Professional Learning Communities in Singapore and Shanghai: Implications for Teacher Collaboration

ERIC Educational Resources Information Center

Hairon, Salleh; Tan, Charlene

2017-01-01

Professional learning communities (PLCs) have been recognised as having the potential to raise the quality of teachers, teaching and student learning through structured teacher collaboration, and have been featured prominently in Singapore and Shanghai--both considered top-performing Asian societies in the Program for International Student…

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…

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.

Everyone Learns from Everyone: Collaborative and Interdisciplinary Professional Development in Digital Literacy

ERIC Educational Resources Information Center

Hobbs, Renee; Coiro, Julie

2016-01-01

Hobbs and Coiro describe a new approach to the professional development of educators, librarians, and media professionals that emphasizes the value of collaborative, interdisciplinary relationships. The authors explore why creative collaboration using digital media texts, tools, and technologies is vital to support the professional development of…

Mentoring and Coaching in Schools: Professional Learning through Collaborative Inquiry

ERIC Educational Resources Information Center

Burley, Suzanne; Pomphrey, Cathy

2011-01-01

Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner…

Professional Writing in the English Classroom: Professional Collaborative Writing--Teaching, Writing, and Learning--Together.

ERIC Educational Resources Information Center

Bush, Jonathan; Zuidema, Leah

2013-01-01

In this article, the authors report the importance of teaching students about collaborative writing. When teachers are effective in helping students to learn processes for collaborative writing, everyone involved needs to speak, listen, write, and read about how to write well and what makes writing good. Students are forced to "go meta"…

Relationships between Teacher Value Orientations, Collegiality, and Collaboration in School Professional Learning Communities

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

2015-01-01

Unlike past research which has mainly examined whole school or whole department professional learning communities, this study focused on factors related to effective collaborative practices within teacher learning teams. Our main objective was to ascertain the roles of team value orientations (collectivism and power distance) and team collegiality…

Elementary Teachers' Perceptions of Appropriate Collaborative Planning and Professional Planning Time: A Case Study

ERIC Educational Resources Information Center

Wise, Kristi

2017-01-01

Professional Learning Communities (PLCs) are a best practice that has been around for decades; however, due to organizational structuring in elementary schools, teachers are allowed 30 minutes of planning time. During this time little planning or collaboration with peers is achieved. Previous research has proven that professional learning by way…

A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities

ERIC Educational Resources Information Center

Nelson, Tamara Holmlund; Slavit, David; Perkins, Mart; Hathorn, Tom

2008-01-01

Background/Context: The type of professional development provided for teachers has been undergoing change from a one-time workshop approach to a more embedded, long-term, reflective, and collaborative structure. Although findings on the impact of new forms of professional development (PD) are beginning to emerge in the literature, there is little…

Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.

PubMed

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

2017-07-01

Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Shared placement experiences between student SLTs and student teachers may be an effective method for building participants' competencies in multiple aspects of collaborative practice. Active facilitation by both SLT and classroom teacher supervisors alongside careful consideration of learning contexts (e.g., classroom structure) will help to ensure that learning is maximized for prospective professionals. © 2016 Royal College of Speech and Language Therapists.

Professional Learning Communities That Initiate Improvement in Student Achievement

ERIC Educational Resources Information Center

Royer, Suzanne M.

2012-01-01

Quality teaching requires a strong practice of collaboration, an essential building block for educators to improve student achievement. Researchers have theorized that the implementation of a professional learning community (PLC) with resultant collaborative practices among teachers sustains academic improvement. The problem addressed specifically…

Mobile Learning for Teacher Professional Learning: Benefits, Obstacles and Issues

ERIC Educational Resources Information Center

Aubusson, Peter; Schuck, Sandy; Burden, Kevin

2009-01-01

This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in-action and to capture the spontaneity of learning moments. The paper also argues for the value of…

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.

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…

CSCL in Teacher Training: What Learning Tasks Lead to Collaboration?

ERIC Educational Resources Information Center

Lockhorst, Ditte; Admiraal, Wilfried; Pilot, Albert

2010-01-01

Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for teacher learning, collaborative skills should be…

Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania

ERIC Educational Resources Information Center

Kafyulilo, Ayoub Cherd

2013-01-01

This study introduces "teachers' collaboration" as an approach to teachers' professional development geared at enhancing science and mathematics teaching in Tanzania secondary schools. Teachers' professional development through teachers' collaboration has been reported to be effective for the improvement of schools' performance and…

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…

Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment.

PubMed

Cunningham, S; Foote, L; Sowder, M; Cunningham, C

2018-05-01

The purpose of this mixed-methods study was to explore from the participant's perspective the influence of an interprofessional simulation-based learning experience on understanding the roles and responsibilities of healthcare professionals in the acute care setting, interprofessional collaboration, and communication. Participating students from two professional programs completed the Readiness for Interprofessional Learning Scale (RIPLS) prior to and following the simulation experience to explore the influence of the simulation experience on students' perceptions of readiness to learn together. A Wilcoxon signed rank analysis was performed for each of the four subscales of the RIPLS: shared learning (<.001), teamwork and collaboration (<.001), professional identity (.042), and roles and responsibilities (.001). In addition, participating students were invited to participate in focus group interviews to discuss the effectiveness of the simulation experience. Three key themes were discovered: interprofessional teamwork, discovering roles and responsibilities, and increased confidence in treatment skills. The integration of interprofessional education through a simulation-based learning experience within the nursing and physical therapy professional programs provided a positive experience for the students. Simulation-based learning experiences may provide an opportunity for institutions to collaborate and provide additional engagement with healthcare professions that may not be represented within a single institution.

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…

Professional Learning Communities Focusing on Results and Data-Use to Improve Student Learning: The Right Implementation Matters

ERIC Educational Resources Information Center

Muñoz, Marco A.; Branham, Karen E.

2016-01-01

Professional Learning Communities are an important means toward the goal of improving schools so that students can learn at high levels. Professional Learning Communities, when well-implemented, have a laser-focus on learning, work collaboratively, and hold themselves accountable for results. In this article, the central concept of…

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…

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,…

A Qualitative Exploration of the Perceptions of a Special Education Professional Learning Community

ERIC Educational Resources Information Center

Katz, Marc

2013-01-01

Professional learning communities (PLCs) have been used as a format for encouraging formal collaboration among teachers. The topic of the completed study is the perceptions of special education teachers regarding how special education PLCs meet formal collaboration needs, particularly in terms of isolation. The problem is that special education…

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…

Turning Experience into Learning: Educational Contributions of Collaborative Peer Songwriting during Music Therapy Training

ERIC Educational Resources Information Center

Baker, Felicity; Krout, Robert

2012-01-01

This article reports on a study of 21 Australian and United States (US) tertiary/university students involved in training to become professional music therapists. The study aimed to identify the learning outcomes--musical, professional, and personal--that occurred when students participated in collaborative peer songwriting experiences. Student…

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…

Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform

ERIC Educational Resources Information Center

Riveros, Augusto

2012-01-01

In this paper I highlight the significance of Maurice Merleau-Ponty's contribution to the study of teacher learning. I particularly draw on his notion of "embodiment" to show that professional knowledge is embodied knowledge and that teachers make sense of their professional world through their embodied action. I contrast my…

Teachers' Perceptions of Professional Learning Communities and Their Impact on School Culture

ERIC Educational Resources Information Center

Kociuruba, Jerry P., Jr.

2017-01-01

Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive…

Promoting a Culture of Collaboration and Reflection through a Professional Learning Community

ERIC Educational Resources Information Center

Murdaugh, Erica Charlanda Russell

2017-01-01

The purpose of this qualitative Action Research Study was to describe eight elementary English Language Arts (ELA) teachers' perceptions of a Professional Learning Community (PLC). The teacher-participants' opinions about the PLC were used to improve the existing PLC to promote a more reflective and collaborative environment where ELA teachers…

The Effects of Systemically Implemented Professional Learning Communities on the Educational Culture of a Public School

ERIC Educational Resources Information Center

Bradshaw, Elizabeth A.

2017-01-01

The paper explores if systemic implementation of collaborative practices impacts the educational culture of a school. Using the fundamental principles of Professional Learning Communities, the research analyzed what collaborative practices were implemented and if they were successful as cultural change agents. Section one discusses the different…

Challenges of Teacher Collaboration within a Professional Learning Community

ERIC Educational Resources Information Center

Seisay, Benson M.

2013-01-01

The professional learning community (PLC) is a powerful tool in education, one that is intended to reform failing schools and improve student achievement. This research gathered data to determine teacher perceptions about challenges of teacher collaboration within a PLC school. The key conceptual framework for this case study originated from work…

Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

ERIC Educational Resources Information Center

Kostina, Ludmyla

2015-01-01

Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve…

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…

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…

Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional Learning Communities

ERIC Educational Resources Information Center

DeMatthews, David

2014-01-01

Professional Learning Communities (PLCs) can be powerful tools for school improvement but require principals and teachers to collaborate and work together. This article reports on a qualitative multi-case study focused on six elementary schools in West Texas that had been identified for having effective PLCs. Principals and teachers were observed…

Redefining Professional Identity: The Voice of a Language Teacher in a Context of Collaborative Learning

ERIC Educational Resources Information Center

Pinho, Ana Sofia; Andrade, Ana Isabel

2015-01-01

Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project "Languages and education: constructing and sharing training". This project aimed at the construction of a collaborative teacher education context for…

Mediating Effects of Trust, Communication, and Collaboration on Teacher Professional Learning in Hong Kong Primary Schools

ERIC Educational Resources Information Center

Li, Lijuan; Hallinger, Philip; Kennedy, Kerry John; Walker, Allan

2017-01-01

This study tests mediated principal leadership effects on teacher professional learning through collegial trust, communication and collaboration in Hong Kong primary schools. It is based on a series of single mediator studies, and uses the same convenience sample of 970 teachers from 32 local primary schools. It also adopts regression-based…

Trading Stories: Middle-Class White Women Teachers and the Creation of Collective Narratives about Students and Families in a Diverse Elementary School

ERIC Educational Resources Information Center

Yoon, Irene H.

2016-01-01

Background/Context: Collaboration is increasingly part of teachers' professional learning and continuous improvement of teaching practice. However, there is little exploration of how teachers' racial, gender, and social class identities influence their collaboration with colleagues and, in turn, their teaching and professional learning.…

Teamwork on Assessments Creates Powerful Professional Development

ERIC Educational Resources Information Center

McTighe, Jay; Emberger, Marcella

2006-01-01

Teacher collaboration is a powerful form of professional learning. One focus for collaborative efforts is designing assessments. When teachers design assessments, give each other feedback through peer reviews, evaluate student work, and plan together for improvement, they are engaged in highly effective professional development. Assessments have…

Effective Strategies for Sustaining Professional Learning Communities

ERIC Educational Resources Information Center

Bennett, Patricia R.

2010-01-01

Professional Learning Communities (PLCs), in which educators work collaboratively to improve learning for students, need effective strategies to sustain them. PLCs promote continuous improvement in student learning and build academic success with increased teacher expertise. Grounded in organizational systems theory, participative leadership…

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.…

Collaborative Professional Development in Higher Education: Developing Knowledge of Technology Enhanced Teaching

ERIC Educational Resources Information Center

Jaipal-Jamani, Kamini; Figg, Candace; Gallagher, Tiffany; Scott, Ruth McQuirter; Ciampa, Katia

2015-01-01

This paper describes a professional development initiative for teacher educators, called the "Digital Pedagogies Collaboration," in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of faculty members around technology enhanced…

Evaluating the Implementation of Professional Learning Communities over Time

ERIC Educational Resources Information Center

Monceaux, Matthew C.

2017-01-01

Professional Learning Communities (PLCs) have become a popular reform initiative for schools looking to increase student achievement. School district officials can find it difficult to implement and sustain Professional Learning Communities as some teachers are not accustomed to the levels of collaboration with peers involved. If implemented and…

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…

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…

Interprofessional Clinical Ethics Education: The Promise of Cross-Disciplinary Problem-Based Learning.

PubMed

Kurtz, Melissa J; Starbird, Laura E

2016-09-01

A review of Lin et al.'s pilot study exploring the effects of an interprofessional, problem-based learning clinical ethics curriculum on Taiwanese medical and nursing students' attitudes towards interprofessional collaboration highlights the benefits of interprofessional collaboration and offers insight into how problem-based learning might be universally applied in ethics education. Interprofessional collaboration is an ideal approach for exploring ethical dilemmas because it involves all relevant professionals in discussions about ethical values that arise in patient care. Interprofessional ethics collaboration is challenging to implement, however, given time constraints and organizational and practice demands. Nevertheless, we suggest that when professionals collaborate, they can collectively express greater commitment to the patient. We also suggest future research avenues that can explore additional benefits of interprofessional collaboration in clinical ethics. © 2016 American Medical Association. All Rights Reserved.

Teacher Learning in Collaborative Curriculum Design

ERIC Educational Resources Information Center

Voogt, J.; Westbroek, H.; Handelzalts, A.; Walraven, A.; McKenney, S.; Pieters, J.; de Vries, B.

2011-01-01

The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers' collaborative curriculum design were analyzed to…

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.

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…

A Qualitative Case Study of Teachers' Perceptions of Professional Learning through Mandated Collaboration

ERIC Educational Resources Information Center

Wilt, Barbara C.

