection in Teacher Education

ERIC Educational Resources Information Center

Plešec Gasparic, Romina; Pecar, Mojca

2016-01-01

Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active teaching. With this aim we designed a blended learning environment with an asynchronous online discussion, enabling collaboration and reflection even when…

The Development and Evaluation of an Information Technology Support System to Facilitate Inter-Organisational Collaboration in HRD

ERIC Educational Resources Information Center

Ford, Norma J.

2006-01-01

Purpose: The purpose of this article is to evaluate the diffusion of and user response to an information technology support system (ITSS) which was designed to facilitate inter-organisational coordination and collaboration in the professional development of officers employed by local authorities (LAs). Design/methodology/approach: An action…

A Tale of Two Countries: Innovation and Collaboration Aimed at Changing the Culture of Medicine in Uruguay.

PubMed

Dapueto, Juan J; Viera, Mercedes; Samenow, Charles; Swiggart, William H; Steiger, Jeffrey

2018-05-11

This is a case study of a program to address professionalism at the Universidad de la República in Uruguay. We describe a five-year ongoing international collaboration. Relevant characteristics of the context, the program components, activities, and results were analyzed. The expected outcomes were to introduce standards of professional practices in the curricula of medical students and residents and the implementation of a program that might lead to a significant change in the culture of medicine in the University. Traditional didactics, interactive theater, and professional development workshops, issues such as teamwork and communication, professional behavior, and the culture of medicine, and physician wellness were addressed. A total of 359 faculty members, general practitioners, stakeholders, and other healthcare professionals (nurses, psychologists, social workers) participated in the intervention. The process led to specific achievements including new content in the curricula, the use of educational innovations to address issues of professionalism, a growing institutional culture of accountability, and the establishment of new rules and regulations. The strategies and interventions followed in the case of Uruguay can serve as a model to other developing countries to promote physician professionalism, wellness, and joy.

Teacher's Experience from Collaborative Design: Reported Impact on Professional Development

ERIC Educational Resources Information Center

Svendsen, Bodil

2017-01-01

This article is based on a research and development project conducted in one upper secondary school in Norway. The participating teachers have been part of a three year longitudinal study, and the findings in the present study are from their third and final year of a professional development study. The aim of this study was to find out how…

Reflections on Developing Collaborative Research in Pediatric Psychology: Implications and Future Directions

PubMed Central

2013-01-01

Objectives Collaborative research with pediatric colleagues has become increasingly important in the professional agenda of pediatric psychology, and there is a continuing need to articulate the challenges of such research. To address this need, this article describes types of collaborative research, reasons for collaboration, collaborative process, challenges, and strategies to facilitate collaborative research. Methods Experiences and lessons learned over the course of a career in collaborative research are described. Results Challenges in collaborative research can be overcome by effective strategies of engagement and communication. Useful methods of training researchers in collaborative research include modeling and supervised mentored experiences in research initiated by trainees. Conclusion Data are needed to identify the characteristics of successful collaborative research, strategies to promote effective research, and methods of training and career development. PMID:23671060

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.

Learning from each other: results of a decade of close collaboration between scientists and educators at CMMAP

NASA Astrophysics Data System (ADS)

Denning, S.; Burt, M. A.; Jones, B.

2015-12-01

Since 2006, the Center for Multiscale Modeling of Atmospheric Processes (CMMAP) has sponsored a fertile collaboration among researchers in many fields, graduate and undergraduate student, K-12 teachers, science outreach professionals, and evaluators. This collaboration included groundbreaking work in climate modeling, ecology, political science, sociology, psychology, and English. At the undergraduate level, we engaged more than 80 faculty in 26 Departments at a major public university who now teach one another's content in dozens of classes. Hundreds of English Composition students learned about climate change while developing basic writing skills. We also worked very closely with public schools to develop and test curriculum enhancement kits for teaching standards-aligned climate science in K-12 classrooms and built a successful series of Professional Development workshops for teachers at three different grade levels. Nearly 200,000 students participated in these programs in public schools and millions of individuals around the world used our web-based tools. The success of this collaborative program is apparent in traditional metrics and assessments of content knowledge. Equally important, the sustained interaction with education professionals had a substantial impact on the climate scientists and faculty involved in the program, and on our graduate students. We outline some of the key elements that made CMMAP's program successful, and offer suggestions for other institutions seeking to enhance climate literacy.

Exploring the Relation between Teachers' Perceptions of Workplace Conditions and Their Professional Learning Goals

ERIC Educational Resources Information Center

Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

2017-01-01

Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way…

Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says. REL 2013-003

ERIC Educational Resources Information Center

Blitz, Cynthia L.

2013-01-01

For more than a decade practitioners have promoted professional learning communities (PLCs) as an effective structure for providing teachers with professional development (Chappuis, Chappuis, & Stiggins, 2009; DuFour, Eaker, & DuFour, 2005). These collaborative networks are believed to be effective because they expose teachers to new ideas…

Expanding Horizons--Developing the Next Generation of International Professionals

ERIC Educational Resources Information Center

Barry, Tania; Garcia-Febo, Loida

2012-01-01

Today's global library village includes overseas collaboration between colleagues in various continents seeking to provide effective forums for new librarians. This paper features lessons learned as well as recommendations for colleagues undertaking events involving international collaboration. These are based on the authors' experiences whilst…

Cultivating Innovation in an Age of Accountability: Tech-Savvy Leadership

ERIC Educational Resources Information Center

Sterrett, William L.; Richardson, Jayson W.

2017-01-01

District and school leaders are uniquely poised to serve as collaborative, innovative leaders. However, the context of current challenges often detracts from implementation efforts. This case describes how district leadership works collaboratively with school administrators through targeted efforts related to professional development, articulation…

Enhancing Entrepreneurship and Professionalism in Medical Informatics Instruction: A Collaborative Training Model

PubMed Central

Carroll, Cathryn A.; Rychlewski, Walt; Teat, Marty; Clawson, Darrin

2004-01-01

This report describes an innovative training program designed to foster entrepreneurship and professionalism in students interested in the field of medical informatics. The course was developed through a private–public interinstitutional collaboration involving four academic institutions, one private firm specializing in health care information management systems, and a philanthropic organization. The program challenged students to serve in multiple roles on multidisciplinary teams and develop an innovative hand-held solution for drug information retrieval. Although the course was technically and behaviorally rigorous and required extensive hands-on experience in a nontraditional learning environment, both students and faculty responded positively. PMID:15064292

Teachers engaging in Authentic Education Research as They Engage Students in Authentic Science Research: A Collaboration Among Scientists, Education Researchers and Practitioners

NASA Astrophysics Data System (ADS)

Schielack, J. F.; Herbert, B. E.

2004-12-01

The ITS Center for Teaching and Learning (http://its.tamu.edu) is a five-year NSF-funded collaborative effort to engage scientists, educational researchers, and educators in the use of information technology to enhance science teaching and learning at Grades 7 - 16. The ITS program combines graduate courses in science and science education leadership for both science and education graduate students with professional development experiences for classroom teachers. The design of the ITS professional development experience is based upon the assumption that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology to support inquiry in science classrooms has been shown to help achieve this objective. In particular, the professional development for teachers centers around support for implementing educational research in their own classrooms on the impacts of using information technology to promote authentic science experiences for their students. As a design study that is "working toward a greater understanding of the "learning ecology," the research related to the creation and refinement of the ITS Center's collaborative environment for integrating professional development for faculty, graduate students, and classroom teachers is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, science education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. In this presentation, we will discuss the results of the formative evaluation process that has moved the ITS Center's collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). Phase II highlighted learning experiences over two summers focused on the exploration of environmentally-related science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the 7-16 curriculum.

Collaboration of chemistry instructional games and group investigation (Gi) model to improve learning outcome in high school students

NASA Astrophysics Data System (ADS)

Puspita, Ita; Sugiyarto, Kristian H.; Ikhsan, Jaslin

2017-05-01

The aims of this research are to: (1) develop chemistry instructional games on reaction rate matter; and (2) reveal the collaboration of chemistry instructional games and group investigation model to improvement learning outcome in high school student. This study is research and development (R&D). The procedure of developing product was adapted from Borg & Gall that modified into three principal steps: product planning, product developing, and product evaluating. The product planning step consist of field study, literature study, and manufacturing product. Product developing was developed product using Adobe Flash Professional CS 6 program. The last, product evaluating was performed by year XI of high school students, uses experimental methods nonequivalent control-group design by control class and experiment class. The results of this research show that: (1) a software of chemistry instructional games successfully developed using Adobe Flash Professional CS 6 and can be run on Android device; and (2) the test results of students showed that the collaboration of instructional games and group investigation model able to improvement learning outcome of hight school student.

Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning

ERIC Educational Resources Information Center

Dobbs, Christina L.; Ippolito, Jacy; Charner-Laird, Megin

2017-01-01

"Investigating Disciplinary Literacy" provides practical, research-based guidance for teachers seeking to strengthen students' reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related…

Wireless Communications Infrastructure for Collaboration in Common Space

DTIC Science & Technology

2004-03-01

creation tools accessible to a broad range of computer graphics professionals in the film, broadcast, industrial design, visualization, game ... development and web design industries. It is one of the leading full 3D production solutions. Maya Complete is available for Windows 2000 Professional

Education for Professional Engineering Practice

ERIC Educational Resources Information Center

Bramhall, Mike D.; Short, Chris

2014-01-01

This paper reports on a funded collaborative large-scale curriculum innovation and enhancement project undertaken as part of a UK National Higher Education Science, Technology Engineering and Mathematics (STEM) programme. Its aim was to develop undergraduate curricula to teach appropriate skills for professional engineering practice more…

The VCU Pressure Ulcer Summit: Collaboration to Operationalize Hospital-Acquired Pressure Ulcer Prevention Best Practice Recommendations.

PubMed

Brindle, C Tod; Creehan, Sue; Black, Joyce; Zimmermann, Deb

2015-01-01

This executive summary reports outcomes of an interprofessional collaboration between experts in pressure ulcer prevention, bedside clinicians, regulatory agencies, quality improvement, informatics experts, and professional nursing organizations. The goal of the collaboration was to develop a framework to assist facilities to operationalize best practice recommendations to sustain organizational culture change in hospital-acquired pressure ulcer prevention, to develop a hospital-acquired pressure ulcer severity score, and to address topics related to the unavoidable pressure ulcer.

Complexity Science and Professional Learning for Collaboration: A Critical Reconsideration of Possibilities and Limitations

ERIC Educational Resources Information Center

Fenwick, Tara

2012-01-01

Professionals increasingly must collaborate very closely, such as through inter-professional work arrangements. This involves learning both "in" and "for" collaboration. Some educational researchers have turned to complexity science to better understand these learning dynamics. This discussion asks, How useful is complexity science for examining…

Exploring the use of Virtual Field Trips with elementary school teachers: A collaborative action research approach

NASA Astrophysics Data System (ADS)

Scott, Jeffrey Lance

This research examines how elementary school teachers, when supported, use Virtual Field Trips (VFTs) to address the curricula in meaningful ways. I conducted a qualitative study with six teachers, in a collaborative action research context over a six month period. The teachers, five males and one female, all taught either grade five or six and utilized Virtual Field Trips within a variety of curricula areas including science, social studies, music and language arts. In addition, the thesis examines resulting integration of technology into the regular classroom program as a product of the utilization of Virtual Field Trips. The process of collaborative action research was applied as a means of personal and professional growth both for the participants and the researcher/facilitator. By the end of the research study, all participants had learned to integrate Virtual Field Trips into their classroom program, albeit with different levels of success and in different curricula areas. The development of attitudes, skills and knowledge for students and teachers alike was fostered through the participation in Virtual Field Trips. A common concern regarding the utilization of Virtual Field Trips was the time spent locating an appropriate site that met curricula expectations. Participation in the collaborative action research process allowed each teacher to grow professionally, personally and socially. Each participant strongly encouraged the utilization of a long term project with a common area of exploration as a means for positive professional development. Implications and recommendations for future research on the utilization of Virtual Field Trips, as well as the viability of collaborative action research to facilitate teacher development are presented.

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.

Evaluation of a Core Team Centred Professional Development Programme for Building a Whole-School Cooperative Problem Solving Approach to Conflict

ERIC Educational Resources Information Center

White, Andrew Jonathan; Wertheim, Eleanor H.; Freeman, Elizabeth; Trinder, Margot

2013-01-01

This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme ("n"?=?10) or a non-programme…

The Youth Worker as Jazz Improviser: Foregrounding Education "In the Moment" within the Professional Development of Youth Workers

ERIC Educational Resources Information Center

Harris, Pete

2014-01-01

This paper argues for the foregrounding of improvisation and education "in the moment" within youth workers' professional development. Devised in collaboration with third-year Youth and Community Work students and lecturers at a university in Birmingham, this participatory action research project drew on work of jazz ethnomusicologists…

Developing and Sustaining an Educative Mentoring Model of STEM Teacher Professional Development through Collaborative Partnership

ERIC Educational Resources Information Center

Richmond, Gail; Dershimer, R. Charles; Ferreira, Maria; Maylone, Nelson; Kubitskey, Beth; Meriweather, Alycia

2017-01-01

In this paper, we present details of a partnership undertaken by four universities with field-based, alternative STEM teacher preparation programs and a large urban school district to provide ongoing professional support for teachers serving as mentors for individuals preparing for careers in high-poverty schools. We also present key findings…

Hybrid Professional Development: An Investigation of Participant Work Locus of Control and Use of Online Resources

ERIC Educational Resources Information Center

O'Donovan-Korte, Kristy M.

2016-01-01

Current demands have prompted many school organizations to look toward online resources in order to provide and fiscally manage professional development. The perpetually evolving technology has afforded administrators the opportunity to offer a variety of online resources, such as platforms for communication and collaboration, social media sites,…

Examining the Internal Structure of the Test of English-for-Teaching ("TEFT"™). Research Report. ETS RR-15-16

ERIC Educational Resources Information Center

Gu, Lin; Turkan, Sultan; Gomez, Pablo Garcia

2015-01-01

ELTeach is an online professional development program developed by Educational Testing Service (ETS) in collaboration with National Geographic Learning. The ELTeach program consists of two courses: English-for-Teaching and Professional Knowledge for English Language Teaching (ELT). Each course includes a coordinated assessment leading to a score…

Collaborative Learning and Support Environment for Teachers in Native American Pueblo Schools in New Mexico

ERIC Educational Resources Information Center

Kilde, Josephine

2016-01-01

Teachers in rural Native American Pueblo schools in New Mexico lack professional development opportunities due to the long distances between the Pueblos and academic institutions. Previously, most schools received "hit and run" professional development sessions conducted once or twice a year that did not address the real issues faced by…

Collaboration: A Key to Successful Professional Development Engagement with Students and Parents

ERIC Educational Resources Information Center

Wood, Randy M.

2010-01-01

This article describes the significance of academic enrichment and English as a second language in a community-based professional development middle school. As an example of a university-school partnership that is responding to the needs of its students, parents, and community, the Baylor University School of Education has partnered with the Cesar…

Teacher Perspectives about Lesson Study in Secondary School Departments: A Collaborative Vehicle for Professional Learning and Practice Development

ERIC Educational Resources Information Center

Cajkler, Wasyl; Wood, Phil; Norton, Julie; Pedder, David; Xu, Haiyan

2015-01-01

Two departments in a secondary school in England participated in "lesson study" projects over a five-month period to explore its usefulness as a vehicle for professional development. Through a cycle of two research lessons, conducted separately in each department, teachers identified challenges that inhibited the learning of their…

Integrating STEM in Elementary Classrooms Using Model-Eliciting Activities: Responsive Professional Development for Mathematics Coaches and Teachers

ERIC Educational Resources Information Center

Baker, Courtney K.; Galanti, Terrie M.

2017-01-01

Background: This research highlights a school-university collaboration to pilot a professional development framework for integrating STEM in K-6 mathematics classrooms in a mid-Atlantic suburban school division. Because mathematics within STEM integration is often characterized as the calculations or the data representations in science classrooms,…

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

ERIC Educational Resources Information Center

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

2008-01-01

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

From Isolation to Interaction? Network-Based Professional Development and Teacher Professional Communication.

ERIC Educational Resources Information Center

McMahon, Teresa A.

The Mathematics Learning Forums, a collaborative effort of Bank Street College and the Center for Children and Technology, Education Development Center, Inc., provided the primary research setting for this study. Each 8-week forum focuses on specific elements of a mathematics content area and is designed to address both student learning and…

A Practice-Centered Approach to Professional Development: Teacher-Librarian Collaboration in Capstone Projects

ERIC Educational Resources Information Center

Harada, Violet H.