2016-01-01

Teacher collaboration is a school improvement priority that has the potential to positively impact student learning by building the capacity of teachers. In some states, teacher collaboration is mandated by legislation. The literature indicates that policy-driven collaboration in a top-down approach results in unintentional consequences and…

Collaboration and Self-Regulation in Teachers' Professional Development

ERIC Educational Resources Information Center

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

2004-01-01

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

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.

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…

Leading Deep Conversations in Collaborative Inquiry Groups

ERIC Educational Resources Information Center

Nelson, Tamara Holmlund; Deuel, Angie; Slavit, David; Kennedy, Anne

2010-01-01

Collaborative inquiry groups, such as professional learning communities and lesson study groups, are proliferating in schools across the United States. In whatever form, the potential for impacting student learning through this collaborative work is expanded or limited by the nature of teachers' conversations. Polite, congenial conversations…

"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…

Learning through Interactive Talk: A School-Based Mentor Teacher Study Group as a Context for Professional Learning

ERIC Educational Resources Information Center

Carroll, D.

2005-01-01

This article reports on a year-long study of collaborative professional learning in a mentor teacher study group connected to a large university teacher education program. It introduces a theoretical framework for considering the nature of interactive talk and its relationship to professional learning. Using examples of study group discourse, it…

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.

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.…

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…

Features of an Emerging Practice and Professional Development in a Science Teacher Team Collaboration with a Researcher Team

ERIC Educational Resources Information Center

Olin, Anette; Ingerman, Åke

2016-01-01

This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education--here "didactic models"--with teaching practice, aligned with professional development. The phase where the collaboration moves…

Can Learning Collaboratives Support Implementation by Rewiring Professional Networks?

PubMed

Bunger, Alicia C; Hanson, Rochelle F; Doogan, Nathan J; Powell, Byron J; Cao, Yiwen; Dunn, Jerry

2016-01-01

This study examined how a learning collaborative focusing on trauma-focused CBT (TF-CBT) impacted advice-seeking patterns between clinicians and three key learning sources: (1) training experts who share technical knowledge about TF-CBT, (2) peers from other participating organizations who share their implementation experiences, and (3) colleagues from their own agency who provide social and professional support. Based on surveys administered to 132 clinicians from 32 agencies, participants' professional networks changed slightly over time by forming new advice-seeking relationships with training experts. While small, these changes at the clinician-level yielded substantial changes in the structure of the regional advice network.

Can Learning Collaboratives Support Implementation By Rewiring Professional Networks?

PubMed Central

Hanson, Rochelle F.; Doogan, Nathan J.; Powell, Byron J.; Cao, Yiwen; Dunn, Jerry

2015-01-01

This study examined how a learning collaborative focusing on Trauma-Focused CBT (TF-CBT) impacted advice-seeking patterns between clinicians and three key learning sources: (1) training experts who share technical knowledge about TF-CBT, (2) peers from other participating organizations who share their implementation experiences, and (3) colleagues from their own agency who provide social and professional support. Based on surveys administered to 132 clinicians from 32 agencies, participants’ professional networks changed slightly over time by forming new advice-seeking relationships with training experts. While small, these changes at the clinician-level yielded substantial changes in the structure of the regional advice network. PMID:25542237

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…

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…

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…

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…

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.

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…

Productive Use of Collaborative Time. Research into Practice

ERIC Educational Resources Information Center

Williamson, Ronald

2012-01-01

Many schools have embraced the idea of professional learning communities (PLC's). While the term is used to describe many types of collaborative activities, PLC's are most successful when they focus intently on improving student learning. In these communities of learners there is a shared commitment to continually learn and act on that learning in…

Collaborative Learning, Circa 1880.

ERIC Educational Resources Information Center

Martin, Theodora Penny

Collaborative learning, such as student-team learning or work-group learning, has become the focus of inservice workshops for teachers, a theme in professional journals, and the daily routine in an increasing number of classrooms. The women's study clubs in late 19th-century United States used a similar pedagogy. By the early 1900s, perhaps as…

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…

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.

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals.

PubMed

Tomlinson, Jo; Shaw, Tim; Munro, Ana; Johnson, Ros; Madden, D Lynne; Phillips, Rosemary; McGregor, Deborah

2013-11-01

Telecommuniciation technologies, including audio and videoconferencing facilities, afford geographically dispersed health professionals the opportunity to connect and collaborate with others. Recognised for enabling tele-consultations and tele-collaborations between teams of health care professionals and their patients, these technologies are also well suited to the delivery of distance learning programs, known as tele-learning. To determine whether tele-learning delivery methods achieve equivalent learning outcomes when compared with traditional face-to-face education delivery methods. A systematic literature review was commissioned by the NSW Ministry of Health to identify results relevant to programs applying tele-learning delivery methods in the provision of education to health professionals. The review found few studies that rigorously compared tele-learning with traditional formats. There was some evidence, however, to support the premise that tele-learning models achieve comparable learning outcomes and that participants are generally satisfied with and accepting of this delivery method. The review illustrated that tele-learning technologies not only enable distance learning opportunities, but achieve comparable learning outcomes to traditional face-to-face models. More rigorous evidence is required to strengthen these findings and should be the focus of future tele-learning research.

The Effects of the Collaborative Leadership Style Provided by Professional Learning Communities on the Tennessee Comprehensive Assessment Program Mean Value-Added Scores in Selected Middle Schools in East Tennessee

ERIC Educational Resources Information Center

Jones, Jone S.

2011-01-01

This causal-comparative study examined the effects of the collaborative leadership style provided by professional learning communities (PLCs) on the students' Tennessee Comprehensive Assessment Program (TCAP) mean Value-Added achievement scores in language arts and mathematics. The study used twenty-nine selected middle schools in eight different…

Flipping the Composing Process: Collaborative Drafting and Résumé Writing

ERIC Educational Resources Information Center

Anders, Abram

2016-01-01

This article argues for a flipped learning approach to business and professional communication composing processes. Flipped learning sequences can scaffold more robust engagement with prewriting activities and support opportunities for in-class collaborative and facilitated drafting exercises. These types of learning experiences offer numerous…

Heeding the CALL (Comprehensive Assessment of Leadership for Learning): An Inquiry into Instructional Collaboration among School Professionals

ERIC Educational Resources Information Center

Min, Sookweon; Modeste, Marsha E.; Salisbury, Jason; Goff, Peter T.

2016-01-01

Purpose: The purpose of this paper is to examine what school leadership practices are associated with a school's level of instructional collaboration among school professionals and also investigates what school characteristics are linked to the level of instructional collaboration in a school. Design/methodology/approach: This study drew data from…

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…

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…

Interprofessional education and collaborative practice: Psychometric analysis of the Readiness for Interprofessional Learning Scale in undergraduate Serbian healthcare student context.

PubMed

Milutinović, Dragana; Lovrić, Robert; Simin, Dragana

2018-06-01

There is an implicit expectation for medical sciences students to work together effectively as members of health-care team, and interprofessional education is therefore widely accepted. Students' attitudes, which are affected by various factors, have been recognized as the most important predictors of successful implementation of interprofessional education with the aim of developing collaborative practice. The Readiness for Interprofessional Learning Scale has often been used in studies to measure these perspectives. To describe the psychometric properties of the Serbian cross-culturally adapted version of the original Readiness for Interprofessional Learning Scale, to assess the attitudes of undergraduate health science students towards interprofessional education and to evaluate whether a professional group and student characteristics have influence on attitudes towards collaborative practice and shared learning. A descriptive/analytical and comparative cross-sectional study. Faculty of Medicine in Serbia. Nursing and medical students after completed first clinical rotations (n = 257). The Readiness for Interprofessional Learning Scale for assessing attitudes among students towards interprofessional learning, Professional Identity Questionnaire for Nursing Students for assessing professional identity in nursing students, Professional Nursing Image Survey for assessing attitudes of medical students towards the nursing profession, as well as a socio-demographic questionnaire were the instruments used in this research study. The data were analysed using descriptive and inferential statistics. Exploratory factor analysis on 19 items revealed two-factors accounting for 51.1% of the total variance with the internal reliability α = 0.90. The mean total score of the Readiness for Interprofessional Learning Scale was 73.5 (SD = 11.5) indicating that students are ready for interprofessional learning. Nursing students, female students; students in their first years of studies, and those with previously completed education in the field of health care, have been more ready for interprofessional learning and collaborative practice. In the multiple linear regression analysis, gender and assessing professional nursing skills and abilities were significant predictors of medical students' readiness for interprofessional learning, whereas professional identity was for nursing students. The Serbian version of the Readiness for Interprofessional Learning Scale has proven to be reliable and valid for the "teamwork, collaboration and shared learning" subscale, while the "role and responsibilities" subscale showed lower stability. The results of this study revealed positive students' attitudes towards interprofessional learning, which is important for Serbia, as a candidate country for European Union membership, and thus making our educational system more inclusive for joining the European Higher Education Area. Copyright © 2018 Elsevier Ltd. 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…

Professional Learning Community Process in the United States: Conceptualization of the Process and District Support for Schools

ERIC Educational Resources Information Center

Olivier, Dianne F.; Huffman, Jane B.

2016-01-01

As the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US,…

A Study of Primary Teachers Participating in Professional Learning Communities with a Focus on Brain Compatible Classrooms

ERIC Educational Resources Information Center

Bachman, Karen S.

2012-01-01

This dissertation is the result of research which examined the implementation of professional learning communities in a primary school. Professional learning communities or PLCs are groups of educators coming together collaboratively in a process of inquiry and action research to achieve better results for the students they serve. While there were…

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…

Slowly Shifting a Culture of Teaching in Higher Education: A Case Study of Biology Instructors' Micro-Processes of Collaborative Inquiry into Teaching and Learning

NASA Astrophysics Data System (ADS)

Neuwald, Anuschka

The Vision and Change reports (American Association for the Advancement of Science, 2011, 2013) have identified a need for change in undergraduate biology education, emphasizing student learning of content knowledge and competencies. Missing from this report and larger efforts to improve undergraduate education (Brainard, 2007; Henderson et al., 2011; Sunal et al., 2001) are guidelines for how to support instructors' professional learning to change teaching practices. I am exploring one possible support structure by studying a group of seven biology instructors that are engaged in a collaborative process over two semesters. This process is modeled after Lesson Study (Lewis et al., 2006), a form of cyclical inquiry-based professional learning activities. The purpose of this qualitative case study is to examine the micro-processes of this collaboration and how these micro-processes afford and limit the ability to change one's teaching practices. Wenger's (1998) concept of "community of practice" provides a theoretical framework for data analysis. I view an instructor's professional learning as social and situated, involving negotiation of new meanings, boundaries, and participation as part of an on-going collaboration. Data analysis shows that negotiation of meaning, characterized by friction and dissonance, is a normal part of the micro-processes of collaborative group work. There are three friction points that are intertwined and influence each other: 1) rhythmic ebb and flow of negotiation about a common professional goal for the instructors and a common learning goal for undergraduates in biology, 2) pressure of time to produce an outcome, and 3) grappling with collective agency, authority and capacity. I argue that these friction points are necessary and important for understanding the micro-processes of negotiation in a collaborative process. Furthermore, this study contributes to literature examining how the use of collaborative processes that are often counter-cultural to higher education norms and expectations will likely be necessary for instructional changes shared by educators in higher education (Henderson et al., 2011; Sunal et al., 2011; Wiemann et al., 2010). This case study sheds light on the messiness and hard work of professional learning that is necessary if we are serious about changing teaching practices in higher education.

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 Role of Professional Objects in Technology-Enhanced Learning Environments in Higher Education

ERIC Educational Resources Information Center

Zitter, Ilya; de Bruijn, Elly; Simons, Robert-Jan; ten Cate, Olle

2012-01-01

We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from professional practice serving as boundary objects…

Practicing What We Teach: Using Action Research to Learn about Teaching Action Research

ERIC Educational Resources Information Center

Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele

2015-01-01

In this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in which action research, in conjunction with a cohort-based, collaboratory approach to learning, was used to facilitate…

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…

The value of inter-professional education: a comparative study of dental technology students' perceptions across four countries.

PubMed

Evans, J; Henderson, A J; Sun, J; Haugen, H; Myhrer, T; Maryan, C; Ivanow, K N; Cameron, A; Johnson, N W

2015-04-24

The ability to function as an effective member of a dental care team is a highly desirable--frequently mandated--attribute of dental technology (DT) graduates. Currently, there is little rigorous examination of how the learning of team-working skills might best be structured in a DT curriculum. This research compares DT curricula, and students' attitudes and perceptions regarding collaboration in practice, from four countries. Students (n=376) were invited to complete an education profile questionnaire, and the standardised measure--the shared learning scale. There were 196 (52%) responses. Students given opportunities to engage with others had better perceptions of inter-professional learning (IPL). Most believed that team-work and collaborative skills were best acquired by learning together with other dental care professionals, preferably sharing cases for real patients. Curricula should maximise opportunities for dental technology students to experience authentic IPL. Collaboration and team-work needs to be embedded through the whole undergraduate programme.