2016-01-01

This paper reports on a professional development initiative that targeted teams of teachers and librarians working with high school students on strengthening an inquiry approach to capstone projects. While much has been written about student-focused models for information search and use, little has been reported on how training for the…

Charting New Waters: Collaborating for School Improvement in U.S. High Schools

ERIC Educational Resources Information Center

Schneider, Melanie; Huss-Lederman, Susan; Sherlock, Wallace

2012-01-01

When professional learning communities (PLCs) are developed to promote the academic achievement of English language learners (ELLs), the results can benefit not only ELLs but the whole school. This article examines the ventures of three high schools that implemented PLCs as part of a Title III National Professional Development Project. The authors…

Principal Experiences with Crisis Management Professional Development, Collaboration, and Implementation of the National Incident Management System Phases of Emergency Management

ERIC Educational Resources Information Center

Naradko, Anthony M.

2017-01-01

The purpose of this qualitative single-subject case study was to identify the elements critical to crisis management professional development for school principals; the factors influencing the implementation of the National Incident Management System Phases of Emergency Management (2010) for principals; and the necessary elements for fostering…

Identifying Professional Development Environment for Mentor Teachers at a Learning Centre

ERIC Educational Resources Information Center

Cheng, May May-hung; Yeung, Yau-Yuen

2010-01-01

This paper argues with evidence that conditions for teacher professional development can be enhanced for mentor teachers through a Learning Centre (LC) project which has been introduced in Hong Kong as a collaborative project between the government, a primary school, a secondary school, and the Hong Kong Institute of Education. The LC teachers…

The Path from Insight to Action: The Case of an Online Learning Community in Support of Collaborative Teacher Inquiry

ERIC Educational Resources Information Center

Sessums, Christopher Davis

2009-01-01

Teacher professional development is a complex enterprise (Sprinthall, Reiman, and Thies-Sprinthall, 1996). While many online professional development programs have been introduced over the past several years that provide continuous, job-embedded support, empirical evidence relating what works and what does not has been limited (Whitehouse, Breit,…

Scaling CPD through Professional Learning Communities: Development of Teachers' Self-Efficacy in Relation to Collaboration

ERIC Educational Resources Information Center

Weißenrieder, Jochen; Roesken-Winter, Bettina; Schueler, Sven; Binner, Elke; Blömeke, Sigrid

2015-01-01

Whereas much is known about designing effective continuous professional development (CPD) for teachers, little is known about spillover effects of CPD by fostering collegial interactions. In this respect, the self-efficacy expectancy of multipliers to spread CPD issues within their own school is an important predictor for scaling. Self-efficacy…

Texts, Structure, and Collaboration: Reflections of a Professional Development Addressing Homophobia in Secondary Schools

ERIC Educational Resources Information Center

Jones, Joseph R.

2015-01-01

Homophobia is an incredible problem within educational settings. Therefore, we must begin examining how we can address the challenge in an effective manner. Researchers postulate professional development (PD) discussing homophobia is an appropriate method to address the problem. To date, there is little published literature that discusses how a PD…

Relational Agency and Teacher Development: A CHAT Analysis of a Collaborative Professional Inquiry Project with Biology Teachers

ERIC Educational Resources Information Center

McNicholl, Jane

2013-01-01

Teacher quality largely determines student outcomes and many argue for high quality teacher training and professional development (PD). Much PD has been heavily critiqued and what constitutes effective provision for teachers remains contested. Disenfranchisement of teachers, through neglect of prior expertise and failure to acknowledge teachers'…

Partnerships for knowledge translation and exchange in the context of continuing professional development.

PubMed

Légaré, France; Borduas, Francine; MacLeod, Tanya; Sketris, Ingrid; Campbell, Barbara; Jacques, André

2011-01-01

Continuing professional development (CPD) is an important vehicle for knowledge translation (KT); however, selecting CPD strategies that will impact health professionals' behavior and improve patient outcomes is complex. In response, we, KT researchers and CPD knowledge users, have recently formed a partnership known as the National Network for Patient-Centered Evidence-Based Continuing Professional Development. The partnership was initiated in 2006 with a series of CIHR Knowledge Translation: Planning, Meetings and Dissemination grants. The objectives of these grants were to bring members of the CPD and KT communities together, determine their interest in working together, identify similarities and differences in the fields of CPD and KT, and develop working groups to inform larger collaborative initiatives to support knowledge translation and exchange. The vision for this partnership is to become a premiere knowledge translation collaboration and a cutting-edge implementation network that informs the provision of CPD across Canada and abroad. This paper reports on the development and outcomes of this network to date. Copyright © 2010 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

An Official Critical Care Societies Collaborative Statement-Burnout Syndrome in Critical Care Health-care Professionals: A Call for Action.

PubMed

Moss, Marc; Good, Vicki S; Gozal, David; Kleinpell, Ruth; Sessler, Curtis N

2016-07-01

Burnout syndrome (BOS) occurs in all types of health-care professionals and is especially common in individuals who care for critically ill patients. The development of BOS is related to an imbalance of personal characteristics of the employee and work-related issues or other organizational factors. BOS is associated with many deleterious consequences, including increased rates of job turnover, reduced patient satisfaction, and decreased quality of care. BOS also directly affects the mental health and physical well-being of the many critical care physicians, nurses, and other health-care professionals who practice worldwide. Until recently, BOS and other psychological disorders in critical care health-care professionals remained relatively unrecognized. To raise awareness of BOS, the Critical Care Societies Collaborative (CCSC) developed this call to action. The present article reviews the diagnostic criteria, prevalence, causative factors, and consequences of BOS. It also discusses potential interventions that may be used to prevent and treat BOS. Finally, we urge multiple stakeholders to help mitigate the development of BOS in critical care health-care professionals and diminish the harmful consequences of BOS, both for critical care health-care professionals and for patients. Copyright © 2016 American College of Chest Physicians. Published by Elsevier Inc. All rights reserved.

The Modified Readiness for Interprofessional Learning Scale in Currently Practicing Athletic Trainers

ERIC Educational Resources Information Center

Welsch, Lauren A.; Rutledge, Carolyn; Hoch, Johanna M.

2017-01-01

Context: Athletic trainers are encouraged to work collaboratively with other health care professionals to improve patient outcomes. Interprofessional education (IPE) experiences for practicing clinicians should be developed to improve interprofessional collaborative practice postcertification. An outcome measure, such as the modified Readiness for…

Flickering Clusters: Women, Science, and Collaborative Transformations.

ERIC Educational Resources Information Center

Ney, Cheryl, Ed; Ross, Jacqueline, Ed.; Stempel, Laura, Ed.

The essays in this collection discuss the development and implementation of the collaborative Women and Science Project, which aimed to improve undergraduate science education by increasing faculty expertise in gender and science scholarship and pedagogy, and by providing role models of professional women scientists, improving the classroom…

Developing Effective Social Work University-Community Research Collaborations

ERIC Educational Resources Information Center

Begun, Audrey L.; Berger, Lisa K.; Otto-Salaj, Laura L.; Rose, Susan J.

2010-01-01

In many instances, departments of social work in universities and community-based social services agencies have common interests in improving professional practice and advancing knowledge in the profession. Effective university-community research collaborations can help partners achieve these goals jointly, but to be effective these collaborative…

A Collaborative Diagonal Learning Network: The role of formal and informal professional development in elementary science reform

NASA Astrophysics Data System (ADS)

Cooke-Nieves, Natasha Anika

Science education research has consistently shown that elementary teachers have a low self-efficacy and background knowledge to teach science. When they teach science, there is a lack of field experiences and inquiry-based instruction at the elementary level due to limited resources, both material and pedagogical. This study focused on an analysis of a professional development (PD) model designed by the author known as the Collaborative Diagonal Learning Network (CDLN). The purpose of this study was to examine elementary school teacher participants pedagogical content knowledge related to their experiences in a CDLN model. The CDLN model taught formal and informal instruction using a science coach and an informal educational institution. Another purpose for this research included a theoretical analysis of the CDLN model to see if its design enabled teachers to expand their resource knowledge of available science education materials. The four-month-long study used qualitative data obtained during an in-service professional development program facilitated by a science coach and educators from a large natural history museum. Using case study as the research design, four elementary school teachers were asked to evaluate the effectiveness of their science coach and museum educator workshop sessions. During the duration of this study, semi-structured individual/group interviews and open-ended pre/post PD questionnaires were used. Other data sources included researcher field notes from lesson observations, museum field trips, audio-recorded workshop sessions, email correspondence, and teacher-created artifacts. The data were analyzed using a constructivist grounded theory approach. Themes that emerged included increased self-efficacy; increased pedagogical content knowledge; increased knowledge of museum education resources and access; creation of a professional learning community; and increased knowledge of science notebooking. Implications for formal and informal professional development in elementary science reform are offered. It is suggested that researchers investigate collaborative coaching through the lenses of organizational learning network theory, and develop professional learning communities with formal and informal educators; and that professional developers in city school systems and informal science institutions work in concert to produce more effective elementary teachers who not only love science but love teaching it.

Special and General Education Biology Teachers Working Together Collaboratively

NASA Astrophysics Data System (ADS)

Gagne-Grosso, Melissa

Collaborative teaching, between special education and general education teachers working together, came about as a result of the No Child Left Behind and Individuals with Disabilities Education Acts. Despite the positive intentions of those acts, teachers are not always ready to teach collaboratively. Guided by the theories of fundamental change and inclusion, this study was based on a lack of understanding about collaborative teaching at 3 high schools. The research questions focused on the benefits, process, and concerns related to collaborative teaching. The perspectives of 4 special education and 8 regular education teachers in 3 urban, public high schools were collected through interviews and observations. Data were analyzed descriptively and inductively using coding, reconstruction, and interpretation of the underlying meanings. The findings revealed that teachers benefitted from being in these classrooms by having a reduced work load and shared responsibility; however, they needed more time for collaboration and modifying instruction, professional development, and stronger support. Students in these classrooms benefitted from social interactions with other students and by getting direct answers to questions. Based on these findings, a professional development training was created based on how collaborative teachers can work together to promote successful learning. This project study can have a positive impact by assisting collaborative teachers with support, communication, strategies for modifications and accommodations, and an enhanced experience, and additionally by improving the academic outcomes for their students.

The Design and Development of CollaborAT: A Groupware Solution for IEP Teams Supporting School-Age Students Who Use Assistive Technology

ERIC Educational Resources Information Center

Geist, Lori A.

2010-01-01

Team collaboration is necessary to fully support school-age students who use assistive technology (AT). Teams should include the student, his or her family, and school professionals. Unfortunately, team collaboration is often not realized due to constraints that range from scheduling conflicts and language barriers to lack of defined roles and…

The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community--A Challenge for the Professional Development

ERIC Educational Resources Information Center

Kalin, Jana; Šteh, Barbara

2016-01-01

One of the most important tasks that schools have is the establishment of collaboration between the school and the wider community it belongs to. We have conducted an empirical study on the collaboration of Slovenian elementary schools with different partners. We were interested in, among other things, what are the objectives set by schools in the…

A Work-Based Learning Approach to Developing Leadership for Senior Health and Social Care Professionals: A Case Study from Middlesex University

ERIC Educational Resources Information Center

Rounce, Katherine; Scarfe, Annabel; Garnett, Jonathan

2007-01-01

Purpose: This paper is of a complex and challenging collaboration. It aims to explore the challenges to both higher education (HE) and commissioners that stimulated different thinking and creative ways of delivering learning, assessing and the consequent impact on practice through a collaborative programme. The purpose of the collaboration was to…

Enriching a Collaborative Teacher Inquiry Discourse: Exploring Teachers' Experiences of a Theory-Framed Discourse in a Singapore Case of Lesson Study

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle

2014-01-01

This paper explores how a learning theory enriched a collaborative teacher inquiry discourse where lesson study was adopted as the educational action research model to promote teacher professional development. Four Grade 9-10 biology teachers in Singapore drew from variation theory to collaboratively plan and teach new genetics content as part of…

[Relationships with microbiology: the view from other specialties].

PubMed

Santiago, Emilio Bouza; Garau, Javier; Crespo, Rafael Zaragoza; Gonzalo de Liria, Carlos Rodrigo

2010-10-01

The major advances produced in infectious diseases, partly favored by technological development in the last few years, together with current changes in healthcare, have led to a new scenario in which, far from the control of infectious diseases, clinical microbiology has acquired an undoubted leading role. This new panorama implies collaboration among distinct health professionals within the same healthcare setting, with common and occasionally conflicting interests. Setting aside the individual differences that can be produced in the daily life of our hospitals, all health professionals should understand one another, not only because such cooperation is required for optimal patient care but also because synergistic collaboration among professions would improve professional development. Based on this principle of a multidisciplinary approach, collaboration and mutual respect, the moment seems opportune for the various professionals involved in infectious diseases (infectologists, internists, pediatricians and intensivists) to express their view of the specialty of clinical microbiology. The present article includes reflections, from a highly liberal and personal point of view, on how mutual relationships can be approached and on how greater knowledge of infectious diseases can continue to be gained in Spain. In all these reflections, the questions of where we come from and where we are going are explicit or implicit. Copyright © 2010 Elsevier España S.L. All rights reserved.

Experiences of Practice-Based Learning in Phenomenographic Perspective

ERIC Educational Resources Information Center

Rovio-Johansson, Airi

2018-01-01

Purpose: The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach: The paper introduces the cooperation project between Tibro Training…

Professional Learning Networks Designed for Teacher Learning

ERIC Educational Resources Information Center

Trust, Torrey

2012-01-01

In the information age, students must learn to navigate and evaluate an expanding network of information. Highly effective teachers model this process of information analysis and knowledge acquisition by continually learning through collaboration, professional development, and studying pedagogical techniques and best practices. Many teachers have…

Self-Directed Teacher Learning in Collaborative Contexts

ERIC Educational Resources Information Center

Slavit, David; Roth McDuffie, Amy

2013-01-01

Two related case studies of secondary mathematics teachers examine the roles and conditions helpful in initiating, directing, and/or supporting teachers' own professional development. Using multiple data sources from school-based and professional settings, we applied analytic induction to identify patterns of similarities and differences in…

The resident physician as leader within the healthcare team.

PubMed

Sonnenberg, Lyn Kathryn; Pritchard-Wiart, Lesley; Busari, Jamiu

2018-05-08

Purpose The purpose of this study was to explore inter-professional clinicians' perspectives on resident leadership in the context of inter-professional teams and to identify a definition for leadership in the clinical context. In 2015, CanMEDS changed the title of one of the core competencies from manager to leader. The shift in language was perceived by some as returning to traditional hierarchical and physician-dominant structures. The resulting uncertainty has resulted in a call to action to not only determine what physician leadership is but to also determine how to teach and assess it. Design/methodology/approach Focus groups and follow-up individual interviews were conducted with 23 inter-professional clinicians from three pediatric clinical service teams at a large, Canadian tertiary-level rehabilitation hospital. Qualitative thematic analysis was used to inductively analyze the data. Findings Data analysis resulted in one overarching theme: leadership is collaborative - and three related subthemes: leadership is shared; leadership is summative; and conceptualizations of leadership are shifting. Research limitations/implications Not all members of the three inter-professional teams were able to attend the focus group sessions because of scheduling conflicts. Participation of additional clinicians could have, therefore, affected the results of this study. The study was conducted locally at a single rehabilitation hospital, among Canadian pediatric clinicians, which highlights the need to explore conceptualization of leadership across different contexts. Practical implications There is an evident need to prepare physicians to be leaders in both their daily clinical and academic practices. Therefore, more concerted efforts are required to develop leadership skills among residents. The authors postulate that continued integration of various inter-professional disciplines during the early phases of training is essential to foster collaborative leadership and trust. Originality/value The results of this study suggest that inter-professional clinicians view clinical leadership as collaborative and fluid and determined by the fit between tasks and team member expertise. Mentorship is important for increasing the ability of resident physicians to develop collaborative leadership roles within teams. The authors propose a collaborative definition of clinical leadership based on the results of this study: a shared responsibility that involves facilitation of dialog; the integration of perspectives and expertise; and collaborative planning for the purpose of exceptional patient care.

Professional Reward in the Academic Fieldwork Coordinator Role.

PubMed

Stutz-Tanenbaum, Patricia; Greene, David; Hanson, Debra J; Koski, Jeanette

The purpose of this national survey was to explore perceptions of professional reward among occupational therapist (OT) and occupational therapy assistant (OTA) academic fieldwork coordinators (AFWCs). Agreement was found in ranking the value of six role factors: (1) fieldwork data management, (2) fieldwork site management, (3) fieldwork teaching and consultation, (4) departmental and institutional compliance, (5) scholarship and accreditation, and (6) laying groundwork for students in fieldwork. Both levels of AFWC indicated teaching and consultation had the highest value and data management the least. OT AFWCs placed significantly higher value on publishing articles and lower value on educating fieldwork educators about role delineation than OTA AFWCs. Five themes emerged regarding professional reward: (1) intrinsic reward, (2) collaboration, (3) development of the profession, (4) feeling appreciated, and (5) student success. AFWCs value activities involving personal interaction, promoting professional development, and facilitating student success. Results have implications for AFWC collaboration, workload distribution, and scholarship. Copyright © 2017 by the American Occupational Therapy Association, Inc.

Conceptualization and Support of the Role of Teachers Serving as Team Leaders in a Professional Learning Community

ERIC Educational Resources Information Center

Gordin, Lanelle

2010-01-01

This study presents the results of a phenomenological qualitative investigation into the new role of teachers serving as team leaders in a professional learning community, as well as the support team leaders need from members and principals to be effective. Collaborative teacher teams in 6 schools that have been developing as professional learning…

Leading for Change: Creating a Professional Learning Community for Collaborative Relationships and Shared Leadership

ERIC Educational Resources Information Center

Martin, Linda

2013-01-01

This action research study examines school reform through the development of a professional learning community for teacher-leaders. Through action research, this study organized a select group of teacher-leaders into a professional learning community to engage in a series of readings through a book club. The purpose of the book club was to develop…

Exploring nurses' perceptions of organizational factors of collaborative relationships.

PubMed

Smith, Kevin; Lavoie-Tremblay, Melanie; Richer, Marie-Claire; Lanctot, Suzanne

2010-01-01

Collaborative relationships are influenced by the context of the organization in which health professionals work. There is limited knowledge concerning the influence that organizational factors have on this process. A descriptive study design using semistructured interviews was used to explore nurses' perceptions of the organizational factors that influence the development of collaborative relationships in health care teams. Eight nurses from a university-affiliated teaching hospital in Montreal participated in this study. Nurses described a variety of experiences where effective collaboration took place. One common theme emerged from the participants: Being Available for Collaboration. Nurses perceived that 2 particular organizational factors-time and workday scheduling-influenced the development of collaborative relationships. This study supports the need for health care managers to promote and invest in alternative means of communication technology and to structure clinical care environments to help promote the development of collaborative relationships within health care teams.

Interprofessional Education: A Summary of Reports and Barriers to Recommendations.

PubMed

Meleis, Afaf I

2016-01-01

Effective, quality care to achieve the newly developed sustainable development goals requires the development of collaborative teams and is predicated on implementing transformative interprofessional education and on team members who are equally empowered. This is a report on The Lancet commission on transformative education for health professionals and the National Academy of Medicine's dialogues on developing and implementing innovations to enhance collaborations and to facilitate the effectiveness of healthcare teams. Using postcolonial feminist theory for critical analysis and integrations of findings from both reports, as well as for identification of barriers to achieving equity in team functioning. The global Lancet commission and the National Academy of Medicine/Institute of Medicine forum developed frameworks that could be used to educate the next generation of professionals based on identifying the local needs of communities within a global context. Recommendations included breaking down silos that exists between schools and using an equity and justice framework in developing educational programs; utilizing contemporary innovations in teaching that correspond with innovations in healthcare systems; and insuring investments in time, energy, and resources in interprofessional education. However, without addressing the silos created through professional identities and power differentials, goals of interprofessional education and collaborative practice may not be achieved. While a great deal has been written about interprofessional education, it is imperative for faculty in the different professional schools and for members of healthcare teams to engage in dialogues that address the fundamental and most obstinate barriers to forming equitable teams, which is the consistent narrative of medical privilege and centrism. The dialogues about medical privilege and physician centrism in education and health care could drive the development of programmatic approaches to enhancing interprofessional education and teamwork based on justice and equity frameworks. © 2015 Sigma Theta Tau International.

Challenges of implementing collaborative models of decision making with trans-identified patients.

PubMed

Dewey, Jodie M

2015-10-01

Factors health providers face during the doctor-patient encounter both impede and assist the development of collaborative models of treatment. I investigated decision making among medical and therapeutic professionals who work with trans-identified patients to understand factors that might impede or facilitate the adoption of the collaborative decision-making model in their clinical work. Following a grounded theory approach, I collected and analysed data from semi-structured interviews with 10 U.S. physicians and 10 U.S. mental health professionals. Doctors and therapists often desire collaboration with their patients but experience dilemmas in treating the trans-identified patients. Dilemmas include lack of formal education, little to no institutional support and inconsistent understanding and application of the main documents used by professionals treating trans-patients. Providers face considerable risk in providing unconventional treatments due to the lack of institutional and academic support relating to the treatment for trans-people, and the varied interpretation and application of the diagnostic and treatment documents used in treating trans-people. To address this risk, the relationship with the patient becomes crucial. However, trust, a component required for collaboration, is thwarted when the patients feel obliged to present in ways aligned with these documents in order to receive desired treatments. When trust cannot be established, medical and mental health providers can and do delay or deny treatments, resulting in the imbalance of power between patient and provider. The documents created to assist in treatment actually thwart professional desire to work collaboratively with patients. © 2013 John Wiley & Sons Ltd.

Collaboration, Technology, and Outsourcing Initiatives in Higher Education: A Literature Review.

ERIC Educational Resources Information Center

Kaganoff, Tessa

This report presents a sector-wide review of three types of cost-containment initiatives. The first, collaboration, allows for the sharing of resources, facilitates joint purchasing agreements, reduces duplication of services, and expands personal and professional contacts, but requires time to develop institutional relationships. The second,…

The Schoolhouse Network: How School Buildings Affect Teacher Collaboration

ERIC Educational Resources Information Center

Spillane, James P.; Shirrell, Matthew

2018-01-01

In recent years, teacher collaboration has emerged as an important strategy to drive improvement, informed by research showing how on-the-job interactions can boost teacher development and effectiveness. Schools across the United States are adjusting their professional cultures and workplace practices in response, creating formal opportunities for…

Using Wikis and Collaborative Learning for Science Teachers' Professional Development

ERIC Educational Resources Information Center

Chen, Y-H.; Jang, S-J.; Chen, P-J.

2015-01-01

Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers' "Technological,…

The Purchasing Power of Collaboration

ERIC Educational Resources Information Center

Rosenthal, Amy; Mavrolas, Pamela; Rusmore, Barbara; Liquori, Toni

2017-01-01

Purpose/Objectives: School Food Focus (Focus) developed the Focus Midwest project on the premise that school food professionals (SFPs) could work together to minimize effort and maximize potential to find new or improved products to serve. Focus designed this project as an experiment to explore how and to what extent this collaborative approach…

Student Teachers' Collaborative Research: Small-Scale Research Projects during Teacher Education

ERIC Educational Resources Information Center

Dobber, Marjolein; Akkerman, Sanne F.; Verloop, Nico; Vermunt, Jan D.

2012-01-01

Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher education program, focussing on elaboration and decision…

Promoting the Role of Occupational Therapy in School-Based Collaboration: Outcome Project

ERIC Educational Resources Information Center

Christner, Andrea

2015-01-01

This evidence-based project provided a professional development opportunity for educators to enhance the awareness of school-based occupational therapy and promote a collaborative approach when supporting student participation in daily learning tasks. Through asynchronous web-based delivery, participants viewed five narrated PowerPoint…

Three Cases of Teachers' Collaborative Design: Perspectives from Those Involved

ERIC Educational Resources Information Center

Preciado-Babb, Armando Paulino; Liljedahl, Peter

2012-01-01

We present the perspectives of teachers and others involved in the collaborative design of teaching and learning artifacts across three cases: (a) an independent group participating in lesson study; (b) teachers participating in professional development programs; and (c) a district initiative for producing numeracy tasks. Among the results we…

InnoTube: A Video-Based Connection Tool Supporting Collaborative Innovation

ERIC Educational Resources Information Center

Angehrn, Albert A.; Luccini, Angelo Marco; Maxwell, Katrina

2009-01-01

Innovation is a key driver of organizational renewal and success. However, providing the right environment for innovative ideas to emerge and develop is not easy. This is further complicated by the fact that the professional environment is increasingly virtual as globally dispersed organizational and inter-organizational teams collaborate on…

Collaborative Action Research Involving Fiji and Solomon Islands Teachers.

ERIC Educational Resources Information Center

Singh, Gurmit

2000-01-01

Reviews the Basic Education and Life Skills program, which involves University of the South Pacific member countries, highlighting teacher involvement in collaborative action research to promote professional development at the school level. The paper describes the nature of teachers' involvement and shares insights from their experiences as…

The Value of Coaching: Collaborative Relationships Spur Professional Growth

ERIC Educational Resources Information Center

Kang, Grace Y.

2016-01-01

Teachers do not simply want resources given to them. They often seek out relationships from more knowledgeable or experienced colleagues to ask advice, model lessons, or start an inquiry group. Establishing relationships within collaboration is essential for learning and knowledge development (Putnam & Borko, 2000). This study's goal was to…

Exploring interprofessional, interagency multimorbidity care: case study based observational research

PubMed Central

McKinlay, Eileen M.; Morgan, Sonya J.; Gray, Ben V.; Macdonald, Lindsay M.; Pullon, Susan R.H.

2017-01-01

Background The increase in multimorbidity or co-occurring chronic illnesses is a leading healthcare concern. Patients with multimorbidity require ongoing care from many different professionals and agencies, and often report a lack of integrated care. Objective To explore the daily help-seeking behaviours of patients with multimorbidity, including which health professionals they seek help from, how professionals work together, and perceptions and characteristics of effective interprofessional, interagency multimorbidity care. Design Using a case study observational research design, multiple data sources were assembled for four patients with multimorbidity, identified by two general practitioners in New Zealand. In this paper, two case studies are presented, including the recorded instances of contact and communication between patients and professionals, and between professionals. Professional interactions were categorized as consultation, coordination, or collaboration. Results The two case studies illustrated two female patients with likely similar educational levels, but with different profiles of multimorbidity, social circumstances, and personal capabilities, involving various professionals and agencies. Engagement between professionals showed varying levels of interaction and a lack of clarity about leadership or care coordination. The majority of interactions were one-to-one consultations and rarely involved coordination and collaboration. Patients were rarely included in communications between professionals. Conclusion Cases constructed from multiple data sources illustrate the complexity of day-to-day, interprofessional, interagency multimorbidity care. While consultation is the most frequent mode of professional interaction, targeted coordinated and collaborative interactions (including the patient) are highly effective activities. Greater attention should be given to developing and facilitating these interactions and determining who should lead them. PMID:29090190

Experiences and shared meaning of teamwork and interprofessional collaboration among health care professionals in primary health care settings: a systematic review.

PubMed

Sangaleti, Carine; Schveitzer, Mariana Cabral; Peduzzi, Marina; Zoboli, Elma Lourdes Campos Pavone; Soares, Cassia Baldini

2017-11-01

During the last decade, teamwork has been addressed under the rationale of interprofessional practice or collaboration, highlighted by the attributes of this practice such as: interdependence of professional actions, focus on user needs, negotiation between professionals, shared decision making, mutual respect and trust among professionals, and acknowledgment of the role and work of the different professional groups. Teamwork and interprofessional collaboration have been pointed out as astrategy for effective organization of health care services as the complexity of healthcare requires integration of knowledge and practices from differente professional groups. This integration has a qualitative dimension that can be identified through the experiences of health professionals and to the meaning they give to teamwork. The objective of this systematic review was to synthesize the best available evidence on the experiences of health professionals regarding teamwork and interprofessional collaboration in primary health care settings. The populations included were all officially regulated health professionals that work in primary health settings: dentistry, medicine, midwifery, nursing, nutrition, occupational therapy, pharmacy, physical education, physiotherapy, psychology, social work and speech therapy. In addition to these professionals, community health workers, nursing assistants, licensed practical nurses and other allied health workers were also included. The phenomena of interest were experiences of health professionals regarding teamwork and interprofessional collaboration in primary health care settings. The context was primary health care settings that included health care centers, health maintenance organizations, integrative medicine practices, integrative health care, family practices, primary care organizations and family medical clinics. National health surgery as a setting was excluded. The qualitative component of the review considered studies that focused on qualitative data including designs such as phenomenology, grounded theory, ethnography, action research and feminist research. A three-step search strategy was utilized. Ten databases were searched for papers published from 1980 to June 2015. Studies published in English, Portuguese and Spanish were considered. Methodological quality was assessed using the Qualitative Assessment and Review Instrument developed by the Joanna Briggs Institute. All included studies received a score of at least 70% the questions in the instrument, 11 studies did not address the influence of the researcher on the research or vice-versa, and six studies did not present a statement locating the researcher culturally or theoretically. Qualitative findings were extracted using the Joanna Briggs Institute Qualitative Assessment and Review Instrument. Qualitative research findings were pooled using a pragmatic meta-aggregative approach and the Joanna Briggs Institute Qualitative Assessment and Review Instrument software. This review included 21 research studies, representing various countries and healthcare settings. There were 223 findings, which were aggregated into 15 categories, and three synthesized findings: CONCLUSIONS: This review shows that health professionals experience teamwork and interprofessional collaboration as a process in primary health care settings; its conditions, consequences (benefits and barriers), and finally shows its determinants. Health providers face enormous ideological, organizational, structural and relational challenges while promoting teamwork and interprofessional collaboration in primary health care settings. This review has identified possible actions that could improve implementation of teamwork and interprofessional collaboration in primary health care.

Experiences of pre-licensure or pre-registration health professional students and their educators in working with intra-professional teams: a qualitative systematic review.

PubMed

Butcher, Diane L; MacKinnon, Karen; Bruce, Anne; Gordon, Carol; Koning, Clare

2017-04-01

Inter-professional initiatives are prevalent in the healthcare landscape, requiring professionals to collaborate effectively to provide quality patient care. Little attention has been given to intra-professional relationships, where professionals within one disciplinary domain (such as degree and diploma nursing students) collaborate to provide care. New care models are being introduced where baccalaureate and diploma students of a particular discipline (such as nursing, occupational therapy, dentistry or physiotherapy) work closely together in teams to deliver care. Questions thus arise as to how students and educators learn to work on intra-professional teams. To identify and synthesize evidence regarding experiences of pre-licensure health professional students and their educators on intra-professional teams and to draw recommendations to enhance policy and/or curriculum development. Pre-licensure students and educators, focusing on regulated health professions that have had more than one point of entry into practice. Experiences of intra-professional team learning or teaching within various entry-to-practice categories of a particular health-related discipline. Eight qualitative studies were included in the review. Seven studies were descriptive in nature; one study was a critical analysis. A comprehensive search of various databases was conducted between June 2, 2015 and August 16, 2015, and repeated in March 2016. The search considered all studies reported and published from January 1, 2001 to March 7, 2016. Only studies published in English were included in this review. Included papers were of low-to-moderate quality; however, it is important to consider that post-positivist assumptions underpinned much of the primary research, which could explain why researcher positionality and/or influence on the research would not be addressed. Data were extracted using the standardized data extraction tool from the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). The data extracted included descriptive details about the phenomenon of interest, populations and study methods. Research findings were pooled using the JBI-QARI. Sixty-eight findings were organized into nine categories based on similarity in meaning. Four synthesized findings reveal how students value intra-professional learning experiences. These experiences build positive collaborative relationships (including trust and respect); however, educator and staff attitudes and conversations create hierarchies in academic and clinical contexts resulting in tension between student groups. Despite its challenges, shared learning experiences assist students to understand each other's roles, develop communication and collaborative competencies, develop comprehensive care plans, provide more efficient care and help prepare them for their future roles as healthcare professionals. Various contextual elements could either hinder or facilitate shared learning experiences.

Advancing Professional Development Through a Community of Practice: the New England Network for Faculty Affairs.

PubMed

Power, Christine M; Thorndyke, Luanne E; Milner, Robert J; Lowney, Kathleen; Irvin, Charles G; Fonseca-Kelly, Zoe; Benjamin, Emelia J; Bhasin, Robina M; Connelly, Maureen T

2018-01-01

In an era of competing priorities, funding is increasingly restricted for offices of faculty affairs and development. Opportunities for professional staff to grow and network through attendance at national meetings and to share best practices are limited. We sought to describe a community of practice established to enhance the professional development of faculty affairs professionals and to document its impact. We outlined the process of formation of the New England Network for Faculty Affairs (NENFA), reviewed the pedagogical approaches to professional development, and surveyed members to evaluate the impact of NENFA on their activities, professional network and their institutions. After a successful 2011 initial meeting, NENFA created an organizing committee and conducted a needs assessment among potential members. NENFA's charter, mission, goals, and structure were based on survey results. NENFA's regional community of practice grew to 31 institutions and held 10 meetings over 5 years. Meetings have examined a faculty development topic in depth using multiple learning formats to engage participants from academic medical centers and allied professions. Results from a 2015 member survey confirmed the value of NENFA. Multiple members documented changes in practice as a result of participating. NENFA has been sustained by volunteer leadership, collaboration, and the value that the group has brought to its members. We propose that a "community of practice" offers an effective model for collaborative learning among individuals at different institutions within a competitive health care environment. We recommend that the approach be replicated in other regions.