Shaping Self-Regulation in Science Teachers' Professional Growth: Inquiry Skills

ERIC Educational Resources Information Center

Michalsky, Tova

2012-01-01

This study examined 188 preservice science teachers' professional growth along three dimensions--self-regulated learning (SRL) in a science pedagogical context, pedagogical content knowledge, and self-efficacy in teaching science--comparing four learner-centered, active-learning, peer-collaborative environments for learning to teach higher order…

Professional Learning Communities: The Emergence of Vulnerability

ERIC Educational Resources Information Center

Kelly, Jennifer

2013-01-01

This case study focuses on 11 individual teachers who participate in three distinct professional learning communities (PLCs) within one school. A PLC is "a group of people who take an active, reflective, collaborative, learning-orientated, and growth promoting approach toward the mysteries, problems, and perplexities of teaching and…

Establishing Time for Professional Learning

ERIC Educational Resources Information Center

Journal of Staff Development, 2013

2013-01-01

Time for collaborative learning is an essential resource for educators working to implement college- and career-ready standards. The pages in this article include tools from the workbook "Establishing Time for Professional Learning." The tools support a complete process to help educators effectively find and use time. The following…

The Influence of Students and Teachers Characteristics on the Efficacy of Face-to-Face and Computer Supported Collaborative Learning

ERIC Educational Resources Information Center

Solimeno, Andrea; Mebane, Minou Ella; Tomai, Manuela; Francescato, Donata

2008-01-01

In this paper we compared the efficacy of face-to-face and computer supported collaborative learning (CSCL) in increasing academic knowledge and professional competences. We also explored how students' personality characteristics and learning strategies and teachers' characteristics were associated with better learning outcomes in online or…

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…

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.

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…

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…

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.

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…

Professional Collaboration as Responsive Pedagogy

ERIC Educational Resources Information Center

Brown, Barbara; Eaton, Sarah Elaine; Dressler, Roswita; Jacobsen, Michele

2015-01-01

In this paper, action research is explored as a process for professional learning and collaboration among post secondary teachers. Qualitative data from reflective journals maintained by instructors who taught multiple sections of a masters research course over a two-year period informed the exploration of responsive pedagogy. Action research is…

A PLG (Professional Learning Group): How to Stimulate Learners' Engagement in Problem-Solving

ERIC Educational Resources Information Center

Sheety, Alia; Rundell, Frida

2012-01-01

This paper aims to describe, discuss and reflect the use of PLGs (professional learning groups) in higher education as a practice for enhancing student learning and team building. It will use theories supporting group-learning processes, explore optimal social contexts that enhance team collaboration, and reflect on the practice of PLG. The…

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.

Creating Meaning from Collaboration to Implement RtI for At-Risk Students

ERIC Educational Resources Information Center

Diakakis, Julia Ann

2014-01-01

The purpose of this qualitative exploratory case study based on Danielson's (2002) assertion that when teachers learn, student achievement improves was to examine how teachers created a collaborative learning experience through Professional Learning Community (PLC) concepts to implement Response to Intervention (RtI) with at-risk students. The…

Linking Essential Learning Outcomes and Interprofessional Collaborative Practice Competency in Health Science Undergraduates

ERIC Educational Resources Information Center

Reed, Carole-Rae; Garcia, Luis Ivan; Slusser, Margaret M.; Konowitz, Sharon; Yep, Jewelry

2017-01-01

Assessing student learning outcomes and determining achievement of the Interprofessional Collaborative Practice (IPCEP) Core Competency of Values/Ethics in a generic pre-professional Bachelor of Science in Health Science (BSHS) program is challenging. A course level Student Learning Outcome (SLO) is: "….articulate the impact of personal…

(Dis)Orientation of International Medical Graduates: An Approach to Foster Teaching, Learning, and Collaboration (TLC)

ERIC Educational Resources Information Center

Tan, Adrienne; Hawa, Raed; Sockalingam, Sanjeev; Abbey, Susan E.

2013-01-01

Objective: The Teaching for Learning and Collaboration (TLC) Program is a teaching-skills program focusing on methods to improve student learning. This program was adopted to address the professional and personal challenges faced by International Medical Graduates (IMGs) completing a fellowship in psychosomatic medicine. Method: The authors…

Creating a Conference and Workshop Attendance Process with Teacher Collaboration

ERIC Educational Resources Information Center

Hironaka, Janet Hiroko

2009-01-01

This study aimed to build a professional learning community collaboratively among high school teachers for lifelong growth to minimize teacher isolation, discomfort, and fear. The study was driven by a compelling desire to extend personal learning in ways to impact the school learning community. The foundation for this study was the body of…

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…

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…

Promoting Inter-Professional Teamwork and Learning--The Case of a Surgical Operating Theatre

ERIC Educational Resources Information Center

Collin, Kaija; Paloniemi, Susanna; Mecklin, Jukka-Pekka

2010-01-01

Hospitals, and surgical operating theatres (OTs) in particular, are environments in which inter-professional teamwork and learning are essential to secure patient safety and effective practice. However, it has been revealed in many studies that inter-professional collaborative work in hospital organisations faces many challenges and constraints.…

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.

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.

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.

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…

Integrating Compassionate, Collaborative Care (the "Triple C") Into Health Professional Education to Advance the Triple Aim of Health Care.

PubMed

Lown, Beth A; McIntosh, Sharrie; Gaines, Martha E; McGuinn, Kathy; Hatem, David S

2016-03-01

Empathy and compassion provide an important foundation for effective collaboration in health care. Compassion (the recognition of and response to the distress and suffering of others) should be consistently offered by health care professionals to patients, families, staff, and one another. However, compassion without collaboration may result in uncoordinated care, while collaboration without compassion may result in technically correct but depersonalized care that fails to meet the unique emotional and psychosocial needs of all involved. Providing compassionate, collaborative care (CCC) is critical to achieving the "triple aim" of improving patients' health and experiences of care while reducing costs. Yet, values and skills related to CCC (or the "Triple C") are not routinely taught, modeled, and assessed across the continuum of learning and practice. To change this paradigm, an interprofessional group of experts recently recommended approaches and a framework for integrating CCC into health professional education and postgraduate training as well as clinical care. In this Perspective, the authors describe how the Triple C framework can be integrated and enhance existing competency standards to advance CCC across the learning and practice continuum. They also discuss strategies for partnering with patients and families to improve health professional education and health care design and delivery through quality improvement projects. They emphasize that compassion and collaboration are important sources of professional, patient, and family satisfaction as well as critical aspects of professionalism and person-centered, relationship-based high-quality care.

Stages of Collaboration and the Realities of Professional Learning Communities

ERIC Educational Resources Information Center

Dooner, Anne-Marie; Mandzuk, David; Clifton, Rodney A.

2008-01-01

Although professional learning communities are often promoted as unique learning opportunities, little is known about how they get started and how they are sustained. For this reason, group members are often unprepared, and then frustrated, by inevitable group tensions. With this in mind, Karl Weick's [(1979). "The social psychology of…

Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

ERIC Educational Resources Information Center

Griffith, Louise Ann

2009-01-01

Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

Supporting Evidence Use in Networked Professional Learning: The Role of the Middle Leader

ERIC Educational Resources Information Center

LaPointe-McEwan, Danielle; DeLuca, Christopher; Klinger, Don A.

2017-01-01

Background: In Canada, contemporary collaborative professional learning models for educators utilise multiple forms of evidence to inform practice. Commonly, two forms of evidence are prioritised: (a) research-based evidence and (b) classroom-based evidence of student learning. In Ontario, the integration of these two forms of evidence within…

Using co-teaching as a means of facilitating interprofessional collaboration in health and social care.

PubMed

Crow, Jayne; Smith, Lesley

2003-02-01

In this paper we report the findings of a collaborative enquiry on our experience as tutors co-teaching interprofessional collaboration to a multidisciplinary group of undergraduates. We have different professional/academic backgrounds and the student group included health and social work professionals alongside a number of non-professionals. Our data included our perceptions of the co-teaching experience collected by means of our reflective diaries and reflective conversations during planning and after teaching sessions. We also collected data on student perceptions elicited by means of student evaluations and a student focus group discussion. The data illuminate the process of using co-teaching to role model shared learning and collaborative working within the classroom and highlight the importance of carefully planning co-teaching interaction, including the use of humour, tension, different knowledge bases and styles of debate. The deliberate use of the interactions made possible by coteaching enabled us to create an active learning environment that facilitated the teaching of collaboration. Drawing on our experience, we discuss the considerable potential of using co-teaching to role model collaborative working for multidisciplinary student groups.

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…

Team Up for 21st Century Teaching and Learning: What Research and Practice Reveal about Professional Learning. Condensed Excerpts

ERIC Educational Resources Information Center

Carroll, Thomas G., Ed.; Fulton, Kathleen, Ed.; Doerr, Hanna, Ed.

2010-01-01

This document contains excerpts from Team Up for 21st Century Teaching & Learning. This document includes the excerpts of five articles that provide a substantial evidence-based argument for the power of collaborative communities to improve teaching and learning. These articles are: (1) Professional Communities and the Artisan Model of…

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…

Power and Knowledge-Building in Teacher Inquiry: Negotiating Interpersonal and Ideational Difference

ERIC Educational Resources Information Center

Spicer, David H. Eddy

2011-01-01

Professional collaboration in schools features prominently in contemporary approaches to educational change. Advocates highlight the importance of situated knowledge to continuous teacher learning, sustained school reform and improved student learning. Critics portray collaboration as an invisible and coercive means of official control. The…

Understanding the Link between Professional Learning Communities and Teacher Collective Efficacy

ERIC Educational Resources Information Center

Voelkel, Robert H., Jr.; Chrispeels, Janet H.

2017-01-01

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together. Although studies have identified effective,…

"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…

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…

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,…

Out of Isolation and into Collaboration: Sustaining the Work of Professional Learning Communities in a Secondary School

ERIC Educational Resources Information Center

Jones, Christopher M.

2013-01-01

In the 21st century, increased school accountability has sharpened the focus of school and district leaders on improving instructional practice to raise student achievement. The implementation of professional leaning communities (PLCs) is one improvement effort in which schools establish collaborative cultures focused on increasing student…

Professional Learning of Observers, Collaborators, and Contributors in a Teacher-Created Online Community in Korea

ERIC Educational Resources Information Center

Seo, Kyounghye

2014-01-01

This study investigated professional learning taking place in a teacher-created online community. In particular, this aimed to explore how teachers at different levels of participation learn in an online community. The results showed that teachers usually began as observers, reading others' postings and using contributors' teaching resources, and…

Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study.

PubMed

Rossler, Kelly L; Kimble, Laura P

2016-01-01

Didactic lecture does not lend itself to teaching interprofessional collaboration. High-fidelity human patient simulation with a focus on clinical situations/scenarios is highly conducive to interprofessional education. Consequently, a need for research supporting the incorporation of interprofessional education with high-fidelity patient simulation based technology exists. The purpose of this study was to explore readiness for interprofessional learning and collaboration among pre-licensure health professions students participating in an interprofessional education human patient simulation experience. Using a mixed methods convergent parallel design, a sample of 53 pre-licensure health professions students enrolled in nursing, respiratory therapy, health administration, and physical therapy programs within a college of health professions participated in high-fidelity human patient simulation experiences. Perceptions of interprofessional learning and collaboration were measured with the revised Readiness for Interprofessional Learning Scale (RIPLS) and the Health Professional Collaboration Scale (HPCS). Focus groups were conducted during the simulation post-briefing to obtain qualitative data. Statistical analysis included non-parametric, inferential statistics. Qualitative data were analyzed using a phenomenological approach. Pre- and post-RIPLS demonstrated pre-licensure health professions students reported significantly more positive attitudes about readiness for interprofessional learning post-simulation in the areas of team work and collaboration, negative professional identity, and positive professional identity. Post-simulation HPCS revealed pre-licensure nursing and health administration groups reported greater health collaboration during simulation than physical therapy students. Qualitative analysis yielded three themes: "exposure to experiential learning," "acquisition of interactional relationships," and "presence of chronology in role preparation." Quantitative and qualitative data converged around the finding that physical therapy students had less positive perceptions of the experience because they viewed physical therapy practice as occurring one-on-one rather than in groups. Findings support that pre-licensure students are ready to engage in interprofessional education through exposure to an experiential format such as high-fidelity human patient simulation. Copyright © 2015 Elsevier Ltd. All rights reserved.

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…

Examining Pre-Service Teacher Competence in Lesson Planning Pertaining to Collaborative Learning

ERIC Educational Resources Information Center

Ruys, Ilse; Van Keer, Hilde; Aelterman, Antonia

2012-01-01

Taking into account the merits of anticipatory reflection, instructional planning is perceived as an important process in the professionalization of teachers. When implementing a complex instructional strategy such as collaborative learning (CL), a thorough preparation becomes even more important. The purpose of the present study was to…

Collaborations between Centers for Teaching and Learning and Offices of Disability Services: Current Partnerships and Perceived Challenges

ERIC Educational Resources Information Center

Behling, Kirsten; Linder, Kathryn E.

2017-01-01

The authors report on the results of a survey conducted in the United States on collaboration between Centers for Teaching and Learning (CTLs) and Offices of Disability Services (ODSs) in institutions of higher education. The authors, a disability services professional and a former director of a Center for Teaching and Learning, give particular…

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…

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…

Practicing Collaboration in Teacher Preparation: Effects of Learning by Doing Together

ERIC Educational Resources Information Center

Weiss, Margaret P.; Pellegrino, Anthony; Brigham, Frederick J.