From "Following" to "Going Beyond" the Textbook: In-Service Indian Mathematics Teachers' Professional Development for Teaching Integers

ERIC Educational Resources Information Center

Kumar, Ruchi S.; Subramaniam, Kalyansundaram

2015-01-01

In this paper we describe four Indian in-service middle school mathematics teachers' shifts in their roles with respect to the textbook. The shifts occurred through participation in collaborative investigation on the topic of integers in professional development meetings. Analysis of teachers' talk in these meetings indicated a shift in teachers'…

Democracy Camp for Teachers: Cross-Cultural Professional Development for Preparing Educators to Create Social Justice-Minded Citizens

ERIC Educational Resources Information Center

Burroughs, Susie; Hopper, Peggy F.; Brocato, Kay; Webeck, Mary Lee

2009-01-01

The Civitas Democracy Camp for Teachers provides professional development for educators to collaboratively explore ideals of citizenship and citizenship education in democratic societies. Reported herein are the findings of a study of the camp experience of a cross-cultural group of educators who examined the concept of social justice and ways to…

Taking Inspiration from Reggio Emilia: An Analysis of a Professional Development Workshop on Fostering Authentic Art in the Early Childhood Classroom

ERIC Educational Resources Information Center

Mages, Wendy K.

2016-01-01

This article documents the implementation of a professional development workshop on the Reggio Emilia approach in early childhood art education. It describes how early childhood educators participated in a collaborative collage experience and how a similar art activity can be engaging for young children. It also highlights philosophies,…

Hook, Line and Canvas: Launching a Professional Development Program to Help Librarians Navigate the Still and Stormy Waters of Online Teaching and Learning

ERIC Educational Resources Information Center

Bliquez, Rebecca; Deeken, Lynn

2016-01-01

Professional development is critically important for librarians trying to establish an embedded presence in online and hybrid courses. The institutional learning management system (LMS) provides a medium for enhanced visibility of both library resources and librarians as instructional collaborators and curriculum designers. This case study…

Collaboratively Exploring the Use of a Video Case-Based Book as a Professional Development Tool

ERIC Educational Resources Information Center

Smithenry, Dennis W.; Prouty, Jessica; Capobianco, Brenda M.

2013-01-01

Although the literature contains many examples of extensive professional development (PD) programs, most science teachers experience only a few hours of PD each year. To address this reality, alternative PD delivery tools need to be examined. Since the mid-1990s, video cases have emerged as a flexible form of PD where in-service teachers can…

Roles of a Teacher and Researcher during in Situ Professional Development around the Implementation of Mathematical Modeling Tasks

ERIC Educational Resources Information Center

Jung, Hyunyi; Brady, Corey

2016-01-01

Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher's own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for…

Situated Responses and Professional Development for Changing Student Demographics in the New Latino South

ERIC Educational Resources Information Center

Matthews, Paul H.; Portes, Pedro R.; Mellom, Paula J.

2010-01-01

This paper describes the outcomes and key elements of collaborative professional development on K-12 educators working to improve education of Latino and English learning students in a state with rapidly changing demographics. Across four years (2003-04 through 2006-07), 37 teams from 16 urban, suburban, and rural school districts in the state of…

Barriers to Implementation of Effective Professional Learning Communities

ERIC Educational Resources Information Center

Kincaid, Eric R

2014-01-01

The implementation of professional learning communities (PLCs) in schools has been shown to increase the academic performance of students and develop a beneficial and productive culture of true teacher collaboration. Despite these demonstrated benefits, resistance to PLC implementation has been documented in various forms throughout the…

Performativity and Affectivity: Lesson Observations in England's Further Education Colleges

ERIC Educational Resources Information Center

Edgington, Ursula

2013-01-01

Teaching and learning observations (TLOs) are used in educational environments worldwide to measure and improve quality and support professional development. TLOs can be positive for teachers who enjoy opportunities to "perform" their craft and/or engage in professional dialogue. However, if this crucial, collaborative developmental…

Knowledge Is Power: Empowering the Autism Community through Parent-Professional Training

ERIC Educational Resources Information Center

Murray, Mary M.; Ackerman-Spain, Karen; Williams, Ellen U.; Ryley, Anderia T.

2011-01-01

Partnerships for Autism through Collaborative Community Choice and Empowerment (Project PACE) was developed to empower parents and professionals (e.g., general or special education teachers, therapists, social workers, school counselors, psychologists) through training and education. Project PACE was designed to provide participants with basic…

The use of virtual patient scenarios as a vehicle for teaching professionalism.

PubMed

Marei, H F; Al-Eraky, M M; Almasoud, N N; Donkers, J; Van Merrienboer, J J G

2018-05-01

This study aimed to measure students' perceptions of virtual patient scenarios (VPs) for developing ethical reasoning skills and to explore features in VP design that are necessary to promote professionalism. Sixty-five dental students participated in learning sessions that involved collaborative practice with five VPs (four high fidelity and one low fidelity), followed by reflection sessions. Students' perceptions towards the use of VPs in developing ethical reasoning skills were assessed using a questionnaire that involved 10 closed and three open-ended questions. High-fidelity VPs were perceived as significantly better for developing ethical reasoning skills than low-fidelity VPs. Analyses of answers to open-ended questions revealed two new features that are specific for VPs intended for teaching professionalism, which are VP dramatic structure and how it should end. VPs intended for teaching professionalism need to have high fidelity, follow a specific dramatic structure and should include multiple plausible endings. The use of VPs as part of a collaborative activity that is followed by a reflection session is perceived as an effective tool for the development of ethical reasoning skills in dental education. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Professional Identity and Participation in Interprofessional Community Collaboration

ERIC Educational Resources Information Center

Bayne-Smith, Marcia; Mizrahi, Terry; Korazim-Korosy, Yossi; Garcia, Martha

2014-01-01

Collaboration is now is frequently required among representatives of myriad disciplines to intervene more effectively in complex community and public health problems. A fundamental tenet of collaboration across professions is that it is facilitated by socialization to one's own professional identity and to interprofessional collaboration with…

Establishing a Community of Practice between an Elementary Educator and a Scientist as a Means of Professional Development

NASA Astrophysics Data System (ADS)

Dashoush, Nermeen

This dissertation reports on an ethnographic study to examine and detail emerging practices in a community of practice comprised of an elementary teacher and a scientist (microbiologist). The study was conducted in order to design a model for professional development. It also aimed to contribute to the limited research involving elementary educators and their work with scientists. Furthermore, extra attention was given to understanding how both the elementary teacher and the scientist benefitted from their participation in the community of practice created from working together in teaching and learning science as a form of professional development. This was in accordance with a community of practice framework, which details that a healthy community is one without a perception of hierarchy among members (Wenger, 1998). The elementary teacher and scientist as participants collaborated in the creation of a science unit for an afterschool program. A wide variety of data was collected, including: interviews, transcribed meetings, and online journals from both participants. The data was coded for reoccurring themes surrounding practices and shifts in perception about science teaching and learning that emerged from this community of practice as professional development. The findings have implications for practices that could be used as a foundational structure in future collaborations involving elementary teachers and scientists for elementary science professional development.

Miles to go before we sleep: education, technology, and the changing paradigms in health information.

PubMed

Cleveland, Ana D

2011-01-01

This lecture discusses a philosophy of educating health information professionals in a rapidly changing health care and information environment. Education for health information professionals must be based upon a solid foundation of the changing paradigms and trends in health care and health information, as well as technological advances, to produce a well-prepared information workforce to meet the demands of health-related environments. Educational programs should begin with the core principles of library and information sciences and expand in interdisciplinary collaborations. A model of the health care environment is presented to serve as a framework for developing educational programs for health information professionals. Interdisciplinary and collaborative relationships-which merge health care, library and information sciences, and other information-related disciplines-should form the basis of education for health information professionals.

Challenges to collaboration in school mental health and strategies for overcoming them.

PubMed

Weist, Mark D; Mellin, Elizabeth A; Chambers, Kerri L; Lever, Nancy A; Haber, Deborah; Blaber, Christine

2012-02-01

This article reviews challenges to collaboration in school mental health (SMH) and presents practical strategies for overcoming them. The importance of collaboration to the success of SMH programs is reviewed, with a particular focus on collaboration between school- and community-employed professionals. Challenges to effective collaboration between school- and community-employed professionals in SMH are considered. Strategies for overcoming challenges to effective collaboration are presented. Marginalization of the SMH agenda, limited interdisciplinary teamwork, restricted coordination mechanisms, confidentiality concerns, and resource and funding issues are key challenges to collaboration. Strategies targeted toward each of these challenges may help improve the effectiveness of SMH programs and ultimately student outcomes. Collaboration between school- and community-employed professionals is critical to the success of SMH programs. Despite its promise, the success of SMH programs can be jeopardized by ineffective collaboration between school- and community-employed professionals. Strategies to overcome marginalization, promote authentic interdisciplinary teamwork, build effective coordination mechanisms, protect student and family confidentiality, and promote policy change and resource enhancements should be addressed in SMH improvement planning. © 2012, American School Health Association.

Negotiating a Team Identity through Collaborative Self-Study

ERIC Educational Resources Information Center

Tuval, Smadar; Barak, Judith; Gidron, Ariela

2011-01-01

This study presents our emerging understanding of the meaning of collaborative self-study as one of the mechanisms that facilitates effective, productive collaboration. Stemming from our experience of collaborative professional life over eight years, we explore the crisis we confronted as a professional learning community, the tensions underlying…

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…

Making the Most of Mobility: Virtual Mentoring and Education Practitioner Professional Development

ERIC Educational Resources Information Center

Owen, Hazel D.

2015-01-01

Learning provision, including professional learning, needs to embrace mobility (of knowledge, cultures and contexts--physical and cerebral) to enable education practitioners to interact locally and globally, engage with new literacies, access rich contexts, and to question, co-construct and collaborate. Virtual mentoring, also known as distance,…

Collaboration Creation: Lessons Learned from Establishing an Online Professional Learning Community

ERIC Educational Resources Information Center

Gray, Colin; Smyth, Keith

2012-01-01

This paper describes the design, implementation, evaluation and further refinement of an ELGG-based social networking site to support professional development activity, project group and special interest groups, and the discussion and sharing of educational experiences and resources across Edinburgh Napier University in the United Kingdom.…

Learning about Professional Growth through Listening to Teachers

ERIC Educational Resources Information Center

Taylor, Phil

2017-01-01

This article explores teacher learning and development, drawing on insights gained during two study visits and an international collaborative project. The article also charts a phase in the author's own learning, reflecting a growing recognition of the complexities of professional growth, gained through listening to teachers. A tentative process…

Multi-Disciplinary Learning through a Database Development Project

ERIC Educational Resources Information Center

Ng, Vincent; Lau, Chloe; Shum, Pearl

2012-01-01

Recently, there are many good examples of how multi-disciplinary learning can support students to learn collaboratively and not solely focus on a single professional sector. During the Fall 2011 and Spring 2012 semesters, we have attempted to gather students studying different professional domains together. Students from the Department of…

Scaffolding Collaborative Reflective Writing in a VET Curriculum

ERIC Educational Resources Information Center

Boldrini, Elena; Cattaneo, Alberto

2014-01-01

Learning journal writing is an effective tool to foster the development of reflective capacity in the context of Vocational Education and Training (VET) if conceived as a collection of descriptions and reflections on real professional experiences. Reporting professional situations in a learning journal outside the workplace in turn fosters the…

Individualized Healthcare Plans: The Role of the School Nurse. Position Statement. Revised

ERIC Educational Resources Information Center

McDowell, Bernadette Moran; Buswell, Sue A.; Mattern, Cheryl; Westendorf, Georgene; Clark, Sandra

2015-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse), in collaboration with the student, family and healthcare providers, shall meet nursing regulatory requirements and professional standards by developing an Individualized Healthcare Plan…

Professional Development of Teachers of Vocational Education. Reprint Series.

ERIC Educational Resources Information Center

Camp, William G.

A research and theory-based model proposed for the professional preparation and induction of vocational teachers suggests a collaborative problem-solving effort that would use a clinical approach to preservice preparation. Beginning teachers report problems not in subject material, but in instructional planning, delivery, and classroom management…

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.

Informal caregivers' views on the division of responsibilities between themselves and professionals: A scoping review.

PubMed

Wittenberg, Yvette; Kwekkeboom, Rick; Staaks, Janneke; Verhoeff, Arnoud; de Boer, Alice

2017-12-18

This scoping review focuses on the views of informal caregivers regarding the division of care responsibilities between citizens, governments and professionals and the question of to what extent professionals take these views into account during collaboration with them. In Europe, the normative discourse on informal care has changed. Retreating governments and decreasing residential care increase the need to enhance the collaboration between informal caregivers and professionals. Professionals are assumed to adequately address the needs and wishes of informal caregivers, but little is known about informal caregivers' views on the division of care responsibilities. We performed a scoping review and searched for relevant studies published between 2000 and September 1, 2016 in seven databases. Thirteen papers were included, all published in Western countries. Most included papers described research with a qualitative research design. Based on the opinion of informal caregivers, we conclude that professionals do not seem to explicitly take into account the views of informal caregivers about the division of responsibilities during their collaboration with them. Roles of the informal caregivers and professionals are not always discussed and the division of responsibilities sometimes seems unclear. Acknowledging the role and expertise of informal caregivers seems to facilitate good collaboration, as well as attitudes such as professionals being open and honest, proactive and compassionate. Inflexible structures and services hinder good collaboration. Asking informal caregivers what their opinion is about the division of responsibilities could improve clarity about the care that is given by both informal caregivers and professionals and could improve their collaboration. Educational programs in social work, health and allied health professions should put more emphasis on this specific characteristic of collaboration. © 2017 The Authors. Health and Social Care in the Community Published by John Wiley & Sons Ltd.

PACA_Rosetta67P: Global Amateur Observing Support for ESA/Rosetta Mission

NASA Astrophysics Data System (ADS)

Yanamandra-Fisher, Padma A.; Alexander, Claudia; Morales, Efrain; Feliciano-Rivera, Christiana

2015-11-01

The PACA (Professional - Amateur Collaborative Astronomy) Project is an ecosystem of several social media platforms (Facebook, Pinterest, Twitter, Flickr, Vimeo) that takes advantage of the global and immediate connectivity amongst amateur astronomers worldwide, that can be galvanized to participate in a given observing campaign. The PACA Project has participated in organized campaigns such as Comet Observing Campaign (CIOC_ISON) in 2013 and Comet Siding Spring (CIOC_SidingSpring)in 2014. Currently the PACA Project is supporting ESA/Rosetta mission with ground-based observations of the comet 67P/Churyumov-Gerasimenko (CG) through its perihelion in August 2015 and beyond; providing baseline observations of magnitude and evolution from locations around the globe. Comet 67P/CG will reach its brightest post-perihelion and pass closest to Earth in November 2015. We will present the various benefits of our professional - amateur collaboration: developing and building a core astronomer community; defining an observing campaign from basic information of the comet from its previous apparitions; coordinating with professionals and the mission to acquire observations, albeit low-resolution, but on a long timeline; while addressing the creation of several science products such as the variation of its magnitude over time and the changing morphology. We will present some of our results to date and compare with observations from professionals and previous apparations of the comet. We shall also highlight the challenges faced in building a successful collaborative partnership between the professional and amateur observers and their resolution. With the popularity of mobile platforms and instant connections with peers globally, the multi-faceted social universe has become a vital part of engagement of multiple communities for collaborative scientific partnerships and outreach. We shall also highlight other cometary observing campaigns that The PACA Project has initiated to evolve this model of collaborative partnerships.

Parents' Experiences of Collaborating with Professionals in the Support of Their Child with Profound Intellectual and Multiple Disabilities: A Multiple Case Study

ERIC Educational Resources Information Center

Jansen, Suzanne L. G.; van der Putten, Annette A. J.; Vlaskamp, Carla

2017-01-01

Background: There is little data on the collaboration between parents and professionals in the support of persons with profound intellectual and multiple disabilities. Since communication is essential to collaboration, this study analysed the frequency, means, and personal experiences of communication between parents and professionals. Method: A…

Exploring Middle School Math Teachers' Perceptions of the Effectiveness of Collaborative Learning Teams within Professional Learning Communities

ERIC Educational Resources Information Center

Rawding, Molly Rothermel

2013-01-01

The purpose of this qualitative study was to explore the perceptions of what makes a collaborative learning team (CLT) effective for novice and experienced teachers. Professional learning communities have emerged as one approach for job-embedded professional learning so that teachers have the opportunity to collaborate with the end goal of…

Potential for Pharmacy-Public Health Collaborations Using Pharmacy-Based Point-of-Care Testing Services for Infectious Diseases.