2017-01-01

Collaboration among professionals is a vital component for successful inclusion of students with disabilities. In many cases, teacher preparation programs assume that teacher candidates know how to collaborate without explicit instruction or authentic practice and, therefore, omit coursework on collaboration. Alternatively, some programs may…

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…

Systemic Action and Learning in Public Services

ERIC Educational Resources Information Center

Rigg, Clare

2011-01-01

Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the…

Collaborative testing as a learning strategy in nursing education.

PubMed

Sandahl, Sheryl S

2010-01-01

A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration

ERIC Educational Resources Information Center

Psimas, Lynnae L.

2012-01-01

The current study explored the collaborative processes present in a collaboration between an urban university in the Southeast United States, a state-funded educational support agency, and several urban and suburban school districts served by the state agency. To obtain a comprehensive understanding of the collaboration and relevant practices,…

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.

Interprofessional education: a review of context, learning and the research agenda.

PubMed

Thistlethwaite, Jill

2012-01-01

Interprofessional education (IPE) is not a recent phenomenon and has been the subject of several World Health Organization reports. Its focus is on health professionals and students learning with, from and about one another to improve collaboration and the quality of patient care. The drivers for IPE include new models of health care delivery in the context of an ageing population and the increasing prevalence of long-term chronic disease, in addition to the patient safety agenda. The delivery of complex health care requires a team-based and collaborative approach, although teamwork and collaborative practice are not necessarily synonymous. The rationale for IPE is that learning together enhances future working together. Systematic reviews of IPE have shown some evidence that IPE fosters positive interaction among different professions and variable evidence that it improves attitudes towards other professionals. Generalisation across published papers is difficult because IPE initiatives are diverse and good evaluation methodology and data are lacking. In terms of constructive alignment from an education viewpoint, there is a need for educators to define learning outcomes and match these with learning activities to ensure that IPE demonstrates added value over uniprofessional learning. Assessment is difficult as pre-qualification professional education focuses on the individual and professional accreditation organisations mandate only for their own professions. Interprofessional education draws from a number of education, sociology and psychology theories, and these are briefly discussed. The most pressing research questions for the IPE community are defined and the challenges for IPE explored. © Blackwell Publishing Ltd 2012.

"Juxtapose": An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment

ERIC Educational Resources Information Center

Menorath, Darren; Antonczak, Laurent

2017-01-01

This paper examines the state of the art of mobile Augmented Reality (AR) and mobile Virtual Reality (VR) in relation to collaboration and professional practices in a creative digital environment and higher education. To support their discussion, the authors use a recent design-based research project named "Juxtapose," which explores…

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…

Stay Connected: Using Technology to Enhance Professional Learning Communities

ERIC Educational Resources Information Center

Bates, Celeste C.; Huber, Rachael; McClure, Erin

2016-01-01

Professional Learning Communities (PLCs) offer opportunities for educators to collaboratively inquire and study innovative literacy practices. However, scheduling conflicts and other challenges often interrupt or create barriers for PLCs. This article provides suggestions for integrating technology into a face-to-face PLC as a means of supporting…

Examination of a Failed Professional Learning Community

ERIC Educational Resources Information Center

Sims, Rachel L.; Penny, G. Richard

2015-01-01

Schools are using various forms of professional learning communities (PLCs) in order to increase student achievement and improve educational practices through enhanced communication and collaboration among teachers. This study examined a PLC that had too narrow a focus and failed therefore to affect student achievement. A critical shortcoming of…

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,…

Professional Learning: A Fuzzy Logic-Based Modelling Approach

ERIC Educational Resources Information Center

Gravani, M. N.; Hadjileontiadou, S. J.; Nikolaidou, G. N.; Hadjileontiadis, L. J.

2007-01-01

Studies have suggested that professional learning is influenced by two key parameters, i.e., climate and planning, and their associated variables (mutual respect, collaboration, mutual trust, supportiveness, openness). In this paper, we applied analysis of the relationships between the proposed quantitative, fuzzy logic-based model and a series of…

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.…

Sustaining Professional Learning Communities through Teacher Leadership

ERIC Educational Resources Information Center

Jennings, Karen

2013-01-01

Professional learning communities (PLCs), with their attributes of shared values, high expectations, and collaboration, have the potential to change school culture. The 4 elementary schools in this study have been unable to sustain ongoing, effective teamwork, resulting in a failure to attain adequate progress, and in 2 schools, in the placement…

Equivalence and Relational Thinking: Opportunities for Professional Learning

ERIC Educational Resources Information Center

Vale, Colleen

2013-01-01

Colleen Vale makes the case for professional learning teams collaborating together to improve their teaching and hence children's achievement. In this article she describes how this may be done. Along the way the teachers explored the idea of equivalence and the common conceptions and misconceptions held by children in their classes.

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…

Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives?

ERIC Educational Resources Information Center

Nolin, Anna P.

2014-01-01

This study explored the role of professional learning communities for district leadership implementing large-scale technology initiatives such as 1:1 implementations (one computing device for every student). The existing literature regarding technology leadership is limited, as is literature on how districts use existing collaborative structures…

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…

Trying on the professional self: nursing students' perceptions of learning about roles, identity and teamwork in an interprofessional clinical placement.

PubMed

Hood, Kerry; Cant, Robyn; Leech, Michelle; Baulch, Julie; Gilbee, Alana

2014-05-01

This study aims to describe how senior nursing students viewed the clinical learning environment and matured their professional identity through interprofessional learning in a student-led hospital 'ward'. Undergraduate nursing and medical student teams participated in a trial of ward-based interprofessional clinical learning, managing patients over 2 weeks in a rehabilitation ward. Qualitative and quantitative program evaluation was conducted using exit student focus groups and a satisfaction survey. Twenty-three nursing and medical students in three placement rounds provided positive feedback. Five main themes emerged describing their engagement in 'trying on' a professional role: 'experiencing independence and autonomy'; 'seeing clearly what nursing's all about'; 'altered images of other professions'; 'ways of communicating and collaborating' and 'becoming a functioning team'. Ward-based interprofessional clinical placements offer senior students authentic ideal clinical experiences. We consider this essential learning for future interprofessional collaboration which should be included in senior nursing students' education. © 2014.

The eLIDA CAMEL Nomadic Model of Collaborative Partnership for a Community of Practice in Design for Learning

ERIC Educational Resources Information Center

Jameson, Jill

2008-01-01

A nomadic collaborative partnership model for a community of practice (CoP) in Design for Learning (D4L) can facilitate successful innovation and continuing appraisals of effective professional practice, stimulated by a "critical friend" assigned to the project. This paper reports on e-learning case studies collected by the UK JISC eLIDA…

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),…

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.

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…

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…

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…

You Want Me to Learn How?: Today's Teachers Have a Range of Personalized Learning Options Available to Them, Often for Free. Which Will You Choose in Your Quest to Be a Better Teacher?

ERIC Educational Resources Information Center

Dill, Dennis

2015-01-01

Today's teachers have many personalized learning options available to them, and several are free. The author discusses how to use social media for professional learning, describes edcamps where much of the focus is on teaching best practices, technology usage, and connecting and collaborating with other education professionals, and the advantages…

Teachers' Inquiry Stance: Collaboration through Data Analysis in a Professional Learning Community

ERIC Educational Resources Information Center

Haack, Darin Marcus

2017-01-01

The purpose of this qualitative case study was to understand how teachers experience a stance toward inquiry through participation in Professional Learning Communities (PLCs). In order to meet this objective, the following questions framed this research: (1) How do individual teachers make meaning of the epistemological and dialogic aspects of…

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…

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…

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,…

Professional Conversations: A Collaborative Approach to Support Policy Implementation, Professional Learning and Practice Change in ECEC

ERIC Educational Resources Information Center

Irvine, Susan; Price, Julie

2014-01-01

In 2012, Australia introduced a new "National Quality Framework" (NQF), comprising enhanced quality expectations for early childhood education and care services, two national learning frameworks and a new assessment and rating system spanning childcare centres, kindergartens and preschools, family day care and outside school hours care.…

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…

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…

"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…

Contrived Collegiality versus Genuine Collegiality: Demystifying Professional Learning Communities in Chinese Schools

ERIC Educational Resources Information Center

Wang, Ting

2015-01-01

Drawing on data from a larger study on Professional Learning Communities (PLCs) and School Leadership in China, this article investigates the practices of teacher collaboration and PLCs in two urban, high-performing secondary schools in Northeast China. Qualitative data were collected from observations, documents and in-depth semi-structured…

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…

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…

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.

"Fab 13": The Learning Factory.

ERIC Educational Resources Information Center

Crooks, Steven M.; Eucker, Tom R.

2001-01-01

Describes how situated learning theory was employed in the design of Fab 13, a four-day simulation-based learning experience for manufacturing professionals at Intel Corporation. Presents a conceptual framework for understanding situated learning and discusses context, content, anchored instruction, facilitation, scaffolding, collaborating,…

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…

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…

Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability

ERIC Educational Resources Information Center

Brundiers, Katja; Wiek, Arnim

2017-01-01

Successful careers in sustainability are determined by positive real-world change towards sustainability. This success depends heavily on professional skills in effective and compassionate communication, collaborative teamwork, or impactful stakeholder engagement, among others. These professional skills extend beyond content knowledge and…

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.

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...

A Comparison of Inter-Professional Education Programs in Preparing Prospective Teachers and Speech and Language Pathologists for Collaborative Language-Literacy Instruction

ERIC Educational Resources Information Center

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

2016-01-01

Ensuring teacher and speech and language pathology graduates are prepared to work collaboratively together to meet the diverse language literacy learning needs of children is an important goal. This study investigated the efficacy of a 3-h inter-professional education program focused on explicit instruction in the language skills that underpin…

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…

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.

Principal Professional Learning Community Behavior in Low Wealth High Schools with Higher and Lower Student Achievement as Measured by Mastery Scores on the New York State Eleventh Grade ELA Regents Exam

ERIC Educational Resources Information Center

Adams, Adrian

2016-01-01

This study was designed to analyze non-principal staff supervisors' perceptions of PLC efforts, encouragements, and activities in the six dimensions of a professional learning community (PLC) characterized as shared and supportive leadership, shared values and vision, collaborative culture, a focus on learning, supportive relationships, and…

Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105

ERIC Educational Resources Information Center

Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan

2015-01-01

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

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…

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.

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…

Interprofessional Collaboration 1996 Resource Guide: A Resource Guide of Learning Activities.

ERIC Educational Resources Information Center

Hanley, Mary Stone; And Others

The Training for Interprofessional Collaboration Project (TIC) is a joint effort of five professional schools of the University of Washington and various community sites and agencies to provide preservice (graduate level) and inservice training in teacher and interprofessional collaboration. The guide includes bibliographies, case studies,…

Job Migration: A Collaborative Effort

ERIC Educational Resources Information Center

Wagoner, Cynthia L.

2012-01-01

Music teachers often change jobs several times during their careers. Reasons for job changes vary, but regardless, these changes bring a different set of challenges. Sharing knowledge and learning are part and parcel of collaboration. So what if, as education professionals, music teachers decided to collaborate during job migrations? For all music…

Collaborativeness as the Core of Professional Learning Communities beyond Culture and Context: Evidence from Canada, Finland, and Israel

ERIC Educational Resources Information Center

Jäppinen, Aini-Kristiina; Leclerc, Martine; Tubin, Dorit

2016-01-01

Professional learning communities (PLC) have been widely accepted as effective with respect to good atmosphere, adequate leadership practices, and functional working practices. However, the outcomes for school improvement depend on case-specific issues. To identify less culturally and contextually bound issues in 3 PLC settings in Canada, Finland,…

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…

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…

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…

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…

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…

The professional learning community as perceived by Israeli school superintendents, principals and teachers

NASA Astrophysics Data System (ADS)

Schechter, Chen

2012-12-01

A professional learning community (PLC) facilitates collaborative learning among colleagues at all levels in their common working environment. PLCs are particularly useful in schools, with teachers and principals meeting regularly to solve problems relating to teaching and learning. Being a means of improving student achievement, PLCs have received growing support from researchers and practitioners alike, yet some professionals are still exploring ways to develop learning networks focusing on teaching and learning issues. The purpose of this study was to examine Israeli teachers', principals', and superintendents' perceptions of inhibiting and fostering factors of the PLC. In this qualitative, topic-oriented study, face-to-face interviews were conducted with 15 teachers from elementary, middle and secondary schools and their respective principals (15) and superintendents (15). Generating themes was inductive, grounded in the perspectives articulated by participants. The principals and the teachers indicated that overload, a lack of resources and top-down commands were PLC-inhibiting factors. The superintendents saw the principal's leadership style as a main PLC-fostering factor. Understanding how these three echelons in the school system perceive the inhibiting and fostering factors of a PLC could indicate whether and how this collaborative learning process can be nurtured and sustained in schools.

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.

Rethinking Curriculum and Instruction: Lessons from an Integrated Learning Program and Its Impact on Students and Teachers

ERIC Educational Resources Information Center

Doyle, Dennis; Huie Hofstetter, Carolyn; Kendig, Julie; Strick, Betsy

2014-01-01

CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and…

Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning

ERIC Educational Resources Information Center

Biancarosa, Gina; Bryk, Anthony S.; Dexter, Emily R.