PubMed

Gubbins, Paul O; Klepser, Michael E; Adams, Alex J; Jacobs, David M; Percival, Kelly M; Tallman, Gregory B

Health care professionals must continually identify collaborative ways to combat antibiotic resistance while improving community health and health care delivery. Clinical Laboratory Improvement Amendments of 1988 (CLIA)-waived point-of-care (POC) testing (POCT) services for infectious disease conducted in community pharmacies provide a means for pharmacists to collaborate with prescribers and/or public health officials combating antibiotic resistance while improving community health and health care delivery. To provide a comprehensive literature review that explores the potential for pharmacists to collaborate with public health professionals and prescribers using pharmacy-based CLIA-waived POCT services for infectious diseases. Comprehensive literature review. PubMed and Google Scholar were searched for manuscripts and meeting abstracts for the following key words: infectious disease, community pharmacy, rapid diagnostic tests, rapid assay, and POC tests. All relevant manuscripts and meeting abstracts utilizing POCT in community pharmacies for infectious disease were reviewed. Information regarding the most contemporary evidence regarding CLIA-waived POC infectious diseases tests for infectious diseases and their use in community pharmacies was synthesized to highlight and identify opportunities to develop future collaborations using community pharmacy-based models for such services. Evidence demonstrates that pharmacists in collaboration with other health care professionals can leverage their knowledge and accessibility to provide CLIA-waived POCT services for infectious diseases. Testing for influenza may augment health departments' surveillance efforts, help promote rationale antiviral use, and avoid unnecessary antimicrobial therapy. Services for human immunodeficiency virus infection raise infection status awareness, increase access to health care, and facilitate linkage to appropriate care. Testing for group A streptococcal pharyngitis may curb inappropriate outpatient antibiotic prescribing. However, variance in pharmacy practice statues and the application of CLIA across states stifle collaboration. CLIA-waived POCT services for infectious diseases are a means for pharmacists, public health professionals, and prescribers to collaboratively combat antibiotic resistance and improve community health.

Changing Teachers' Epistemological Perspectives: A Case Study of Teacher-Researcher Collaborative Lesson Studies in Japan

ERIC Educational Resources Information Center

Oshima, Jun; Horino, Ryosuke; Oshima, Ritsuko; Yamamoto, Tomokazu; Inagaki, Shigenori; Takenaka, Makiko; Yamaguchi, Etsuji; Murayama, Isao; Nakayama, Hayashi

2006-01-01

Lesson study in Japan, the practice in which teachers work collaboratively and reflectively with colleagues on improving their classroom teaching, has recently attracted attention internationally as an effective means of teachers' professional development. Although lesson study is very useful for helping new teachers join the profession and for…

Learning To Listen, Talk and Trust: Constructing Collaborations.

ERIC Educational Resources Information Center

Krasnow, Maris H.

Forming friendships is an ongoing, ever-growing, complex experience. Strategies for building relationships with others are the focus of this paper. The experience of three diverse groups of professionals are followed as they work to develop positive and respectful relationships in the name of collaboration and as they try to understand each…

A PDS Partnership Goes International: Phase I of an American-Slovenian Collaborative Research Project

ERIC Educational Resources Information Center

Catelli, Linda; Carlino, Joan; Jackson, Valerie; Petraglia, GinaMarie

2011-01-01

The focus of the article is on Phase I of an American-Slovenian collaborative research project that was aimed at investigating effective classroom teaching-learning performances. The international project involved Dowling College and its first Professional Development School (PDS)--the Belmont Elementary PDS--and the University of Primorska at…

Advancing Perspectives of Sustainability and Large-Scale Implementation of Design Teams in Ghana's Polytechnics: Issues and Opportunities

ERIC Educational Resources Information Center

Bakah, Marie Afua Baah; Voogt, Joke M.; Pieters, Jules M.

2012-01-01

Polytechnic staff perspectives are sought on the sustainability and large-scale implementation of design teams (DT), as a means for collaborative curriculum design and teacher professional development in Ghana's polytechnics, months after implementation. Data indicates that teachers still collaborate in DTs for curriculum design and professional…

Developing a University-Based Interprofessional Education Diagnostic Team to Identify Children with Possible Autism Spectrum Disorder

ERIC Educational Resources Information Center

Self, Trisha L.; Mitchell, Linda M.; Hess, Sean; Marble, Karissa J.; Swails, Jeffrey

2017-01-01

Upon entering the workplace, speech-language pathologists (SLPs) are required to work on interprofessional teams, yet many of these professionals have not received adequate preservice instruction on how to collaborate. Furthermore, collaborating to provide services for children with autism spectrum disorder (ASD) has been found to improve…

Online Collaboration of English Language Teachers for Meaningful Professional Development Experiences

ERIC Educational Resources Information Center

Kabilan, Muhammad Kamarul; Adlina, Wan Fara Wan; Embi, Mohamed Amin

2011-01-01

This article reports on an online collaborative project between English language teachers pursuing a degree in TESL/TESOL from three universities in Malaysia--Universiti Sains Malaysia (USM), Universiti Teknologi Malaysia (UTM) and Universiti Kebangsaan Malaysia (UKM). A total of 142 teachers were involved in the study and about three to eight…

Re-Culturing Educator Preparation Programs: A Collaborative Case Study of Continuous Improvement

ERIC Educational Resources Information Center

Snow, Jennifer; Dismuke, Sherry; Zenkert, A. J.; Loffer, Carolyn

2017-01-01

Teacher educators at one institution of higher education collaborated to reculture systems for a focus on continuous improvement even within mounting accountability pressures. A framework of social network theory allowed for themes to develop around layered interactions of faculty, processes, and professional capital. Findings focused on people,…

Cultural Reciprocity in Sociocultural Perspective: Adapting the Normalization Principle for Family Collaboration.

ERIC Educational Resources Information Center

Harry, Beth; Rueda, Robert; Kalyanpur, Maya

1999-01-01

Findings from a collaborative action research project involving seven culturally diverse families with children with disabilities are used to illustrate how professionals can provide assistance in a family's zone of proximal development, rather than targeting goals that are normative for the mainstream, but not for the family. (Author/CR)

A Decision-Maker or a Collaborator? Reflecting Teacher's Professional Development Trends in Thailand

ERIC Educational Resources Information Center

Loima, Jyrki

2016-01-01

This qualitative article discussed the collaboration skills and pedagogical solutions of Thai teachers and teacher students as those were presented during the academic year 2014-15. Subsequently, the data were produced by teachers' in-service activities and students' workshops. Discussion adapted the latest research on topic, addressing two…

Developing Communication Confidence and Professional Identity in Chemistry through International Online Collaborative Learning

ERIC Educational Resources Information Center

Skagen, Darlene; McCollum, Brett; Morsch, Layne; Shokoples, Brandon

2018-01-01

The use of online collaborative assignments (OCAs) between two flipped organic chemistry classrooms, one in Canada and the other in the United States, was examined for impact on learners. The intervention was designed to support content mastery, aid in increasing students' communication skills through chemistry drawing and verbalization,…

Schools as Collaborative Cultures: Creating the Future Now.

ERIC Educational Resources Information Center

Lieberman, Ann, Ed.

This collection of 12 essays examines the school's need to establish a collaborative environment as a precondition for its own development. The following chapters explore the necessary shift in schools from a bureaucratic to a professional mode: (1) "Recanting Bureaucracy: A Democratic Structure for Leadership in Schools" (D. L. Clarke and J. M.…

Collaborative Responsive Education Mentoring: Mentoring for Professional Development in Higher Education

ERIC Educational Resources Information Center

Bryant-Shanklin, Mona; Brumage, Norma W.

2011-01-01

The purpose of this paper is to discuss the refocusing of traditional pre-service/post-graduate education programs using the Collaborative Responsive Education Mentoring Model (CREMM). This mentoring model is particularly relevant as serviced-focused and less research intensive universities shift their mission and purpose of teaching to a…

Leadership for Inter-Service Practice: Collaborative Leadership Lost in Translation? An Exploration

ERIC Educational Resources Information Center

Morrison, Marlene; Arthur, Linet

2013-01-01

Collaborative leadership is increasingly cited as the key framework for leadership in the 21st century. Yet its meaning remains complex, contested and frequently school-centric. This article examines understandings and applications in developing inter-service and inter-professional practices for children and young people. Drawing upon desk…

Contradictions in Collaboration: New Thinking on School/University Partnerships.

ERIC Educational Resources Information Center

Johnston, Marilyn A.

This book is based on a 6-year longitudinal study of collaboration in a professional development school (PDS) project involving 45 educators. Teachers and principals from the schools and faculty and doctoral students from the university work together to plan, implement, and evaluate a Master's of Education program. Part 1: "Issues and Challenges…

Collaborative Philosophical Enquiry for School Children: Socio-Emotional Effects at 11 to 12 Years

ERIC Educational Resources Information Center

Trickey, S.; Topping, K. J.

2006-01-01

Two measures were used to investigate the socioemotional effects of collaborative philosophical enquiry on children aged 11 at pre-test in five experimental and three control primary (elementary) school mainstream classes. Experimental teachers received initial and follow-up professional development. In a pre-post controlled design, experimental…

Evaluation of an Interprofessional Continuing Professional Development Initiative in Primary Health Care

ERIC Educational Resources Information Center

Curran, Vernon; Sargeant, Joan; Hollett, Ann

2007-01-01

Introduction: Interest in collaborative care approaches and in interprofessional education (IPE) to prepare providers for interprofessional collaboration is increasing and particularly so in the field of primary health care. Although evidence for the effectiveness of IPE is mixed, Barr et al. (2005) have proposed a useful framework for evaluating…

A Collaborative Model for Influencing the Technology Integration Behaviors and Dispositions of Preservice Social Studies Teachers

ERIC Educational Resources Information Center

Jones, Raymond; Cunningham, Ann; Stewart, Loraine Moses

2005-01-01

Collaboration among faculty can enhance the learning experience for preservice teachers and reinforce the integral role of technology in teaching, learning, and professional development in social studies education. Organized around the Performance Profiles outlined by the National Educational Technology Standards for Teachers (NETS[middle dot]T),…

Challenges and promises for nurse education curriculum development in Kosovo: results of an "accidental ethnography".

PubMed

Goepp, Julius G; Johnson, Tiesha D; Maddow, Charles L

2008-05-01

Kosovo's infrastructure was devastated by armed conflict through the 1990s; in 1999 a visiting inter-disciplinary team described healthcare services as being in "disarray". Several collaborative programs were initiated to enhance delivery of emergency medical (EM) services. Our inter-disciplinary team traveled to Kosovo in 2004 to evaluate EM physician education and training. A brief renewed outbreak of hostilities created a mass casualty incident. An "accidental ethnography" focused on nurse education was conducted by team members during and after the event. Results indicated low levels of professionalization of nurses as indicated by expressions of professional self-identity and self-esteem, autonomy, and submission to patriarchal attitudes. Undergraduate nurse education is restricted to a diploma program and one foreign training project, one graduate degree program exists abroad, and no national board examination exists. Nurses' social location is described as marginalized and disenfranchised, and retention of nurses is a persistent problem. Based on these observations we outline an inter-professional curriculum development program to foster professionalization of Kosovar nurses through a synthesis of participatory action research with elements of grounded theory and standard curriculum development methodologies. The collaborative, emancipatory, and empowering nature of PAR is described in the context of professionalizing nurse education programs.

Oklahoma's Marshall Plan: Combining Professional Development and Summer Writing Camps in Low-Income Elementary Schools. National Writing Project at Work. Volume 1, Number 8

ERIC Educational Resources Information Center

Simmons, Eileen

2004-01-01

Eileen Simmons, a veteran teacher-consultant from the Oklahoma State University Writing Project, describes collaboration among writing project teacher-consultants and site-based teachers to plan professional development before, during, and after a summer writing camp for students at their school. This model, which has been adapted in a variety of…

Network Connectedness, Sense of Community, and Risk Perception of Climate Change Professionals in the Pacific Islands Region

NASA Astrophysics Data System (ADS)

Corlew, L. K.; Keener, V. W.; Finucane, M.

2013-12-01

The Pacific Regional Integrated Sciences and Assessments (Pacific RISA) Program conducted social network analysis research of climate change professionals (broadly defined) who are from or work in Hawaii and the U.S.-Affiliated Pacific Islands (USAPI) region. This study is supported by the National Oceanic and Atmospheric Administration (NOAA) and the Pacific Islands Climate Science Center (PICSC) to address an identified need for a resource that quantifies the region's collaborative network of climate change professionals, and that supports the further development of cross-regional and inter-sectoral collaborations for future research and adaptation activities. A survey was distributed to nearly 1,200 people who are from and/or work in climate change related fields in the region. The Part One Survey questions (not confidential) created a preferential attachment network by listing major players in Hawaii and the USAPI, with additional open fields to identify important contacts in the greater professional network. Participants (n=340) identified 975 network contacts and frequency of communications (weekly, monthly, seasonally, yearly, at least once ever). Part Two Survey questions (confidential, n=302) explored climate change risk perceptions, Psychological Sense of Community (PSOC), sense of control over climate change impacts, sense of responsibility to act, policy beliefs and preferences regarding climate change actions, concern and optimism scales about specific impacts, and demographic information. Graphical representations of the professional network are being developed for release in September 2013 as a free online tool to promote and assist collaboration building among climate professionals in the region. The graphs are partitioned according to network 'hubs' (high centrality), participant location, and profession to clearly identify network strengths and opportunities for future collaborations across spatial and professional boundaries. For additional analyses, scores are assigned for participant degree centrality, betweenness centrality, and Eigenvector centrality from the Part One Survey, as well as PSOC, control, responsibility, risk perceptions, concern, optimism, and policy preferences from the Part Two Survey. Statistical interaction analyses explore factors motivating connectedness within the network, as well as climate change research and adaptation needs and priorities of participants.

Development of a strategic model for integrating complementary medicines into professional pharmacy practice.

PubMed

Ung, Carolina Oi Lam; Harnett, Joanna; Hu, Hao

2017-08-03

Traditional medicine (TM) and complementary medicine (CM) products have played an increasingly important role in the business of pharmacy for over two decades in a number of countries. With a focus on the quality use of all medicines including complementary medicines, there have been a number of initiatives to encourage the integration of TM/CM products into professional practice. Recent studies report that many of the barriers that prevent such integration remain. To explore the pharmacists' perspective regarding how barriers to the integration of TM/CM products into the professional practice of pharmacy could be resolved. Purposive sampling and snowballing were used to recruit 11 registered pharmacists who had worked in community pharmacy for a minimum of 6 months to participate in one of 3 focus groups. Focus group questions informed by previous studies, explored participants' perspectives on the actions required to support professional services related to TM/CM products. Pharmacists proposed that five key stakeholders (professional pharmacy organizations, universities, government, pharmacy owners, and pharmacists) enact 4 developments that require a collaborative effort ("education and training", "building the evidence base", "developing reliable and accessible information resources", and "workplace support for best practice"). Manufacturers of TM/CM products were not identified by pharmacists as collaborators in these developments. Collectively, the findings from this study support a strategic model to guide the integration of TM/CM products into the professional practice of pharmacy. Copyright © 2017 Elsevier Inc. All rights reserved.

Building Collaborative Learning Opportunities between Future Veterinary and Design Professionals

ERIC Educational Resources Information Center

Magallanes, Fernando; Stoskopf, Michael K.; Royal, Kenneth D.

2015-01-01

Positive inter-professional collaborations and interactions facilitate the effectiveness of veterinarians working on professional teams addressing a wide range of societal challenges. The need for these interactions extend far beyond the different medical professions, which is the limit of many discussions of inter-professional relations for…

Sustainable interprofessional teamwork needs a team-friendly healthcare system: Experiences from a collaborative Dutch programme.

PubMed

van Dijk-de Vries, Anneke; van Dongen, Jerôme Jean Jacques; van Bokhoven, Marloes Amantia

2017-03-01

The significance of effective interprofessional teamwork to improve the quality of care has been widely recognised. Effective interprofessional teamwork calls on good collaboration between professionals and patients, coordination between professionals, and the development of teamwork over time. Effective development of teams also requires support from the wider organisational context. In a Dutch village, healthcare professionals work closely together, and mutual consultations as well as interprofessional meetings take place on a regular basis. The network was created as a precondition for sustainable interprofessional teamwork in elderly care. However, several external barriers were experienced regarding the supportive structure and cooperative attitude of the healthcare insurer and municipality. The aim of the article is to examine these experience-based issues regarding internal organisation, perspective, and definition of effective teamwork. Complicating factors refer to finding the right key figures, and the different perspectives on team development and team effectiveness. Our conclusion is that the organisation of healthcare insurance companies needs to implement fundamental changes to facilitate an interprofessional care approach. Furthermore, municipalities should work on their vision of the needs and benefits of a fruitful collaboration with interprofessional healthcare teams. The challenge for healthcare teams is to learn to speak the language of external partners. To support the development of interprofessional teams, external parties need to recognise and trust in a shared aim to provide quality of care in an efficient and effective way.

In Search of Practitioner-Based Social Capital: A Social Network Analysis Tool for Understanding and Facilitating Teacher Collaboration in a US-Based STEM Professional Development Program

ERIC Educational Resources Information Center

Baker-Doyle, Kira J.; Yoon, Susan A.