2010-01-01

This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a school-wide reform model that relies primarily on the one-on-one coaching of teachers as a lever for improving student literacy learning. Kindergarten through second-grade students in 17 schools were assessed twice annually with DIBELS and Terra…

Professional Connections through the Technology Learning Community

ERIC Educational Resources Information Center

Ancar, LeQuetia N.; Freeman, Steven A.; Field, Dennis W.

2007-01-01

A learning community is a relatively old phenomenon that has resurfaced; it is making educators at institutions of higher education stand up and take notice. Grounded in collaborative and cooperative learning theories, learning communities have created environments in which student learning is the center of attention. The social construction of…

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.…

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.…

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.

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.

Quantifiable outcomes from corporate and higher education learning collaborations

NASA Astrophysics Data System (ADS)

Devine, Thomas G.

The study investigated the existence of measurable learning outcomes that emerged out of the shared strengths of collaborating sponsors. The study identified quantifiable learning outcomes that confirm corporate, academic and learner participation in learning collaborations. Each of the three hypotheses and the synergy indicator quantitatively and qualitatively confirmed learning outcomes benefiting participants. The academic-indicator quantitatively confirmed that learning outcomes attract learners to the institution. The corporate-indicator confirmed that learning outcomes include knowledge exchange and enhanced workforce talents for careers in the energy-utility industry. The learner-indicator confirmed that learning outcomes provide professional development opportunities for employment. The synergy-indicator confirmed that best learning practices in learning collaborations emanate out of the sponsors' shared strengths, and that partnerships can be elevated to strategic alliances, going beyond response to the desires of sponsors to create learner-centered cultures. The synergy-indicator confirmed the value of organizational processes that elevate sponsors' interactions to sharing strength, to create a learner-centered culture. The study's series of qualitative questions confirmed prior success factors, while verifying the hypothesis results and providing insight not available from quantitative data. The direct benefactors of the study are the energy-utility learning-collaboration participants of the study, and corporation, academic institutions, and learners of the collaboration. The indirect benefactors are the stakeholders of future learning collaborations, through improved knowledge of the existence or absence of quantifiable learning outcomes.

Theories to aid understanding and implementation of interprofessional education.

PubMed

Sargeant, Joan

2009-01-01

Multiple events are calling for greater interprofessional collaboration and communication, including initiatives aimed at enhancing patient safety and preventing medical errors. Education is 1 way to increase collaboration and communication, and is an explicit goal of interprofessional education (IPE). Yet health professionals to date are largely educated in isolation. IPE differs from most traditional continuing education in that knowledge is largely socially created through interactions with others and involves unique collaborative skills and attitudes. It requires thinking differently about what constitutes teaching and learning. The article draws upon a small number of social and learning theories to explain the rationale for IPE needing a new way of thinking, and proposes approaches to guide development and implementation of IP continuing education. Social psychology and complexity theory explain the influence of the dynamism and interaction of internal (cognitive) and external (environmental) factors upon learning and set the stage for IPE. Theories related to professionalism and stereotyping, communities of practice, reflective learning, and transformative learning appear central to IPE and guide specific educational interventions. In sum, IPE requires CE to adopt new content, recognize new knowledge, and use new approaches for learning; we are now in a different place.

Integration of Robotics and 3D Visualization to Modernize the Expeditionary Warfare Demonstrator (EWD)

DTIC Science & Technology

2009-09-01

his schedule is. I learned most from our informal discussions and collaboration with other industry professionals. Amela was instrumental in allowing...me to effectively analyze, structure and critique my work. I take many professional lessons learned from Amela with me as I leave NPS. Thanks to...observers began learning about maneuver warfare in a large-scale battle. The demonstration was recognized as a huge success after General von Muffling

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.

Modules as Learning Tools in Linear Algebra

ERIC Educational Resources Information Center

Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff; Loch, Sergio

2014-01-01

This paper reports on the experience of STEM and mathematics faculty at four different institutions working collaboratively to integrate learning theory with curriculum development in a core undergraduate linear algebra context. The faculty formed a Professional Learning Community (PLC) with a focus on learning theories in mathematics and…

Supporting Creativity, Inclusion and Collaborative Multi-Professional Learning

ERIC Educational Resources Information Center

Davis, John M.

2013-01-01

This article connects arguments in the field of integrated and multi-professional working concerning the need to promote a strengths-based approach to children, childhood and children's services with writing about creativity in schooling. It utilizes strength-based and social justice approaches to encourage professionals who work with children and…

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…

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…

Inter-Professional Collaboration in Action Research

ERIC Educational Resources Information Center

Leeman, Yvonne; van Koeven, Erna; Schaafsma, Frank

2018-01-01

This article describes an example of inter-professional action research conducted by teachers and university-based researchers/teacher educators in a vocational college in the Netherlands. The research was aimed at the professional learning of the teachers on their pedagogical approach to a new curriculum initiative. Despite a difficult context in…

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…

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…

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…

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…

Trust and Collaboration in PLC Teams: Teacher Relationships, Principal Support, and Collaborative Benefits

ERIC Educational Resources Information Center

Hallam, Pamela R.; Smith, Henry R.; Hite, Julie M.; Hite, Steven J.; Wilcox, Bradley R.

2015-01-01

Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of…

A professional learning community model: a case study of primary teachers community in west Bandung

NASA Astrophysics Data System (ADS)

Sari, A.; Suryadi, D.; Syaodih, E.

2018-05-01

The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

Redefining "Community" through Collaboration and Co-Teaching: A Case Study of an ESOL Specialist, a Literacy Specialist, and a Fifth-Grade Teacher

ERIC Educational Resources Information Center

Ahmed Hersi, Afra; Horan, Deborah A.; Lewis, Mark A.

2016-01-01

This article explores the development of a professional learning community through a case study of three teachers--an ESOL specialist, a literacy specialist, and a fifth-grade teacher--who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their…

Building a Virtual Learning Network for Teachers in a Suburban School District

ERIC Educational Resources Information Center

Kurtzworth-Keen, Kristin A.

2011-01-01

Emerging research indicates that learning management systems such as Moodle can function as virtual, collaborative environments, where collegial interactions promote professional learning opportunities. This study deployed a mixed methods design in order to describe and analyze teacher participation in a virtual learning network (VLN) that was…

Collaborative Language Learning for Professional Adults

ERIC Educational Resources Information Center

Mesh, Linda Joy

2010-01-01

Institutions of higher education realise the importance of the role of learning organisations in terms of providing personnel training and updating. Yet further consideration should be given to flexible and accessible means for meeting the growing request for continuous learning. Jason Hughes describes an organization's capability to "learn how to…

Learning and Working in Groups.

ERIC Educational Resources Information Center

1999

This document contains three symposium papers on learning and working in groups. "Collaborating in Public with the Opposition: A Study of the Complex Meaning of Learning in a Cross Boundary Work Group" (Marjorie H. Carkhuff) reports on a study demonstrating that great personal, professional, and team member learning is foundational to the work…

Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice

ERIC Educational Resources Information Center

Agyei, Douglas D.; Voogt, Joke

2014-01-01

This study examined 100 beginning teachers' transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by "learning technology by collaborative design" in their final year of…

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…

Designing quality course management systems that foster intra-professional education.

PubMed

Bowers, Helen F

2006-12-01

This paper draws on the experiences of the author in designing and implementing quality course management policies and procedures for vocational and higher educational programs, both overseas and in Australia. In particular, the paper focuses on those programs of study that require practicums within the curriculum. Whether these are clinical nursing placements, physiotherapy hands-on practical blocks or teacher training instruction, there are many principles of adult education that can be applied to the design and development of course management systems that foster inter-professional education. It is important that the components of any such system allow for a multi-faceted approach that relates collaborative learning to collaborative practice and supports a team of professionals through the skilled use of group-based learning, interactive assessments and inter-organisational processes and practices. The term 'course management system' is used here to describe all those policies and procedures that form the framework of any higher education department or faculty that has the overall responsibility for developing curriculum, teaching and learning resources that ensure quality educational outcomes for its students. In these days of multi-skilling, the benefits of inter-professional education may be significant. To guarantee that standards are kept high and learning outcomes are achievable, the management of an educational system must cover many areas of professional practice. It needs to be supported by all stakeholders in the organisation so that there is an environment of understanding, good interpersonal communication, supportive inter-group relations and an atmosphere of professionalism that is pervasive. This paper introduces a third definition to the model and suggests that intra-professional education be added to form a tripartite foundation for quality professional learning outcomes.

An inter-institutional collaboration: transforming education through interprofessional simulations.

PubMed

King, Sharla; Drummond, Jane; Hughes, Ellen; Bookhalter, Sharon; Huffman, Dan; Ansell, Dawn

2013-09-01

An inter-institutional partnership of four post-secondary institutions and a health provider formed a learning community with the goal of developing, implementing and evaluating interprofessional learning experiences in simulation-based environments. The organization, education and educational research activities of the learning community align with the institutional and instructional reforms recommended by the Lancet Commission on Health Professional Education for the 21st century. This article provides an overview of the inter-institutional collaboration, including the interprofessional simulation learning experiences, instructor development activities and preliminary results from the evaluation.

Interprofessional communication training: benefits to practicing pharmacists.

PubMed

Luetsch, Karen; Rowett, Debra

2015-10-01

Interprofessional communication skills are important for pharmacists to build collaborative relationships with other health professionals, integrate into healthcare teams, maximise their effectiveness in patient care in addressing complex care needs and meet the demands of health care reforms. This qualitative study explores clinical pharmacists' experiences and reflections after completing a learning and practice module which introduced them to a framework for successful interprofessional communication. The postgraduate clinical pharmacy program at The University of Queensland and the clinical pharmacy practice environments of forty-eight hospital and seven community based pharmacists. A learning and practice module outlining a framework for successful interprofessional communication was designed and integrated into a postgraduate clinical pharmacy program. Enrolled pharmacists applied newly learnt communication skills in pro-actively initiated, clinical discussions with a health professional in their practice environment. They provided written reflections on their experiences which were analysed using thematic analysis. Pharmacists' perceptions of the impact of applying the communication framework during their interaction with a health professional in their practice setting. Themes which emerged from reflections described pharmacists' confidence and capabilities to successfully conduct a clinical discussion with a health professional after initial apprehension and nervousness about the scheduled interaction. The application of the communication framework enhanced their perception of their professional identity, credibility and ability to build a collaborative working relationship with other health professionals. Pharmacists perceived that a learning and practice module for successful interprofessional practice integrated into a postgraduate clinical pharmacy program enhanced their interprofessional communication skills. The development of pro-active, interprofessional communication skills has the potential to increase interprofessional collaboration and pharmacists' personal role satisfaction. Pharmacists also observed it added value to their professional contribution in health care teams when addressing the demands of increasingly complex health care needs and reforms.

Learning Modalities and Delivery Systems for Officer Professional Development Period 3: Literature Review

DTIC Science & Technology

2014-06-01

Communication ............................................................................................................................... ......27 4.3.3... Community and Collaborative Learning ................................................................................................28 4.3.3.1...Courses as a way to build Networked Communities .................................29 4.3.4 Assessment and Feedback

Teaching 2.0: Teams Keep Teachers and Students Plugged into Technology

ERIC Educational Resources Information Center

Bourgeois, Michelle; Hunt, Bud

2011-01-01

A Colorado district develops a two-year program that gives teacher teams an opportunity to learn how to use digital tools in the classroom. Called the Digital Learning Collaborative, it is built on three things about professional learning: (1) Learning takes time; (2) Learning is a social process; and (3) Learning about technology should be…

Developing Inquiry for Learning: Reflecting Collaborative Ways to Learn How to Learn in Higher Education

ERIC Educational Resources Information Center

Ovens, Peter; Wells, Frances; Wallis, Patricia; Hawkins, Cyndy

2011-01-01

"Developing Inquiry for Learning" shows how university tutors can help students to improve their abilities to learn and to become professional inquirers. An increasing proportion of students entering higher education seem to assume that learning is a relatively passive process. This may be the largest single limitation to their achievement.…

International service learning and interprofessional education in Ecuador: Findings from a phenomenology study with students from four professions.

PubMed

Johnson, Audrey M; Howell, Dana M

2017-03-01

Combined international service learning (ISL) and interprofessional education (IPE) experiences can move health professional student learning beyond the traditional confines of the classroom and outside uniprofessional ethos. The purpose of this transcendental phenomenological study was to describe the shared experience of health professional students participating in an ISL trip to a small community in Ecuador. The study focused on the learning and collaboration that occurred among students from multiple health professions during the trip and the cross-cultural exchange between the students and the patients in Ecuador. Participants included 15 students from 4 health professional programmes (pharmacy, medicine, physical therapy, and nursing). Data included interviews, focus groups, observation, and written documents. The essential meaning that emerged from this study was that the ISL/IPE learning opportunity created a practical opportunity for demystifying other healthcare professions in the context of a resource-limited international patient care setting, while supporting students' personal and professional development. Four structural themes emerged to describe the student experiences. Students had to negotiate the language barrier, limited resources, and unexpected diagnoses, while simultaneously learning about the roles and scope of other professions on the team and how to communicate effectively. Student's perseverance when facing the challenges resulted in their personal growth. The interprofessional component strengthened the students' knowledge of interprofessional collaboration and communication through real-world application.