2011-01-01

This paper presents the first in a series of studies on the informal advice networks of a community of teachers in an in-service professional development program. The aim of the research was to use Social Network Analysis as a methodological tool to reveal the social networks developed by the teachers, and to examine whether these networks…

Measuring the quality of interprofessional collaboration in child mental health collaborative care

PubMed Central

Rousseau, Cécile; Laurin-Lamothe, Audrey; Nadeau, Lucie; Deshaies, Suzanne; Measham, Toby

2012-01-01

Objective This pilot study examines the potential utility of the Perception of Interprofessional Collaboration Model and the shared decision-making scales in evaluating the quality of partnership in child mental health collaborative care. Methods Ninety-six primary care professionals working with children and youth responded to an internet survey which included the Perception of Interprofessional Collaboration Model scale (PINCOM-Q) and an adapted version of a shared decision-making scale (Échelle de confort décisionnel, partenaire—ECD-P). The perceptions of child mental health professionals were compared with those of other professionals working with children. Results The PINCOM-Q and the ECD-P scales had an excellent internal consistency and they were moderately correlated. Child mental health professionals’ Individual Interprofessional Collaboration scores from the PINCOM-Q individual aspects subscale were better than that of other child professionals. Conclusion These scales may be interesting instruments to measure the quality of partnership in child mental health collaborative care settings. Research needs to replicate these findings and to determine whether the quality of collaboration is a predictor of mental health outcome.

Measuring the quality of interprofessional collaboration in child mental health collaborative care

PubMed Central

Rousseau, Cécile; Laurin-Lamothe, Audrey; Nadeau, Lucie; Deshaies, Suzanne; Measham, Toby

2012-01-01

Objective This pilot study examines the potential utility of the Perception of Interprofessional Collaboration Model and the shared decision-making scales in evaluating the quality of partnership in child mental health collaborative care. Methods Ninety-six primary care professionals working with children and youth responded to an internet survey which included the Perception of Interprofessional Collaboration Model scale (PINCOM-Q) and an adapted version of a shared decision-making scale (Échelle de confort décisionnel, partenaire—ECD-P). The perceptions of child mental health professionals were compared with those of other professionals working with children. Results The PINCOM-Q and the ECD-P scales had an excellent internal consistency and they were moderately correlated. Child mental health professionals’ Individual Interprofessional Collaboration scores from the PINCOM-Q individual aspects subscale were better than that of other child professionals. Conclusion These scales may be interesting instruments to measure the quality of partnership in child mental health collaborative care settings. Research needs to replicate these findings and to determine whether the quality of collaboration is a predictor of mental health outcome. PMID:22371692

Integrating Behavioral Health and Primary Care: Consulting, Coordinating and Collaborating Among Professionals.

PubMed

Cohen, Deborah J; Davis, Melinda; Balasubramanian, Bijal A; Gunn, Rose; Hall, Jennifer; deGruy, Frank V; Peek, C J; Green, Larry A; Stange, Kurt C; Pallares, Carla; Levy, Sheldon; Pollack, David; Miller, Benjamin F

2015-01-01

This paper sought to describe how clinicians from different backgrounds interact to deliver integrated behavioral and primary health care, and the contextual factors that shape such interactions. This was a comparative case study in which a multidisciplinary team used an immersion-crystallization approach to analyze data from observations of practice operations, interviews with practice members, and implementation diaries. The observed practices were drawn from 2 studies: Advancing Care Together, a demonstration project of 11 practices located in Colorado; and the Integration Workforce Study, consisting of 8 practices located across the United States. Primary care and behavioral health clinicians used 3 interpersonal strategies to work together in integrated settings: consulting, coordinating, and collaborating (3Cs). Consulting occurred when clinicians sought advice, validated care plans, or corroborated perceptions of a patient's needs with another professional. Coordinating involved 2 professionals working in a parallel or in a back-and-forth fashion to achieve a common patient care goal, while delivering care separately. Collaborating involved 2 or more professionals interacting in real time to discuss a patient's presenting symptoms, describe their views on treatment, and jointly develop a care plan. Collaborative behavior emerged when a patient's care or situation was complex or novel. We identified contextual factors shaping use of the 3Cs, including: time to plan patient care, staffing, employing brief therapeutic approaches, proximity of clinical team members, and electronic health record documenting behavior. Primary care and behavioral health clinicians, through their interactions, consult, coordinate, and collaborate with each other to solve patients' problems. Organizations can create integrated care environments that support these collaborations and health professions training programs should equip clinicians to execute all 3Cs routinely in practice. © Copyright 2015 by the American Board of Family Medicine.

Managing cancer care through service delivery networks: The role of professional collaboration in two European cancer networks.

PubMed

Prades, Joan; Morando, Verdiana; Tozzi, Valeria D; Verhoeven, Didier; Germà, Jose R; Borras, Josep M

2017-01-01

Background The study examines two meso-strategic cancer networks, exploring to what extent collaboration can strengthen or hamper network effectiveness. Unlike macro-strategic networks, meso-strategic networks have no hierarchical governance structures nor are they institutionalised within healthcare services' delivery systems. This study aims to analyse the models of professional cooperation and the tools developed for managing clinical practice within two meso-strategic, European cancer networks. Methods Multiple case study design based on the comparative analysis of two cancer networks: Iridium, in Antwerp, Belgium and the Institut Català d'Oncologia in Catalonia, Spain. The case studies applied mixed methods, with qualitative research based on semi-structured interviews ( n = 35) together with case-site observation and material collection. Results The analysis identified four levels of collaborative intensity within medical specialties as well as in multidisciplinary settings, which became both platforms for crosscutting clinical work between hubs' experts and local care teams and the levers for network-based tools development. The organisation of clinical practice relied on professional-based cooperative processes and tiers, lacking vertical integration mechanisms. Conclusions The intensity of professional linkages largely shaped the potential of meso-strategic cancer networks to influence clinical practice organisation. Conversely, the introduction of managerial techniques or network governance structures, without introducing vertical hierarchies, was found to be critical solutions.

Plague Doctors in the HIV/AIDS Epidemic: Mental Health Professionals and the "San Francisco Model," 1981-1990.

PubMed

Blair, Thomas R

2016-01-01

Psychiatrists, psychologists, and other mental health professionals were among the first and most crucial responders to HIV/AIDS. Given an epidemic in which behavior and identity played fundamental roles, mental health professionals were uniquely positioned to conduct social research to explain the existence and spread of disease; to develop clinical understanding of psychological aspects of HIV/AIDS as they emerged; and to collaborate with affected communities to promote education and behavioral change. This study examines the roles of mental health professionals as "plague doctors" in San Francisco's response to HIV/AIDS, in the early years of the epidemic. Among the many collaborations and projects that distinguished the "San Francisco model" of response to this plague, bathhouse-based epidemiology, consult-liaison psychiatry, and community partnerships for counseling and education are examined in detail as illustrations of the epidemic-changing engagement of the mental health community.

Entrustable professional activity (EPA) reshapes the practice of specialist training.

PubMed

Niemi-Murola, Leila

In addition to medical expertise, competence-based medical training comprises communication and collaboration skills, professionalism, and leadership skills. Continuous feedback is essential for learning and development, and feedback only from the medical specialist examination taken in the end of training does not ensure thorough specialist training. Entrustable professional activity (EPA) is a unit of professional practice, defined as tasks or responsibilities typical of the specialty. EPA translates competence-based training into manageable and meaningful entities and provides tools for the evaluation of medical competence.

Information Seeking When Problem Solving: Perspectives of Public Health Professionals.

PubMed

Newman, Kristine; Dobbins, Maureen; Yost, Jennifer; Ciliska, Donna

2017-04-01

Given the many different types of professionals working in public health and their diverse roles, it is likely that their information needs, information-seeking behaviors, and problem-solving abilities differ. Although public health professionals often work in interdisciplinary teams, few studies have explored their information needs and behaviors within the context of teamwork. This study explored the relationship between Canadian public health professionals' perceptions of their problem-solving abilities and their information-seeking behaviors with a specific focus on the use of evidence in practice settings. It also explored their perceptions of collaborative information seeking and the work contexts in which they sought information. Key Canadian contacts at public health organizations helped recruit study participants through their list-servs. An electronic survey was used to gather data about (a) individual information-seeking behaviors, (b) collaborative information-seeking behaviors, (c) use of evidence in practice environments, (d) perceived problem-solving abilities, and (e) demographic characteristics. Fifty-eight public health professionals were recruited, with different roles and representing most Canadian provinces and one territory. A significant relationship was found between perceived problem-solving abilities and collaborative information-seeking behavior (r = -.44, p < .00, N = 58), but not individual information seeking. The results suggested that when public health professionals take a shared, active approach to problem solving, maintain personal control, and have confidence, they are more likely collaborate with others in seeking information to complete a work task. Administrators of public health organizations should promote collaboration by implementing effective communication and information-seeking strategies, and by providing information resources and retrieval tools. Public health professionals' perceived problem-solving abilities can influence how they collaborate in seeking information. Educators in public health organizations should tailor training in information searching to promote collaboration through collaborative technology systems. © 2016 Sigma Theta Tau International.

Community mobility in the context of universal design: inter-professional collaboration and education.

PubMed

Hitch, Danielle; Larkin, Helen; Watchorn, Valerie; Ang, Susan

2012-10-01

The design of built environments is a critical factor in facilitating participation for all community members. This study aimed to explore key stakeholders' views on the role and collaboration of occupational therapists and architects in relation to universal design and the built environment. This study is currently the only research to focus on the needs and practices of both occupational therapy and architecture in universal design. The results have implications for both clinical practice and professional education, and highlight an area of developing interest in occupational therapy. Focus groups and semi-structured telephone interviews were conducted with key stakeholders involved in the design of built environments. Data from these interviews were analysed qualitatively, using codes of interpreted meaning which were then organised into themes. Three main themes emerged in relation to inter-professional collaboration around universal design: 'form vs. function', 'the earlier the better' and 'universal design as a specialist area'. Although there are areas of synergy between occupational therapy and architecture in universal design, each profession has its own strengths and skills to bring to the design process. Given the multidisciplinary nature of ensuring designs support participation in occupations and roles, both professions could benefit from opportunities to meaningfully collaborate during professional education and in the workplace. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

Collaborative care: Using six thinking hats for decision making.

PubMed

Cioffi, Jane Marie

2017-12-01

To apply six thinking hats technique for decision making in collaborative care. In collaborative partnerships, effective communications need to occur in patient, family, and health care professional meetings. The effectiveness of these meetings depends on the engagement of participants and the quality of the meeting process. The use of six thinking hats technique to engage all participants in effective dialogue is proposed. Discussion paper. Electronic databases, CINAHL, Pub Med, and Science Direct, were searched for years 1990 to 2017. Using six thinking hats technique in patient family meetings nurses can guide a process of dialogue that focuses decision making to build equal care partnerships inclusive of all participants. Nurses will need to develop the skills for using six thinking hats technique and provide support to all participants during the meeting process. Collaborative decision making can be augmented by six thinking hat technique to provide patients, families, and health professionals with opportunities to make informed decisions about care that considers key issues for all involved. Nurses who are most often advocates for patients and their families are in a unique position to lead this initiative in meetings as they network with all health professionals. © 2017 John Wiley & Sons Australia, Ltd.

Electronic collaboration in dermatology resident training through social networking.

PubMed

Meeks, Natalie M; McGuire, April L; Carroll, Bryan T

2017-04-01

The use of online educational resources and professional social networking sites is increasing. The field of dermatology is currently under-utilizing online social networking as a means of professional collaboration and sharing of training materials. In this study, we sought to assess the current structure of and satisfaction with dermatology resident education and gauge interest for a professional social networking site for educational collaboration. Two surveys-one for residents and one for faculty-were electronically distributed via the American Society for Dermatologic Surgery and Association of Professors of Dermatology (APD) listserves. The surveys confirmed that there is interest among dermatology residents and faculty in a dermatology professional networking site with the goal to enhance educational collaboration.

Professional Learning through the Collaborative Design of Problem-Solving Lessons

ERIC Educational Resources Information Center

Wake, Geoff; Swan, Malcolm; Foster, Colin

2016-01-01

This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts…

Learning through Life Books: Teaching Human Growth and Development in an Emotionally Rich Community Context

ERIC Educational Resources Information Center

Korsmo, John; Baker-Sennett, Jacquelyn; Nicholas, Trula

2009-01-01

One challenge experienced by many educators working in pre-professional programs involves designing courses to support students as they learn how to apply subject area knowledge to professional practice. This article describes a successful collaborative community-based project that contextualizes the often abstract and predominately linear…

Collaborative Professional Learning through Lesson Study: Identifying the Challenges of Inquiry-Based Teaching

ERIC Educational Resources Information Center

Gutierez, Sally Baricaua

2015-01-01

In the Philippines, inquiry-based teaching has been promoted and implemented together with recently instigated curriculum reforms. Serious teacher professional development efforts are being used extensively to properly orient and present the benefits of inquirybased teaching. Despite these efforts, there still exists a big gap in the effective…

A Professional Experience Learning Community for Pre-Service Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Cavanagh, Michael S.; Garvey, Thomas

2012-01-01

This paper reports the development and implementation of a collaborative professional experience learning community for a group of nine pre-service secondary mathematics teachers. The pre-service teachers and their methods lecturer made 12 school visits over one academic year to a local secondary school. The pre-service teachers observed and…

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.

Debating the use of work-based learning and interprofessional education in promoting collaborative practice in primary care: a discussion paper.

PubMed

Cameron, Shona; Rutherford, Ishbel; Mountain, Kristina

2012-01-01

The context of primary care in the UK is changing rapidly, underpinned by continuing policy drivers to ensure person-centred safe and effective practice. Undergraduate and postgraduate programmes for healthcare practitioners are increasingly using interprofessional education (IPE) as one route to engender greater understanding of others' roles and contributions to health care, with the suggestion that IPE leads to better integration and teamwork, and thus stronger collaborative practice. Access to education and professional development for those working in primary care is difficult, and individuals need the focus of learning to be clearly relevant to their practice. To review and debate the evidence on the role of work-based learning and IPE in enhancing collaborative practice in primary care. Literature search and critique of key papers relevant to primary care practice. The three themes emerged of IPE, workbased learning (WBL) and collaborative practice. There is a growing body of literature to support the positive outcomes of IPE and the utilisation of WBL in developing practice. A range of practitioners in a variety of work settings have used WBL approaches in the implementation of innovations and the development of communities of practice. However, little evidence exists to support these approaches in primary care. The application of WBL across primary care teams can support a positive and collaborative learning culture, resulting in changes to professional practice.

A global service-learning experience for nursing students in Tanzania: a model for collaboration.

PubMed

Kreye, Judy; Oetker-Black, Sharon

2013-01-01

This article addresses a model for creating a short-term global service-learning program. The Global Standards for the Initial Education of Professional Nurses and Midwives guided the development of a collaborative program involving a school of nursing in the Midwestern United States and one in Tanzania. Evaluation of the school of nursing and subsequent collaborative planning led to development and implementation of a 3-week global service-learning experience for nursing students. International academic partnerships, developed in accordance with WHO standards, will enhance educational experiences for nursing students both in the United States and abroad. © 2013 Wiley Periodicals, Inc.

Inter-professional collaboration as a health human resources strategy: moving forward with a western provinces research agenda.

PubMed

Mickelson, Grace; Suter, Esther; Deutschlander, Siegrid; Bainbridge, Lesley; Harrison, Liz; Grymonpre, Ruby; Hepp, Shelanne

2012-01-01

The current gap in research on inter-professional collaboration and health human resources outcomes is explored by the Western Canadian Interprofessional Health Collaborative (WCIHC). In a recent research planning workshop with the four western provinces, 82 stakeholders from various sectors including health, provincial governments, research and education engaged with WCIHC to consider aligning their respective research agendas relevant to inter-professional collaboration and health human resources. Key research recommendations from a recent knowledge synthesis on inter-professional collaboration and health human resources as well as current provincial health priorities framed the discussions at the workshop. This knowledge exchange has helped to consolidate a shared current understanding of inter-professional education and practice and health workforce planning and management among the participating stakeholders. Ultimately, through a focused research program, a well-aligned approach between sectors to finding health human resources solutions will result in sustainable health systems reform. Copyright © 2013 Longwoods Publishing.

Disruptive Technology: Saving Money and Inspiring Engagement in Professional Staff.

PubMed

McPherson, Penne; Talbot, Elizabeth

Competent, efficient, and cost-effective delivery of professional development is a challenge in health care. Collaboration of teaching methodologies with academia and acute care offers fresh perspectives and delivery methods that can facilitate optimal outcomes. One multihospital system introduced the academic "flipped classroom" model to its acute care setting and integrated it into professional development requirements. The concept of the flipped classroom requires independent student engagement prior to classroom activities versus the traditional classroom lecture model. Results realized a cost savings in 2 years of $28,737 in addition to positive employee engagement.

Effective professional networking.

PubMed

Goolsby, Mary Jo; Knestrick, Joyce M

2017-08-01

The reasons for nurse practitioners to develop a professional network are boundless and are likely to change over time. Networking opens doors and creates relationships that support new opportunities, personal development, collaborative research, policy activism, evidence-based practice, and more. Successful professional networking involves shared, mutually beneficial interactions between individuals and/or individuals and groups, regardless of whether it occurs face to face or electronically. This article combines nuggets from the literature with guidance based on the authors' combined experience in networking activities at the local, national, and international levels. ©2017 American Association of Nurse Practitioners.

[The development and impacts of professional nursing in senior care and senior business management: the perspective of a U.S.-based nurse entrepreneur].