Facilitating learning through an international virtual collaborative practice: A case study.

PubMed

Wihlborg, Monne; Friberg, Elizabeth E; Rose, Karen M; Eastham, Linda

2018-02-01

Internationalisation of higher education involving information and communication technology such as e-learning opens opportunities for innovative learning approaches across nations and cultures. Describe a case in practice of collaborative and transformative learning in relation to 'internationalisation on home grounds' with the broader learning objective of 'becoming aware and knowledgeable'. A mutually developed project established a virtual international collaborative exchange for faculty and students using a course management software (MOODLE) and open access technology (Adobe CONNECT). Two research universities in Sweden and the United States. Approximately 90 nursing students from each university per semester over several semesters. A collaborative process to develop a joint learning community to construct a virtual module and learning activity involving academics and nursing students in two countries using principles of meaning construction and negotiated learning. Developed possibilities for dealing with the challenges and finding strategies for a future higher education system that opens dialogues worldwide. Virtual international exchanges open innovative communication and learning contexts across nations and cultures. Internationalisation is so much more than students and teachers' mobility. 'Internationalisation on home grounds' (internationalisation for all) should receive more attention to support faculty and student collaboration, learning, and professional development. Copyright © 2017 Elsevier Ltd. All rights reserved.

A conceptual model for analysing informal learning in online social networks for health professionals.

PubMed

Li, Xin; Gray, Kathleen; Chang, Shanton; Elliott, Kristine; Barnett, Stephen

2014-01-01

Online social networking (OSN) provides a new way for health professionals to communicate, collaborate and share ideas with each other for informal learning on a massive scale. It has important implications for ongoing efforts to support Continuing Professional Development (CPD) in the health professions. However, the challenge of analysing the data generated in OSNs makes it difficult to understand whether and how they are useful for CPD. This paper presents a conceptual model for using mixed methods to study data from OSNs to examine the efficacy of OSN in supporting informal learning of health professionals. It is expected that using this model with the dataset generated in OSNs for informal learning will produce new and important insights into how well this innovation in CPD is serving professionals and the healthcare system.

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…

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…

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…

"Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar; Keisuke, Fukaya; Lassegard, James P.

2010-01-01

This research examines "lesson study" as a traditional model of creating professional knowledge in schools. "Lesson study," typically defined as teachers' classroom based collaborative research, has a long history in Japan as a shared professional culture with potential for enhancing learning, enriching classroom activities and…

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…

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…

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.

Impact of a Professional Learning Community on Teacher Collaboration, Teaching Practice, and Student Achievement

ERIC Educational Resources Information Center

Morris, Iris J.

2011-01-01

Best instructional practice occurs when teachers work collaboratively. Many teachers in the target elementary school appeared to work in isolation, struggling to respond to the needs of low-performing students without the benefit of collaboration with colleagues. The purpose of this applied dissertation was to investigate the impact of a…

Collaboration, Communication, and Connection: Collegial Support and Collective Efficacy among Health Science Teachers

ERIC Educational Resources Information Center

Loera, Gustavo; Nakamoto, Jonathan; Rueda, Robert; Oh, Youn Joo; Beck, Cindy; Cherry, Carla

2013-01-01

The social and collaborative aspects of work settings are becoming increasingly important. For example, recent research has placed emphasis on the social nature of learning. In addition, many authors have suggested that 21st century skills that will be required in future work and professional environments will involve collaborative skills, making…

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.…

Teacher Collaborative Inquiry in the Context of Literacy Education: Examining the Effects on Teacher Self-Efficacy, Instructional and Assessment Practices

ERIC Educational Resources Information Center

Ciampa, Katia; Gallagher, Tiffany L.

2016-01-01

This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers' participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how…

Effect of Guided Collaboration on General and Special Educators' Perceptions of Collaboration and Student Achievement

ERIC Educational Resources Information Center

Laine, Sandra

2013-01-01

This study investigated the effects of a guided collaboration approach during professional learning community meetings (PLC's) on the perceptions of general and special educators as well as the effect on student performance as measured by benchmark evaluation. A mixed methodology approach was used to collect data through surveys, weekly…

Action learning: an effective way to improve cancer-related pain management.

PubMed

Kasasbeh, Mohammed Ali Mohammed; McCabe, Catherine; Payne, Sheila

2017-11-01

To evaluate the efficacy of action learning for improving cancer related pain management in the acute healthcare settings. Despite the prevalent use of action learning in private, public, clinical and non-clinical settings, no studies were found in the literature that either examined cancer pain management or used action learning as an approach to improve patient care in acute healthcare settings. An intervention pre - posttest design was adopted using an action learning programme (ALPs) as the intervention. Healthcare professionals' knowledge, attitudes and practice were assessed and evaluated before and after the implementation of the six-month ALPs. A pre and post audit and survey were conducted for data collection. The data were collected from the entire population of 170 healthcare professionals in one healthcare organisation. The management of cancer related pain improved significantly following the intervention. Significant improvement were also seen in healthcare professionals' knowledge, attitudes with improved cancer related pain management as a consequence of this. Despite many organisational challenges to practice development and collaborative working in healthcare settings there is evidence that action learning can achieve positive outcomes for improving CRP and supporting collaborative working. Action learning needs to be considered as a strategy for achieving high quality standards. © 2016 John Wiley & Sons Ltd.

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.

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…

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.

All for one and one for all: understanding health professionals' experience in individual versus collaborative online learning.

PubMed

MacNeill, Heather; Telner, Deanna; Sparaggis-Agaliotis, Alexandra; Hanna, Elizabeth

2014-01-01

Computer-supported collaborative learning (CSCL) may facilitate continuing interprofessional education while overcoming barriers of time and place for busy health care professionals. The purpose of this study was to understand the experiences, advantages, and challenges of group versus individual online learning. Fifteen multidisciplinary health professionals participated in a 12-week online course on either diabetes or traumatic brain injury. This consisted of background e-modules and a longitudinal build-a-case exercise, done either individually or as a group. Focus group sessions exploring participants' experiences after course completion and at 4 months were conducted, transcribed, and analyzed for recurring themes. Participant reflection homework and video-recorded group sessions were used for triangulation of results. Individual learners appreciated the flexibility and control, but experienced decreased motivation. Group learners appreciated the immediate feedback from their co-learners and felt social pressure to come to the weekly sessions prepared but expressed challenges in determining group goal-setting for the session. Both groups felt they learned about interprofessional roles; however, group learners described a richer learning experience and understanding of interprofessional roles through the online collaboration exercise. The intense resources necessary for interprofessional CSCL, including time, faculty development, and technological issues, are described. CSCL is a valuable educational strategy in online learning. While individual online learning may be better suited for short and simple educational interventions such as knowledge acquisition, CSCL seems to allow for richer and deeper learning in complex and interprofessional educational experiences. However, strategies, resources, and faculty development required to enhance CSCL need to be addressed carefully. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Interprofessional education in practice: Evaluation of a work integrated aged care program.

PubMed

Lawlis, Tanya; Wicks, Alison; Jamieson, Maggie; Haughey, Amy; Grealish, Laurie

2016-03-01

Health professional clinical education is commonly conducted in single discipline modes, thus limiting student collaboration skills. Aged care residential facilities, due to the chronic and complex health care needs of residents, provide an ideal placement to provide a collaborative experience. Interprofessional education is widely acknowledged as the pedagogical framework through which to facilitate collaboration. The aim of the evaluation was to assess student attitudes towards collaboration after active involvement in an interprofessional education program. Students studying nursing, occupational therapy, and aged care were invited to complete a version of the Readiness for Interprofessional Learning Scale before and after participating in a three-week pilot interprofessional program. A positive change in student attitudes towards other health professionals and the importance of working in interprofessional teams was reported with significant differences between two statements indicated: Learning with health-care students before qualifications would improve relationships after qualifications; and I learned a lot from the students from the other disciplines. The innovative pilot project was found to enhance student learning in interprofessional teams and the aged care environment. Further development of this and similar interprofessional programs is required to develop sustainable student projects that have health benefits for residents in aged care residential facilities. Copyright © 2015 Elsevier Ltd. All rights reserved.

Stereotyping at the undergraduate level revealed during interprofessional learning between future doctors and biomedical scientists.

PubMed

Lewitt, Moira S; Ehrenborg, Ewa; Scheja, Max; Brauner, Annelie

2010-01-01

Interprofessional education (IPE) involving undergraduate health professionals is expected to promote collaboration in their later careers. The role of IPE between doctors and biomedical scientists has not been explored at the undergraduate level. Our aim was to introduce IPE sessions for medical and biomedical students in order to identify the benefits and barriers to these groups learning together. Medical and biomedical students together discussed laboratory results, relevant literature, and ideas for developing new diagnostic tools. The programme was evaluated with questionnaires and interviews. While there was general support for the idea of IPE, medical and biomedical students responded differently. Biomedical students were more critical, wanted more explicit learning objectives and felt that their professional role was often misunderstood. The medical students were more enthusiastic but regarded the way the biomedical students communicated concerns about their perceived role as a barrier to effective interprofessional learning. We conclude that stereotyping, which can impede effective collaborations between doctors and biomedical scientists, is already present at the undergraduate level and may be a barrier to IPE. Effective learning opportunities should be supported at the curriculum level and be designed to specifically enable a broad appreciation of each other's future professional roles.

Student Affairs and Service Learning: Promoting Student Engagement

ERIC Educational Resources Information Center

Caruso, Robert; Bowen, Glenn; Adams-Dunford, Jane

2006-01-01

Why should service learning be placed within student affairs? What special skills can student affairs professionals bring to service-learning program implementation? How can administrators use this program to promote strong student affairs-academic affairs collaboration? This article discusses a "best practices" model that is working…

Measurement Learning Trajectories: A Tool for Professional Development

ERIC Educational Resources Information Center

McCool, Jenni K.

2009-01-01

This study investigated the ways in which a teacher developed conceptions of measurement teaching and learning as she collaborated with a researcher to learn and implement a measurement learning trajectory with two of her students. Teachers need tools that effectively address the content area of measurement and can be used to improve their…

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

NASA Astrophysics Data System (ADS)

Pegg, John; Panizzon, Debra

2011-06-01

When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

Can e-learning help you to connect compassionately? Commentary on a palliative care e-learning resource for India.

PubMed

Datta, Soumitra Shankar; Agrawal, Sanjit

2017-01-01

e-learning resources need to be customised to the audience and learners to make them culturally relevant. The ' Palliative care e-learning resource for health care professionals in India' has been developed by the Karunashraya Hospice, Bengaluru in collaboration with the Cardiff Palliative Care Education Team, Wales to address the training needs of professionals in India. The resource, comprising over 20 modules, integrates psychological, social and medical care for patients requiring palliative care for cancer and other diseases. With increased internet usage, it would help in training a large number of professionals and volunteers in India who want to work in the field of palliative care.

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…

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…

The role of inter-professional relationships and support for nurse prescribing in acute and chronic pain.

PubMed

Stenner, Karen; Courtenay, Molly

2008-08-01

This paper is a report of a study to explore nurse prescribers' views on the role of inter-professional relationships and other means of support for nurse prescribing for patients in acute and chronic pain. Research indicates that good team relationships are important for supporting nurse prescribing but that poor understanding of the role by other healthcare professionals can act as a barrier. While collaborative working is central to the role of pain nurses, there is a lack of research on the impact of nurse prescribing on inter-professional working or the support needs of these nurses. A qualitative approach was adopted using thematic analysis of semi-structured interview data collected during 2006 and 2007. Participants were 26 nurses who prescribed medicines for patients with acute and/or chronic pain. Nurses' believed that prescribing encouraged collaborative working and sharing of knowledge across professional boundaries and that this helped to broaden understanding of the wider remit of pain management. Collaboration with doctors served a number of functions, including support and continuous learning. Barriers to effective nurse prescribing were a lack of understanding of its role amongst healthcare professionals and inadequate support. Formal support structures, such as regular clinical supervision, were seen as crucial to meeting nurses' ongoing learning. Factors that promote understanding of nurse prescribing and support inter-professional relationships are likely to have a positive impact on the effectiveness of nurse prescribing. A more consistent approach is required within organisations to support nurse prescribing.

Academic-Hospital Partnership: Conducting a Community Health Needs Assessment as a Service Learning Project.

PubMed

Krumwiede, Kelly A; Van Gelderen, Stacey A; Krumwiede, Norma K

2015-01-01

The purposes of this service learning project were to trial nursing student application of the Community-Based Collaborative Action Research (CBCAR) framework while conducting a community health needs assessment and to assess the effectiveness of the CBCAR framework in providing real-world learning opportunities for enhancing baccalaureate nursing students' public health knowledge. In this case study analysis, the CBCAR framework linked service learning and community health needs assessment with public health nursing core competencies. Fifteen nursing students partnered with collaborative members. Student observational field notes and narrative reflections were analyzed qualitatively for fidelity to the CBCAR framework and to evaluate student public health knowledge. Students successfully employed the CBCAR framework in collaboration with the critical access hospital and community stakeholders to design and conduct the community health needs assessment. Service learning themes were real-world solutions, professional development, community collaboration, and making a difference. Students developed skills in six of the eight domains of the Quad Council's core competencies for public health nurses. Community-Based Collaborative Action Research facilitates collaborative partnerships and relationships throughout the research process. Students benefited by applying what they have learned from their education to a real community who lacks resources. © 2014 Wiley Periodicals, Inc.

Create a Safe Space to Learn

ERIC Educational Resources Information Center

Colton, Amy B.; Langer, Georgea M.; Goff, Loretta S.

2015-01-01

Probing is a communication skill that provides the psychological safety teachers need to share their perspectives, inquire into those of others, and reconsider what they have been doing and how they have been thinking about it. In their book, "The Collaborative Analysis of Student Learning: Professional Learning That Promotes Success for…

Technologies in Literacy Learning: A Case Study

ERIC Educational Resources Information Center

Cloonan, Anne

2010-01-01

This article draws on outcomes of a study which explored changes in teachers' literacy pedagogies as a result of their participation in a collaborative teacher professional learning project. The educational usability of schemas drawn from multiliteracies and Learning by Design theory is illustrated through a case study of a teacher's work on…

Exploring the Impact of Service Learning on Interprofessional Collaborative Practices of Occupational Therapists

ERIC Educational Resources Information Center

Jarrett, Lindsey G.

2015-01-01

Previous research has demonstrated that students in healthcare related disciplines, who experience service learning, gain professional skills necessary for their career (Flinn, Kloos, Teaford, Clark, & Szucs, 2009; Holsapple, 2012; Seif et al., 2014). Research connecting service learning and career outcomes has primarily focused on short term…

Designing Research to Improve Students' Learning: "Industry/University" Collaborations for Educating Teacher-Researchers

ERIC Educational Resources Information Center

Singh, Michael

2013-01-01

University/industry partnerships provide a vehicle for synthesizing knowledge from the fields of teachers' professional learning, higher degree research training and research impact. This analysis outlines a conceptual framework for having a direct research impact on socio-cultural, economic and environmental learning (SEEL). The particular case…

Interprofessional education and working in mental health: in search of the evidence base.

PubMed

Priest, Helena M; Roberts, Paula; Dent, Helen; Blincoe, Christine; Lawton, Diana; Armstrong, Christine

2008-05-01

To explore interprofessional attitudes arising from shared learning in mental health. Inter-professional education in healthcare is a priority area for improving team-working and communication. Many studies have attempted to evaluate its benefits and challenges, although few emanate from the mental health arena. However, producing evidence to link educational input with clinical outcomes is notoriously difficult. This project attempted to produce evidence for changes in interprofessional attitudes and stereotypes. Mental health nursing students and clinical psychology trainees participated in inter-professional education. An evaluation tool was designed to evaluate the experience and outcomes, and to consider implications for interprofessional working. There was an increase in clarity regarding roles, approaches and resources, and how to collaborate in practice. There was no significant change in professional identity. Many challenges were identified, including differences in academic level, previous experience, expectations, assessment, motivation and effort. Despite the challenges, it remains important to offer collaboration with future mental health colleagues as a foundation for effective team-working. Recommendations are made for creating inter-professional education opportunities for diverse student groups. Mental health professionals need to work effectively in multidisciplinary teams. Drawing on available guidance, managers should encourage and support team members to undertake shared learning where possible, both within clinical settings and through more formal educational provision. In this way, managers can facilitate collaborative relationships which will pay dividends for the provision of effective mental health care. This project adds to the limited knowledge currently available on interprofessional learning and attitudes within a mental health context.

Inter-Professional Working and Learning: Instructional Actions and Boundary Crossing or Boundary Making in Oral Healthcare

ERIC Educational Resources Information Center

Teräs, Marianne

2016-01-01

Inter-professional teams are typical in health care, and inter-professional education has thus become more common. This empirical study explores the instruction-related challenges when students of dentistry and oral hygiene collaborate during their internship in caring for the oral health of patients. The conceptual framework of the study stems…

New perspectives on health professions students' e-learning: Looking through the lens of the "visitor and resident" model.

PubMed

Druce, Maralyn; Howden, Stella

2017-07-01

The growth of e-learning in health professional education reflects expansion of personal use of online resources. Understanding the user perspective in a fast-changing digital world is essential to maintain the currency of our approach. Mixed methods were used to investigate a cohort of postgraduate, e-learning healthcare students' perspectives on their use of online resources for personal and/or professional roles, via questionnaire and student-constructed diagrams, capturing use of online resources (underpinned by White's model of "resident" and "visitor" online engagement). Semistructured interviews explored the use and value of resources afforded via the online environment. The 45 study participants described a range of prior experiences with online resources in personal and professional capacities, but overall students tended to use online "tools" ("visitor" mode) rather than highly collaborative networks ("resident" mode). In relation to e-learning, the dominant interview theme was valuing knowledge transfer from the tutor and using "visitor" behaviors to maximize knowledge acquisition. Peer-learning opportunities were less valued and barriers to collaborative "resident" modes were identified. These findings help to inform e-learning course design to promote engagement. The results enable recommendations for use of the "Visitor and Residents" model and for planning activities that learners might utilize effectively.

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…

Preparing for Collaborative Working.

ERIC Educational Resources Information Center

David, Rachel; Smith, Beryl

1987-01-01

Interdisciplinary collaboration with other professionals was the theme of a preservice training activity in England in which 18 students enrolled in a teacher training program for learning difficulties were paired with students of speech and language pathology to observe, discuss, and assess a severely disabled child in the school setting. (JW)

The Promise of Collaboration

ERIC Educational Resources Information Center

Bauml, Michelle

2016-01-01

Whether a teacher loves it or dreads it, lesson planning is a crucial step in the teaching process. Done effectively, collaborative lesson planning--in which teachers work together to design lessons--leads to increased professional learning, higher job satisfaction for teachers, and better lesson plans. The process poses challenges for both…

Interdisciplinary knowledge translation: lessons learned from a mental health: fire service collaboration.

PubMed

Henderson, Joanna L; Mackay, Sherri; Peterson-Badali, Michele

2010-12-01

Collaborative approaches are being increasingly advocated for addressing a variety of health, mental health and social needs for children, youth and families. Factors important for effective knowledge translation of collaborative approaches of service delivery across disciplines, however, have not been rigorously examined. TAPP-C: The Arson Prevention Program for Children is an intervention program for child and adolescent firesetters provided collaboratively by fire service and mental health professionals. The present study examined the adopter, innovation, and dissemination characteristics associated with TAPP-C implementation, protocol adherence and extent of collaboration by 241 community-based fire service professionals from communities across Ontario. Results revealed that dissemination factors are particularly important for understanding program implementation, adherence and cross-discipline collaboration. Moreover, the findings of this study show significant benefits to both within discipline (intra-disciplinary) and across discipline (interdisciplinary) knowledge translation strategies.

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…

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…

Perspective transformation: enhancing the development of professionalism in RN-to-BSN students.

PubMed

Morris, Arlene H; Faulk, Debbie

2007-10-01

The purpose of this research was to examine whether there are resultant behavioral changes in professionalism for returning adult RN-to-BSN students and to identify teaching-learning activities that stimulate transformative learning. Mezirow's adult learning theory served as a theoretical guide for the study. A convenience sample of students enrolled in a RN-to-BSN completion program during 2 academic years was surveyed using the core standards from the American Association of Colleges of Nursing's essentials of baccalaureate nursing education. A total of 26 learning activities were identified as creating cognitive dissonance (conflict of values). Changes in professional behavior 3 months postgraduation included increased collaboration with the health care team, increased patient advocacy, and increased confidence in the role as a teacher of patients and families. The findings indicate that planning learning activities in nursing curricula can foster perspective transformation in professionalism.

Communities of practice in support of collaborative multi-disciplinary learning and action in response to climate change

NASA Astrophysics Data System (ADS)

Heimlich, J. E.; Stylinski, C.; Palmquist, S.; Wasserman, D.

2017-12-01

Collaborative efforts reaching across interdisciplinary boundaries to address controversial issues such as climate change present significant complexities, including developing shared language, agreeing on common outcomes, and even establishing habits of regular dialogue. Such collaborative efforts should include museums, aquariums, zoos, parks, and youth groups as each of these informal education institutions provides a critical avenue for supporting learning about and responding to climate change. The community of practice framework offers a potential effective approach to support learning and action of diverse groups with a shared interest. Our study applied this framework to the NSF-funded Maryland and Delaware Climate Change Assessment and Education (MADE-CLEAR) project, facilitating informal educators across these two states to advance their climate change education practices, and could provide insight for a building a citywide multi-sector collaborative effort. We found strategies that center on the process of group evolution; support different perspectives, levels of participation, and community spaces; focus on value as defined by members; and balance familiarity and fun produced a dynamic and functional community with a shared practice where none had existed before. Also important was expanding the community-of-practice focus on relationship building to include structured professional development and spin-off opportunities for small-group team-based endeavors. Our findings suggest that this collaborative professional learning approach is well suited to diverse groups seeking creative solutions to complex and even divisive challenges.

CosmoQuest Collaborative: Galvanizing a Dynamic Professional Learning Network

NASA Astrophysics Data System (ADS)

Cobb, Whitney; Bracey, Georgia; Buxner, Sanlyn; Gay, Pamela L.; Noel-Storr, Jacob; CosmoQuest Team

2016-10-01

The CosmoQuest Collaboration offers in-depth experiences to diverse audiences around the nation and the world through pioneering citizen science in a virtual research facility. An endeavor between universities, research institutes, and NASA centers, CosmoQuest brings together scientists, educators, researchers, programmers—and citizens of all ages—to explore and make sense of our solar system and beyond. Leveraging human networks to expand NASA science, scaffolded by an educational framework that inspires lifelong learners, CosmoQuest engages citizens in analyzing and interpreting real NASA data, inspiring questions and defining problems.The QuestionLinda Darling-Hammond calls for professional development to be: "focused on the learning and teaching of specific curriculum content [i.e. NGSS disciplinary core ideas]; organized around real problems of practice [i.e. NGSS science and engineering practices] … [and] connected to teachers' collaborative work in professional learning community...." (2012) In light of that, what is the unique role CosmoQuest's virtual research facility can offer NASA STEM education?A Few AnswersThe CosmoQuest Collaboration actively engages scientists in education, and educators (and learners) in science. CosmoQuest uses social channels to empower and expand NASA's learning community through a variety of media, including science and education-focused hangouts, virtual star parties, and social media. In addition to creating its own supportive, standards-aligned materials, CosmoQuest offers a hub for excellent resources and materials throughout NASA and the larger astronomy community.In support of CosmoQuest citizen science opportunities, CQ initiatives (Learning Space, S-ROSES, IDEASS, Educator Zone) will be leveraged and shared through the CQPLN. CosmoQuest can be present and alive in the awareness its growing learning community.Finally, to make the CosmoQuest PLN truly relevant, it aims to encourage partnerships between scientists and educators, and offer "just-in-time" opportunities to support constituents exploring emerging NASA STEM education, from diverse educators to the curious learner of any age.

Teachers as Learners--With a Little Help from a Critical Friend

ERIC Educational Resources Information Center

Wennergren, Ann-Christine

2016-01-01

Professional learning is intended to improve teaching, benefit student learning and in the longer term improve achievement of targets in schools. When teachers take responsibility not only for their own learning but also for their colleagues', it can lead to a shift in attitudes towards collaborative learning. This study presents an example of a…

Students' approaches to learning in clinical interprofessional context.

PubMed

Hylin, Uffe; Lonka, Kirsti; Ponzer, Sari

2011-01-01

Health care professionals are supposed to work in teams. Students in health care need to learn how to collaborate during their undergraduate education. Interprofessional learning environments, where collaboration is necessary, may be differently accepted by students depending on their approach to learning. We investigated health care students' evaluations of interprofessional clinical training in relation to their study orientations. The participants were 369 students (40 occupational therapy-, 85 medical-, 52 physiotherapy-, and 192 nursing students) attending an IPE course at a Swedish University Hospital. Data were collected by questionnaires measuring orientations to studying and attitudes towards the clinical training and the IPE concept before and after the training. The response rate was 77 %. Study groups were formed by a cluster analysis on the basis of the students' learning orientations. Three clusters were found: Low collaboration-, Collaborative Constructivist-, and Cookbook groups. These clusters were related to different professions and how students perceived their interprofessional learning environment. Study orientations appear to play a role in the way students evaluate interprofessional training. This should be taken into account in instruction. Students with a 'Cookbook' approach to learning showed an increased understanding of interprofessional collaboration after the course.

Science for All: Strengthening Pathways for Scientists and Engineers to Bring Real-World Relevancy to STEM Concepts During Just-in-Time Learning

NASA Astrophysics Data System (ADS)

Klug Boonstra, S.