PubMed

Chang, Theresa

2008-10-01

The three main parts of this article include (1) the process of transition from a clinical nurse to a nurse entrepreneur, (2) senior care business management and social responsibility and (3) the development of senior care business in the future as well as the chances for nursing development. The article analyzes the development of gerontology nursing careers in the United States and Taiwan and the role professional nurses can play in ageing societies. A prospective plan for collaboration between gerontology nurses and long-term care health professionals in the United States and Taiwan concludes the article.

The influence of power dynamics and trust on multidisciplinary collaboration: a qualitative case study of type 2 diabetes mellitus

PubMed Central

2012-01-01

Background Ongoing care for chronic conditions such as diabetes is best provided by a range of health professionals working together. There are challenges in achieving this where collaboration crosses organisational and sector boundaries. The aim of this article is to explore the influence of power dynamics and trust on collaboration between health professionals involved in the management of diabetes and their impact on patient experiences. Methods A qualitative case study conducted in a rural city in Australia. Forty five health service providers from nineteen organisations (including fee-for-service practices and block funded public sector services) and eight patients from two services were purposively recruited. Data was collected through semi-structured interviews that were audio-taped and transcribed. A thematic analysis approach was used using a two-level coding scheme and cross-case comparisons. Results Three themes emerged in relation to power dynamics between health professionals: their use of power to protect their autonomy, power dynamics between private and public sector providers, and reducing their dependency on other health professionals to maintain their power. Despite the intention of government policies to support more shared decision-making, there is little evidence that this is happening. The major trust themes related to role perceptions, demonstrated competence, and the importance of good communication for the development of trust over time. The interaction between trust and role perceptions went beyond understanding each other's roles and professional identity. The level of trust related to the acceptance of each other's roles. The delivery of primary and community-based health services that crosses organisational boundaries adds a layer of complexity to interprofessional relationships. The roles of and role boundaries between and within professional groups and services are changing. The uncertainty and vulnerability associated with these changes has affected the level of trust and mistrust. Conclusions Collaboration across organisational boundaries remains challenging. Power dynamics and trust affect the strategic choices made by each health professional about whether to collaborate, with whom, and to what level. These decisions directly influenced patient experiences. Unlike the difficulties in shifting the balance of power in interprofessional relationships, trust and respect can be fostered through a mix of interventions aimed at building personal relationships and establishing agreed rules that govern collaborative care and that are perceived as fair. PMID:22413897

The influence of power dynamics and trust on multidisciplinary collaboration: a qualitative case study of type 2 diabetes mellitus.

PubMed

McDonald, Julie; Jayasuriya, Rohan; Harris, Mark Fort

2012-03-13

Ongoing care for chronic conditions such as diabetes is best provided by a range of health professionals working together. There are challenges in achieving this where collaboration crosses organisational and sector boundaries. The aim of this article is to explore the influence of power dynamics and trust on collaboration between health professionals involved in the management of diabetes and their impact on patient experiences. A qualitative case study conducted in a rural city in Australia. Forty five health service providers from nineteen organisations (including fee-for-service practices and block funded public sector services) and eight patients from two services were purposively recruited. Data was collected through semi-structured interviews that were audio-taped and transcribed. A thematic analysis approach was used using a two-level coding scheme and cross-case comparisons. Three themes emerged in relation to power dynamics between health professionals: their use of power to protect their autonomy, power dynamics between private and public sector providers, and reducing their dependency on other health professionals to maintain their power. Despite the intention of government policies to support more shared decision-making, there is little evidence that this is happening. The major trust themes related to role perceptions, demonstrated competence, and the importance of good communication for the development of trust over time. The interaction between trust and role perceptions went beyond understanding each other's roles and professional identity. The level of trust related to the acceptance of each other's roles. The delivery of primary and community-based health services that crosses organisational boundaries adds a layer of complexity to interprofessional relationships. The roles of and role boundaries between and within professional groups and services are changing. The uncertainty and vulnerability associated with these changes has affected the level of trust and mistrust. Collaboration across organisational boundaries remains challenging. Power dynamics and trust affect the strategic choices made by each health professional about whether to collaborate, with whom, and to what level. These decisions directly influenced patient experiences. Unlike the difficulties in shifting the balance of power in interprofessional relationships, trust and respect can be fostered through a mix of interventions aimed at building personal relationships and establishing agreed rules that govern collaborative care and that are perceived as fair.

Exploring Academia: Professionalization and Undergraduate Collaboration

ERIC Educational Resources Information Center

Galantucci, Ellen G.; Krcatovich, Erin Marie-Sergison

2016-01-01

Early opportunities for academic professionalization--through opportunities to teach and research in collaboration with professors--provide undergraduates with the tools needed to be successful in graduate school and in subsequent employment. Here, we advocate for more professors to consider collaboration with undergraduates, so students may…

[Implementing Inter-Professional Education (IPE): Challenges and Strategies].

PubMed

Lee, Chia-Lun; Hung, Chich-Hsiu

2017-12-01

Inter-professional practice (IPP), necessary in today's healthcare environment, should be guided and practiced through inter-professional education (IPE). Within the context of an effective IPE program, collaborative medical professionals must be cognizant of the demands of patients' integrated care, organize a collaborative inter-professional team, and achieve the objectives of patient-centered care. However, the many challenges of IPE include insufficient understanding of inter-professional care, occupational culture-related boundary issues, lack of a college education, and insufficient support from academic and medical institutions. This article suggests adopting effective strategies to promote inter-professional recognition, create a harmonious medical culture, eliminate barriers to education, and enhance support for academic and medical institutions. Inter-professional collaboration between academic and clinical institutions must provide resources and substantive professional training. Effectively implementing IPE and IPP is expected to elicit trust, respect, and efficient communication from team members.

The Story of a Unique Collaborative Partnership Focused on Preparing Effective Teachers to Be Successful in High-Poverty/High-Minority Schools

ERIC Educational Resources Information Center

Richman, Laila J.; Wittmann, Cheryl; Madden, Maggie

2014-01-01

This article describes an innovative partnership between a state department of education, local school systems, and institutions of higher education aimed at increasing the number of effective teachers for high-poverty/ high-minority schools through collaborative partnerships, rigorous coursework, ongoing professional development, intensive…

Collaborative Learning with a Wiki: Differences in Perceived Usefulness in Two Contexts of Use

ERIC Educational Resources Information Center

Naismith, L.; Lee, B.-H.; Pilkington, R. M.

2011-01-01

This paper investigates the potential of a wiki (FlexWiki) to support collaborative authoring of web resources in authentic coursework by two different sets of education students at different stages of their professional development. Research questions included: (1) how the selected wiki could be blended with curriculum activities and existing…

From Rhetoric to Reality: Planning and Conducting Collaborations for International Research in the Global South

ERIC Educational Resources Information Center

Lombe, Margaret; Newransky, Chrisann; Crea, Tom; Stout, Anna

2013-01-01

International collaboration in social work research, particularly research in the global south, presents unique opportunities for the personal and professional development of researchers and students alike. Yet data to help direct the process are limited. Using a research project recently carried out in Ghana as background, the authors present…

Developing a Tiered Response Model for Social-Emotional Learning through Interdisciplinary Collaboration

ERIC Educational Resources Information Center

Maras, Melissa A.; Thompson, Aaron M.; Lewis, Christie; Thornburg, Kathy; Hawks, Jacqueline

2015-01-01

A tiered response model for social-emotional learning (SEL) is needed to address the significant mental health needs of young people in this country. In collaboration with other school mental health professionals, school psychologists have a unique expertise that situates them to be systems change agents in this work. This article describes a…

The Collaborative Teacher Inquiry Project: A Purposeful Professional Development Initiative

ERIC Educational Resources Information Center

Jao, Limin; McDougall, Douglas

2015-01-01

The transition from Grade 8 to Grade 9 is particularly difficult for students who were not very successful in mathematics in Grade 8. Research into ways to improve this transition as well as improve the teaching practices at the Applied level will be helpful for teachers, administrators, and policy makers. The Collaborative Teacher Inquiry Project…

Building 4-H Program Capacity and Sustainability through Collaborative Fee-Based Programs

ERIC Educational Resources Information Center

Pellien, Tamara

2016-01-01

Shrinking budgets and increased demands for services and programs are the norm for today's Extension professional. The tasks of procuring grants, developing fund raisers, and pursuing donors require a large investment of time and can lead to mission drift in the pursuit of funding. Implementing a collaborative fee-based program initiative can fund…

A Year in the Life: Academic Coaching and the Role of Collaboration in a Rural Ohio School

ERIC Educational Resources Information Center

Hartman, Sara Lohrman

2012-01-01

This year-long qualitative case study provides an analysis of the work of a math coach as she built collaborative partnerships in a rural Appalachian school. Academic coaches provide embedded professional development and the theoretical hope of improving teachers' instructional abilities and thereby raising student achievement. As rural schools…

Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments

ERIC Educational Resources Information Center

Burns, Mary; Pierson, Elizabeth; Reddy, Shylaja

2014-01-01

Active Learning in Maths and Science (ALMS) was a six-month face-to-face professional development program for middle school maths and science teachers carried out between June and November, 2010 in two Indian states. ALMS's theory of action is grounded in the belief that collaborative learning serves as a "gateway" to learner-centered…

A Study of a Collaborative Instructional Project Informed by Systemic Functional Linguistic Theory: Report Writing in Elementary Grades

ERIC Educational Resources Information Center

Brisk, Maria Estela; Hodgson-Drysdale, Tracy; O'Connor, Cheryl

2011-01-01

This study examined the teaching of report writing in PreK-5 through the lens of systemic functional linguistics theory. Teachers were part of a university-public school collaboration that included professional development on teaching genres, text organization, and language features. Grounded in this knowledge, teachers explicitly taught report…

Facilitating Collaborative Capabilities for Future Work: What Can Be Learnt from Interprofessional Fieldwork in Health

ERIC Educational Resources Information Center

Brewer, Margo; Flavell, Helen

2018-01-01

There is growing pressure in higher education to develop graduates with the capabilities to work effectively in collaborative, interdisciplinary teams to solve the key issues facing humankind. For many years, health has been pioneering interprofessional education as the means to deliver professionals with capacity to work together to deliver high…

Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning

ERIC Educational Resources Information Center

Banegas, Dario; Pavese, Anahi; Velazquez, Aurelia; Velez, Sandra Maria

2013-01-01

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students' learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of…

Transcending differences to study the transcendent: an exploratory study of researchers' and chaplains' reflections on interdisciplinary spiritual care research collaboration.

PubMed

Powell, Richard A; Emanuel, Linda; Handzo, George; Lantos, John; Dunn, Laura B; Idler, Ellen L; Wilkie, Diane J; Massey, Kevin; Summerfelt, William T; Barnes, Marilyn J D; Quest, Tammie E; Kestenbaum, Allison; Steinhauser, Karen; Fitchett, George; Zollfrank, Angelika; Olsen, Annette K; Balboni, Tracy A; Sommer, Dane

2015-04-18

Despite recognition of the centrality of professional board-certified chaplains (BCC) in palliative care, the discipline has little research to guide its practices. To help address this limitation, HealthCare Chaplaincy Network funded six proposals in which BCCs worked collaboratively with established researchers. Recognizing the importance of interdisciplinary collaboration in the development of a new field, this paper reports on an exploratory study of project members' reflections over time on the benefits and challenges of conducting inter-disciplinary spiritual care research. Data collection occurred in two stages. Stage 1 entailed two independent, self-reflective focus groups, organized by professional discipline, mid-way through the site projects. Stage 2 entailed end-of-project site reports and a conference questionnaire. Eighteen professionals participated in the group discussions. Stage 1: researchers perceived chaplains as eager workers passionately committed to their patients and to research, and identified challenges faced by chaplains in learning to conduct research. Chaplains perceived researchers as passionate about their work, were concerned research might uncover negative findings for their profession, and sensed they used a dissimilar paradigm from their research colleagues regarding the 'ways of relating' to knowledge and understanding. Stage 2: researchers and chaplains noted important changes they ascribed to the interdisciplinary collaboration that were classified into six domains of cultural and philosophical understanding: respect; learning; discovery; creativity; fruitful partnerships; and learning needs. Chaplains and researchers initially expressed divergent perspectives on the research collaborations. During the projects' lifespans, these differences were acknowledged and addressed. Mutual appreciation for each discipline's strengths and contributions to inter-professional dialogue emerged.

Encouraging Data Use in the Classroom-DLESE Workshop Evaluation Results

NASA Astrophysics Data System (ADS)

Lynds, S. E.; Buhr, S. M.; Ledley, T. S.

2005-12-01

For the last two years, the Data Services Team of the Digital Library for Earth Systems Education (DLESE) has offered annual workshops, bringing scientists, technology specialists, and education professionals together to develop ways of using scientific data in education. Teams comprised of representatives from each of five professional roles (scientist, curriculum developer, data provider, teacher, tool developer) worked on developing online educational units of the Earth Exploration Toolbook (EET--http://serc.carleton.edu/eet/). Workshop evaluation projects elicited a large amount of feedback from participants at both workshops. Consistently, the attendees most highly valued the opportunity to network with those of other professional roles and to collaborate on a real-world education project. Technology and science specialists emphasized their desire for a greater understanding of practical applications for scientific data in the classroom and what educators need for successful curricula. The evaluation project also revealed similarities in the limitations that many attendees reported in using online data. Technological barriers such as data format, bandwidth limitations, and proprietary data were all mentioned by participants regardless of professional role. This talk will discuss the barriers to and advantages of collaborations between scientists, technology specialists, and educators and the potential for this format to result in data-rich curriculum elements.

Collaboration through ICT between Healthcare Professionals: The Social Requirements of Health 2.0 Applications

NASA Astrophysics Data System (ADS)

Duysburgh, Pieter; Jacobs, An

Social requirements are defined as the users' needs related to the use of an application in interaction with others. This paper aims to formulate social requirements of health 2.0 applications for professional healthcare workers. Collaboration is seen as the central characteristic of these applications. To detect the social requirements, we first identified four features that determine how healthcare professionals collaborate: (1) the professional status of healthcare professionals; (2) patient centeredness; (3) ambiguity in medicine and (4) complex organisation of healthcare. Based on these characteristics and findings of Computer-Supported Cooperative Work (CSCW) research in healthcare, we were able to formulate three social requirements for health 2.0 applications: (1) supported autonomy; (2) rationale in context; and (3) fluid collaboration. These requirements will serve as input for health 2.0 scenarios.

Using local clinical educators and shared resources to deliver simulation training activities across rural and remote South Australia and south-west Victoria: A distributed collaborative model.

PubMed

Masters, Stacey C; Elliott, Sandi; Boyd, Sarah; Dunbar, James A

2017-10-01

There is a lack of access to simulation-based education (SBE) for professional entry students (PES) and health professionals at rural and remote locations. A descriptive study. Health and education facilities in regional South Australia and south-west Victoria. Number of training recipients who participated in SBE; geographical distribution and locations where SBE was delivered; number of rural clinical educators providing SBE. A distributed model to deliver SBE in rural and remote locations in collaboration with local health and community services, education providers and the general public. Face-to-face meetings with health services and education providers identified gaps in locally delivered clinical skills training and availability of simulation resources. Clinical leadership, professional development and community of practice strategies were implemented to enhance capacity of rural clinical educators to deliver SBE. The number of SBE participants and training hours delivered exceeded targets. The distributed model enabled access to regular, localised training for PES and health professionals, minimising travel and staff backfill costs incurred when attending regional centres. The skills acquired by local educators remain in rural areas to support future training. The distributed collaborative model substantially increased access to clinical skills training for PES and health professionals in rural and remote locations. Developing the teaching skills of rural clinicians optimised the use of simulation resources. Consequently, health services were able to provide students with flexible and realistic learning opportunities in clinical procedures, communication techniques and teamwork skills. © 2017 National Rural Health Alliance Inc.

Analysis of team types based on collaborative relationships among doctors, home-visiting nurses and care managers for effective support of patients in end-of-life home care.

PubMed

Fujita, Junko; Fukui, Sakiko; Ikezaki, Sumie; Otoguro, Chizuru; Tsujimura, Mayuko

2017-11-01

To define the team types consisting of doctors, home-visiting nurses and care managers for end-of-life care by measuring the collaboration relationship, and to identify the factors related to the team types. A questionnaire survey of 43 teams including doctors, home-visiting nurses and care managers was carried out. The team types were classified based on mutual evaluations of the collaborative relationships among the professionals. To clarify the factors between team types with the patient characteristics, team characteristics and collaboration competency, univariate analysis was carried out with the Fisher's exact test or one-way analysis and multiple comparison analysis. Three team types were classified: the team where the collaborative relationships among all healthcare professionals were good; the team where the collaborative relationships between the doctors and care managers were poor; and the team where the collaborative relationships among all of the professionals were poor. There was a statistically significant association between the team types and the following variables: patient's dementia level, communication tool, professionals' experience of working with other team members, home-visiting nurses' experience of caring for dying patients, care managers' background qualifications, doctor's face-to-face cooperation with other members and home-visiting nurses' collaborative practice. It is suggested that a collaborative relationship would be fostered by more experience of working together, using communication tools and enhancing each professional's collaboration competency. Geriatr Gerontol Int 2017; 17: 1943-1950. © 2017 Japan Geriatrics Society.

Faculty/Librarian Interprofessional Collaboration and Information Literacy in Higher Education

ERIC Educational Resources Information Center

Franklin, Kimberly Y.

2013-01-01

Collaboration is a best practice for integrating information literacy into teaching and learning, but extant research suggests that differences between the professional practice and professional socialization of faculty and librarians can hinder collaboration. This dissertation examines interprofessional factors that facilitate and hinder…

Examining Collaboration in Teacher Preparation and Clinical Practice

ERIC Educational Resources Information Center

Pellegrino, Anthony; Weiss, Margaret P.

2017-01-01

Collaboration among educators is a vital component for teachers' success working with diverse students. Teacher preparation programs, however, have not sufficiently included experiences in which teacher candidates can learn about professional collaboration in preparation for clinical and professional experiences. In this article, the authors…

Development of professional expertise in optometry.

PubMed

Faucher, Caroline

2011-04-01

Development of professional expertise is the gradual transition from novice to expert within a profession. Studies on expertise in the profession of optometry have never been published. However, many studies have been performed in other health professions (e.g., nursing, medicine, physical therapy, occupational therapy). This report is an overview of the development of professional expertise that will highlight some applications for optometry. A 5-level scale of professional expertise development, divided into 2 parts, is described. The first part is the progression of students during their professional studies (novice, intermediate, competent). The second part is the professional development occurring during the practice years (advanced, expert). Personal and collective efforts are required to foster the progression toward expertise. Great interest for the profession, motivation, and deliberate practice are individual attitudes that help this progression. The "optometric community of practice," by means of university (professional) training, continuing education, and collaboration between colleagues, also contributes to this process. Professional development is an integral part of the Optometric Oath. Each clinical case is a potential learning experience contributing to one's professional development. Optometrists' attitudes are predominant factors in the progression from one level to another. Copyright © 2011 American Optometric Association. Published by Elsevier Inc. All rights reserved.

Staff Development: Cafe Style

ERIC Educational Resources Information Center

Arns, Jennifer

2008-01-01

In most cases, memorable learning opportunities are fun, collaborative, and influential. Jennifer Arns, instructional programs director for the Organization for Education Technology and Curriculum, outlines the EdTech Professional Development Cadre, a refreshing and engaging PD approach. (Contains 3 resources.)

Achieving Excellence Through Contemporary and Relevant Psychiatric-Mental Health Nursing Standards of Practice.

PubMed

McInnis-Perry, Gloria; Greene, Ann; Mina, Elaine Santa

2015-09-01

Standards of practice (SOPs) comprise competency statements, which are grounded in current knowledge and research, and provide foundations for performance that support professional accountability. The nursing profession, and specifically the psychiatric-mental health specialty of nursing practice in Canada, develops and revises practice standards regularly. The current article describes the collaborative, evidence-informed journey of the Canadian Federation of Mental Health Nurses during its fourth revision of the Canadian Psychiatric-Mental Health Nursing SOPs. An intraprofessional team of psychiatric-mental health nurses from the clinical, academic, research, and policy areas developed and nurtured collaborative processes that emphasize collegial and authentic relationships. Effective communication and a respectful learning environment supported the process for all members of the team. The current article provides recommendations for other professional organizations considering developing and/or revising SOPs. Copyright 2015, SLACK Incorporated.

Building a sustainable Academic Health Department: the South Carolina model.

PubMed

Smith, Lillian Upton; Waddell, Lisa; Kyle, Joseph; Hand, Gregory A

2014-01-01

Given the limited resources available to public health, it is critical that university programs complement the development needs of agencies. Unfortunately, academic and practice public health entities have long been challenged in building sustainable collaborations that support practice-based research, teaching, and service. The academic health department concept offers a promising solution. In South Carolina, the partners started their academic health department program with a small grant that expanded into a dynamic infrastructure that supports innovative professional exchange and development programs. This article provides a background and describes the key elements of the South Carolina model: joint leadership, a multicomponent memorandum of agreement, and a shared professional development mission. The combination of these elements allows the partners to leverage resources and deftly respond to challenges and opportunities, ultimately fostering the sustainability of the collaboration.

Geoscience Education Research, Development, and Practice at Arizona State University

NASA Astrophysics Data System (ADS)

Semken, S. C.; Reynolds, S. J.; Johnson, J.; Baker, D. R.; Luft, J.; Middleton, J.

2009-12-01

Geoscience education research and professional development thrive in an authentically trans-disciplinary environment at Arizona State University (ASU), benefiting from a long history of mutual professional respect and collaboration among STEM disciplinary researchers and STEM education researchers--many of whom hold national and international stature. Earth science education majors (pre-service teachers), geoscience-education graduate students, and practicing STEM teachers richly benefit from this interaction, which includes team teaching of methods and research courses, joint mentoring of graduate students, and collaboration on professional development projects and externally funded research. The geologically, culturally, and historically rich Southwest offers a superb setting for studies of formal and informal teaching and learning, and ASU graduates the most STEM teachers of any university in the region. Research on geoscience teaching and learning at ASU is primarily conducted by three geoscience faculty in the School of Earth and Space Exploration and three science-education faculty in the Mary Lou Fulton Institute and Graduate School of Education. Additional collaborators are based in the College of Teacher Education and Leadership, other STEM schools and departments, and the Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET). Funding sources include NSF, NASA, US Dept Ed, Arizona Board of Regents, and corporations such as Resolution Copper. Current areas of active research at ASU include: Visualization in geoscience learning; Place attachment and sense of place in geoscience learning; Affective domain in geoscience learning; Culturally based differences in geoscience concepts; Use of annotated concept sketches in learning, teaching, and assessment; Student interactions with textbooks in introductory courses; Strategic recruitment and retention of secondary-school Earth science teachers; Research-based professional development for STEM teachers; Design and evaluation of innovative transdisciplinary and online curricula; and Visitor cognition of geologic time and basic principles in Southwestern National Parks.

Transitional care in clinical networks for young people with juvenile idiopathic arthritis: current situation and challenges.

PubMed

Cruikshank, Mary; Foster, Helen E; Stewart, Jane; Davidson, Joyce E; Rapley, Tim

2016-04-01

Clinical networks for paediatric and adolescent rheumatology are evolving, and their effect and role in the transition process between paediatric and adult services are unknown. We therefore explored the experiences of those involved to try and understand this further. Health professionals, young people with juvenile idiopathic arthritis and their families were recruited via five national health service paediatric and adolescent rheumatology specialist centres and networks across the UK. Seventy participants took part in focus groups and one-to-one interviews. Data was analysed using coding, memoing and mapping techniques to identify features of transitional services across the sector. Variation and inequities in transitional care exist. Although transition services in networks are evolving, development has lagged behind other areas with network establishment focusing more on access to paediatric rheumatology multidisciplinary teams. Challenges include workforce shortfalls, differences in service priorities, standards and healthcare infrastructures, and managing the legacy of historic encounters. Providing equitable high-quality clinically effective services for transition across the UK has a long way to go. There is a call from within the sector for more protected time, staff and resources to develop transition roles and services, as well as streamlining of local referral pathways between paediatric and adult healthcare services. In addition, there is a need to support professionals in developing their understanding of transitional care in clinical networks, particularly around service design, organisational change and the interpersonal skills required for collaborative working. Key messages • Transitional care in clinical networks requires collaborative working and an effective interface with paediatric and adult rheumatology.• Professional centrism and historic encounters may affect collaborative relationships within clinical networks.• Education programmes need to support the development of interpersonal skills and change management, to facilitate professionals in networks delivering transitional care.

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.

Families and Professionals as Collaborators in Assessment.

ERIC Educational Resources Information Center

Crais, Elizabeth R.

1993-01-01

This paper considers issues affecting collaboration of professionals and family members in assessing children with special needs. Issues include process versus outcome, the balance of power between families and professionals, choices available to families, sequencing of services, formal versus informal assessment, family concerns and priorities,…

Collaboration: Perceptions of FCS Professionals in Teaching, Research, and Service

ERIC Educational Resources Information Center

Kandiah, Jay; Saiki, Diana

2012-01-01

The purpose of this study is to investigate family and consumer sciences (FCS) professionals' perceptions of multidisciplinary collaboration in teaching, research, and service. A focus group and survey were participants identified projects, strengths, weaknesses, and suggestions related to collaboration.Topics and projects that incorporated…

Writing Together: Gender's Effect on Collaboration.

ERIC Educational Resources Information Center

Rehling, Louise

1996-01-01

Analyzes the behaviors of over 60 student groups in professional writing classes. Finds gender-related effects on collaboration: tendencies to stereotype men as technical experts and to self-segregate into gendered working teams. Suggests new perspectives on the role of gender for collaborative groups in professional writing classrooms. (PA)

Implications of early workplace experiences on continuing interprofessional education for physicians and nurses.

PubMed

Veerapen, Kiran; Purkis, Mary Ellen

2014-05-01

Formative experiences, identities and collaborative strategies of nurses and physicians need to be appreciated to develop transformative interprofessional education for them. This article develops the collaborative profiles of recently graduated physicians and nurses based on a phenomenological study conducted at tertiary training hospitals in Canada and the United Kingdom. Recent nursing and medical graduates were interviewed to study the impact of undergraduate professional education on their ability to practice collaboratively in the workplace. The impact of undergraduate professional education on teamwork was found to be diluted by internal contradictions and overshadowed by the demands and contingencies of the workplace reported here. Initiation into the workplace was frequently precipitous and for residents the workplace environment was fluid and repeatedly new, as they rotated through various disciplines in the hospital. In busy wards, interdependent but competing priorities led to the development of adversarial uniprofessional identities and derogatory stereotyping of the other. Both groups were overwhelmed by high workload, unpreparedness and responsibility. Cross generational and gender based interactions also provoked resentment. Over time collaborative attitudes became blunted and interprofessional identities were renegotiated. Continuing interprofessional education, for recent graduates that prioritises problem areas, alongside appropriate structural changes could potentially transform the prevalent culture and impact teamwork downstream.

A Class for Teachers Featuring a NASA Satellite Mission

NASA Astrophysics Data System (ADS)

Battle, R.; Hawkins, I.

1996-05-01

As part of the NASA IDEA (Initiative to Develop Education through Astronomy) program, the UC Berkeley Center for EUV Astrophysics (CEA) received a grant to develop a self-contained teacher professional development class featuring NASA's Extreme Ultraviolet Explorer (EUVE) satellite mission. This class was offered in collaboration with the Physics/Astronomy Department and the Education Department of San Francisco State University during 1994, and in collaboration with the UCB Graduate School of Education in 1995 as an extension course. The class served as the foundation for the Science Education Program at CEA, providing valuable lessons and experience through a full year of intense collaboration with 50 teachers from the diverse school districts of the San Francisco Bay Area teaching in the 3rd--12th grade range. The underlying theme of the class focused on how scientists carry out research using a NASA satellite mission. Emphasis was given to problem-solving techniques, with specific examples taken from the pre- and post-launch stages of the EUVE mission. The two, semester-long classes were hosted by the CEA, so the teachers spent an average of 4 hours/week during 17 weeks immersed in astrophysics, collaborating with astronomers, and working with colleagues from the Lawrence Hall of Science and the Graduate School of Education. The teachers were taught the computer skills and space astrophysics concepts needed to perform hands-on analysis and interpretation of the EUVE satellite data and the optical identification program. As a final project, groups of teachers developed lesson plans based on NASA and other resources that they posted on the World Wide Web using html. This project's model treats teachers as professionals, and allows them to collaborate with scientists and to hone their curriculum development skills, an important aspect of their professional growth. We will summarize class highlights and showcase teacher-developed lesson plans. A detailed evaluation report will be made available. We acknowledge NASA contracts NAS5-30180 and NAS5-29298 to CEA/UCB and NASA grant ED-90033.01-94A to SSL/UCB.

A SWOT analysis of the physiotherapy profession in Kuwait.

PubMed

MacPherson, Meghan M; MacArthur, Lauren; Jadan, Patrick; Glassman, Leah; Bouzubar, Fawzi F; Hamdan, Elham; Landry, Michel D

2013-03-01

Since the end of the Gulf War in 1991, Kuwait has become one of the wealthiest countries in the world and one that has a highly socialized health-care system. This rapid growth and socio-economic development appears to have had a negative impact on the health of its people. As such, the profession of physiotherapy may be in a unique position to address this issue by providing health behaviour interventions and promoting healthy lifestyles. The purpose of this study was to explore the current state of physiotherapy in Kuwait and provide recommendations for future development and growth. Using a qualitative research approach, we conducted 17 key informant interviews (clinicians, administrators and other key stakeholders) in Kuwait. The strengths, weaknesses, opportunities and threats framework was then used to categorize the emerging themes and provide a basis for a strategic direction for the profession. Informants reported that strengths included funding for services and motivation of professionals. Weaknesses included education and professional resources, marketing/advocacy, standardization and regulation of practice. Opportunities discussed were untapped demand for physiotherapy services, internal development and evolution of the physiotherapy association, along with professional collaboration. Threats addressed included low public awareness of physiotherapy, challenges with inter-professional practice/communication, and cultural perspectives of healthy lifestyles. Our research indicates that many unique opportunities exist for physiotherapists in Kuwait. Further development and evolution of Kuwait's physiotherapy professional association could facilitate efforts to advocate for the profession, initiate standards of practice and provide enhanced opportunities for professional collaboration. Copyright © 2012 John Wiley & Sons, Ltd.

Physicians' perspectives of pharmacist-physician collaboration in the United Arab Emirates: Findings from an exploratory study.

PubMed

Hasan, S; Stewart, K; Chapman, C B; Kong, D C M

2018-03-28

Interprofessional collaborative care has been shown to improve patient outcomes. Physicians' views on collaboration with pharmacists give an insight into what contributes to a well-functioning team. Little is known about these views from low and ​middle-income countries and nothing from the United Arab Emirates (UAE). The purpose of this study is to investigate physicians' opinions on collaborative relationships with community pharmacists in the UAE. Semi-structured individual interviews and group discussions are conducted with a purposive sample of physicians. Thematic analysis based on the framework approach is used to generate themes. A total of 53 physicians participated. Three themes about collaboration emerged: perceived benefits of collaboration, facilitators of collaboration and perceived barriers to collaboration. Perceived benefits include reducing the burden on physicians, having the pharmacist as an extra safety check within the system, having the pharmacist assist patients to manage their medications: coping with side effects, reducing drug waste and costs, and attaining professional and health-system gains. Perceived facilitators included awareness and trust building, professional role definition, pharmacists' access to patient records and effective communication. Perceived barriers included patient and physician acceptance, logistic and financial issues and perceived pharmacist competence. This study has, for the first time, provided useful information to inform the future development of pharmacist-physician collaboration in the UAE and other countries with similar healthcare systems.

Collaborative Inquiry and Distributed Agency in Educational Change: A Case Study of a Multi-Level Community of Inquiry

ERIC Educational Resources Information Center

Butler, Deborah L.; Schnellert, Leyton; MacNeil, Kimberley

2015-01-01

Teacher professional development has been identified as essential to educational reform. Moreover, research suggests the power of inquiry communities in spurring teacher professional learning and shifts in classroom practice. However, not enough is known about what conditions within a community of inquiry might be necessary to inspire, support,…

An Alternative Collaborative Supervision Practice between University-Based Teachers and School-Based Teachers

ERIC Educational Resources Information Center

Steele, Annfrid R.

2017-01-01

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice.…

Exploring Identities and Cultures in Inter-Professional Education and Collaborative Professional Practice

ERIC Educational Resources Information Center

Floyd, Alan; Morrison, Marlene

2014-01-01

Although the concept of multi-agency working has been pursued and adopted as the most appropriate way to improve childcare provision and health workforces in recent years, both in the UK and more globally, research suggests that participation in such work can be problematic. This article examines current developments in inter-professional…

Bridging the Gap: On Ways to Improve Collaboration between Secondary Teachers and University Professors

ERIC Educational Resources Information Center

Juarez-Dappe, Patricia

2011-01-01

The importance of content-focused professional development for high school teachers has been widely recognized by educators and legislators. Professionals in education at all levels have long argued for more contacts between secondary and post-secondary instructors as one important way to improve subject matter mastery. In response to this call,…

Study Guide--What Great Principals Do Differently: Eighteen Things That Matter Most. Second Edition

ERIC Educational Resources Information Center

Whitaker, Beth; Whitaker, Todd; Zoul, Jeffrey

2012-01-01

Designed to be used by facilitators and participants in seminars, book study groups, or other professional development events, this book guides critical thinking, collaboration, and professional growth based on the concepts in Todd Whitaker's best-selling title, "What Great Principals Do Differently" (2nd edition). Each chapter includes: (1) Key…