2017-12-01

With the advent and widespread adoption of virtual connectivity, it is possible for scientists, engineers, and other STEM professionals to reach every place the youth of America learn! Arizona State University's School of Earth and Space Exploration, in planned collaboration with national STEM organizations, agencies, and education partners, are proposing a bold, collaborative, national model that will better enable STEM professionals of all disciplines to meet the needs of their audiences more effectively and efficiently. STEM subject matter experts (SMEs) can bring timely and authentic, real-world examples that engage and motivate learners in the conceptual learning journey presented through formal and informal curricula while also providing a personal face and story of their STEM journey and experience. With over 6.2 million scientists and engineers, 55.6 million PreK-12 students, and 6.3 million community college students in the US, the possible reach, long-term impact, and benefits of the virtual, just-in-time interactions between SMEs, teachers, and students has the potential to provide the missing links of relevancy and real-world application that will engage learners and enhance STEM understanding at a higher, deeper level while having the capacity to do this at a national scale. Providing professional development training for the SMEs will be an essential element in helping them to understand where their STEM work is relevant and appropriate within educational learning progressions. The vision for STEM Connect will be to prepare the STEM SMEs to share their expertise in a way that will show the dynamic and iterative nature of STEM research and design, helping them to bring their STEM expertise to formal and informal learners in a strategic and meaningful way. Discussions with possible STEM Connect collaborators (e.g., national STEM member-based organizations, technology providers, federal agencies, and professional educational organizations) are underway to bring together a national design and implementation vision, start to build a collaborative team, and to look for funding mechanisms. We hope to empower this national pathway for STEM professionals to impact the way the next generation will understand and appreciate STEM's impact on our everyday lives.

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…

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…

Working Together for Learning Together: Supporting Students and Teachers with Collaborative Instruction

ERIC Educational Resources Information Center

Shamberger, Cynthia Thrasher; Friend, Marilyn

2013-01-01

Professional educators are called upon to provide effective instruction to student populations that increasingly consist of multiple cultures, languages, and ethnic backgrounds. Based on current special education law, schools are working toward establishing more collaborative cultures by stressing partnerships between general and special education…

Assessing the Impact of Group Projects on Examination Performance in Social Statistics

ERIC Educational Resources Information Center

Delucchi, Michael

2007-01-01

College teachers in the sciences and professional studies have endorsed collaborative learning group strategies for teaching undergraduate statistics courses, but few researchers provide empirical evidence that students' quantitative skills actually increase as a result of the collaborative experience. Assessment of the efficacy of collaborative…

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…

Innovation in collaborative health research training: the role of active learning.

PubMed

Poole, Gary; Egan, John P; Iqbal, Isabeau

2009-03-01

This paper describes and discusses the essential pedagogical elements of the Partnering in Community Health Research (PCHR) program, which was designed to address the training needs of researchers who participate in collaborative, interdisciplinary health research. These elements were intended to foster specific skills that helped learners develop research partnerships featuring knowledge, capabilities, values and attitudes needed for successful research projects. By establishing research teams called "clusters", PCHR provided research training and experience for graduate students and post-doctoral fellows, as well as for community health workers and professionals. Pedagogical elements relied on active learning approaches such as inquiry-based and experience-based learning. Links between these elements and learning approaches are explained. Through their work in cluster-based applied research projects, the development of learning plans, and cross-cluster learning events, trainees acquired collaborative research competencies that were valuable, relevant and theoretically informed.

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…

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,…

Networked Professional Learning: Relating the Formal and the Informal

ERIC Educational Resources Information Center

Vaessen, Matthieu; van den Beemt, Antoine; de Laat, Maarten

2014-01-01

The increasing complexity of the workplace environment requires teachers and professionals in general to tap into their social networks, inside and outside circles of direct colleagues and collaborators, for finding appropriate knowledge and expertise. This collective process of sharing and constructing knowledge can be considered "networked…

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.

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…

Examining a One-Hour Synchronous Chat in a Microblogging-Based Professional Development Community

ERIC Educational Resources Information Center

Gao, Fei; Li, Lan

2017-01-01

Research on microblogging in education has suggested its potential to promote community building and collaborative learning, but little is known about the nature of interaction in such microblogging communities. More research is needed to understand how online learning communities can be designed in a way that supports effective learning. The…

Transformative Professional Development: Inquiry-Based College Science Teaching Institutes

ERIC Educational Resources Information Center

Zhao, Ningfeng; Witzig, Stephen B.; Weaver, Jan C.; Adams, John E.; Schmidt, Frank

2012-01-01

Two Summer Institutes funded by the National Science Foundation were held for current and future college science faculty. The overall goal was to promote learning and practice of inquiry-based college science teaching. We developed a collaborative and active learning format for participants that involved all phases of the 5E learning cycle of…

Undergraduate Social Work Students' Perceptions of a Team-Based Learning Approach to Exploring Adult Development

ERIC Educational Resources Information Center

Watkins, Karen; Forge, Nicholas; Lewinson, Terri; Garner, Brittany; Carter, Larance D.; Greenwald, Lindsay

2018-01-01

Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and…

Promoting Teacher Learning through Learning Study Discourse: The Case of Science Teachers in Singapore

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Nashon, Samson Madera

2013-01-01

The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content,…

Developing Social and Emotional Aspects of Learning: The American Experience

ERIC Educational Resources Information Center

Elias, Maurice J.; Moceri, Dominic C.

2012-01-01

Developments in American policy, research and professional development to promote social and emotional learning in schools have drawn on work carried out by the Collaborative for Academic, Social, and Emotional Learning (CASEL), encouraged by the popular and political catalyst of Daniel Goleman's work on emotional intelligence. Based on CASEL's…

Weather, Climate, Web 2.0: 21st Century Students Speak Climate Science Well

ERIC Educational Resources Information Center

Sundberg, Cheryl White; Kennedy, Teresa; Odell, Michael R. L.

2013-01-01

Problem-based learning (PBL) and inquiry learning (IL) employ extensive scaffolding that results in cognitive load reduction and allows students to learn in complex domains. Hybrid teacher professional development models (PDM) using 21st century social collaboration tools embedding PBL and IL shows promise as a systemic approach for increasing…

A Professional Learning Model Supporting Teachers to Integrate Digital Technologies

ERIC Educational Resources Information Center

Sheffield, Rachel; Blackley, Susan; Moro, Paul

2018-01-01

Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and…

Creating Teacher Communities of Inquiry through Lesson Study

ERIC Educational Resources Information Center

Widjaja, Wanty

2013-01-01

Opportunities for teachers to engage in collaborative learning to examine and reflect on their practice are vital for sustained professional learning. Lesson Study centres on teachers coming together with colleagues to plan, observe, and reflect on classroom teaching and learning as a Community of Inquiry. In this project, six teachers from three…

Using Teacher Learning Walks to Build Capacity in a Rural Elementary School: Repurposing a Supervisory Tool

ERIC Educational Resources Information Center

Allen, Ann Sundstrom; Topolka-Jorissen, Kathleen

2014-01-01

This qualitative methods study examined a rural North Carolina elementary school that implemented teacher learning walks as a method of professional development. Adapted from the practice of principal walkthroughs, teachers followed a protocol for collaboratively observing colleagues' classrooms and reflecting on teaching and learning. The…

Connect the Dots: A Dedicated System for Learning Links Teacher Teams to Student Outcomes

ERIC Educational Resources Information Center

Ermeling, Bradley A.

2012-01-01

Establishing school-based professional learning appears so simple and straightforward during inspiring presentations at summer workshops, but keeping collaborative work focused on teaching and learning in such a way that it produces consistent results is a highly underestimated task. Investigations and experience from a group of researchers at the…

Appalachian Rural Systemic Initiative: An Account of a Service Learning Collaboration of Two Science Educators.

ERIC Educational Resources Information Center

Brown, Sherri L.; Lashley, Terry L.

To fulfill a service-learning course requirement at the University of Tennessee, Knoxville (UTK), two science-education doctoral students provided professional development to rural teachers and principals participating in the Appalachian Rural Systemic Initiative (ARSI). This paper begins with descriptions of service learning objectives, both in…

Achieving a climate for patient safety by focusing on relationships.

PubMed

Manojlovich, Milisa; Kerr, Mickey; Davies, Barbara; Squires, Janet; Mallick, Ranjeeta; Rodger, Ginette L

2014-12-01

Despite many initiatives, advances in patient safety remain uneven in part because poor relationships among health professionals have not been addressed. The purpose of this study was to determine whether relationships between health professionals contributed to a patient safety climate, after implementation of an intervention to improve inter-professional collaboration. This was a secondary analysis of data collected to evaluate the Interprofessional Model of Patient Care (IPMPC) at The Ottawa Hospital in Ontario, Canada, which consists of five sites. A series of generalized estimating equation models were generated, accounting for the clustering of responses by site. Thirteen health professionals including physicians, nurses, physiotherapists and others (n = 1896) completed anonymous surveys about 1 year after the IPMPC was introduced. The IPMPC was implemented to improve interdisciplinary collaboration. Reliable instruments were used to measure collaboration, respect, inter-professional conflict and patient safety climate. Collaboration (β = 0.13; P = 0.002) and respect (β = 1.07; P = 0.03) were significant independent predictors of patient safety climate. Conflict was an independent and significant inverse predictor of patient safety climate (β = -0.29; P = 0.03), but did not moderate linkages between collaboration and patient safety climate or between respect and patient safety climate. Through the IPMPC, all health professionals learned how to collaborate and build a patient safety climate, even in the presence of inter-professional conflict. Efforts by others to foster better work relationships may yield similar improvements in patient safety climate. © The Author 2014. Published by Oxford University Press in association with the International Society for Quality in Health Care; all rights reserved.

Making practice transparent through e-portfolio.

PubMed

Stewart, Sarah M

2013-12-01

Midwives are required to maintain a professional portfolio as part of their statutory requirements. Some midwives are using open social networking tools and processes to develop an e-portfolio. However, confidentiality of patient and client data and professional reputation have to be taken into consideration when using online public spaces for reflection. There is little evidence about how midwives use social networking tools for ongoing learning. It is uncertain how reflecting in an e-portfolio with an audience impacts on learning outcomes. This paper investigates ways in which reflective midwifery practice be carried out using e-portfolio in open, social networking platforms using collaborative processes. Using an auto-ethnographic approach I explored my e-portfolio and selected posts that had attracted six or more comments. I used thematic analysis to identify themes within the textual conversations in the posts and responses posted by readers. The analysis identified that my collaborative e-portfolio had four themes: to provide commentary and discuss issues; to reflect and process learning; to seek advice, brainstorm and process ideas for practice, projects and research, and provide evidence of professional development. E-portfolio using open social networking tools and processes is a viable option for midwives because it facilitates collaborative reflection and shared learning. However, my experience shows that concerns about what people think, and client confidentiality does impact on the nature of open reflection and learning outcomes. I conclude this paper with a framework for managing midwifery statutory obligations using online public spaces and social networking tools. Copyright © 2013 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

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.

Engaging Ocean Grads As Interdisciplinary Professional Problem Solvers: Why Preparing Our Future Ocean Leaders Means Inspiring Them to Look Beyond Their Academic Learning.

NASA Astrophysics Data System (ADS)

Good, L. H.; Erickson, A.

2016-02-01

Academic learning and research experiences alone cannot prepare our emerging ocean leaders to take on the challenges facing our oceans. Developing solutions that incorporate environmental and ocean sciences necessitates an interdisciplinary approach, requiring emerging leaders to be able to work in collaborative knowledge to action systems, rather than on micro-discipline islands. Professional and informal learning experiences can enhance graduate marine education by helping learners gain the communication, collaboration, and innovative problem-solving skills necessary for them to interact with peers at the interface of science and policy. These rich experiences can also provide case-based and hands-on opportunities for graduate learners to explore real-world examples of ocean science, policy, and management in action. However, academic programs are often limited in their capacity to offer such experiences as a part of a traditional curriculum. Rather than expecting learners to rely on their academic training, one approach is to encourage and support graduates to seek professional development beyond their university's walls, and think more holistically about their learning as it relates to their career interests. During this session we discuss current thinking around the professional learning needs of emerging ocean leaders, what this means for academic epistemologies, and examine initial evaluation outcomes from activities in our cross-campus consortium model in Monterey Bay, California. This innovative model includes seven regional academic institutions working together to develop an interdisciplinary ocean community and increase access to professional development opportunities to better prepare regional ocean-interested graduate students and early career researchers as future leaders.

Students Should Seek Professional Internships to Learn the Power of Collaboration

NASA Astrophysics Data System (ADS)

Tamalavage, Anne

2014-04-01

After graduation, many undergraduates feel pressure to jump immediately into graduate school or to land a job. That path keeps students from pursuing an internship or temporary position in something that might provide authentic and useful professional experience that would help establish a desirable career.

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…

A Pilot Study to Evaluate the Introduction of an Interprofessional Problem-Based Learning Module

ERIC Educational Resources Information Center

Cusack, Tara; O'Donoghue, Grainne; Butler, Marie-Louise; Blake, Catherine; O'Sullivan, Cliona; Smith, Kathryn; Sheridan, Ann; O'Neill, Geraldine

2012-01-01

Patient care is complex and demands that health professionals work together effectively. Interprofessional education (IPE) encourages collaboration by educating students from different professions together. This study examined the effectiveness of IPE in terms of changing students' perceptions of teamwork, professional identity, role, competency…

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…

Blended learning in health education: three case studies.

PubMed

de Jong, Nynke; Savin-Baden, Maggi; Cunningham, Anne Marie; Verstegen, Daniëlle M L

2014-09-01

Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past distance-based learning activities have often been associated with traditional delivery-based methods, individual learning and limited contact. The central question in this paper is: can blended learning be active and collaborative? Three cases of blended, active and collaborative learning are presented. In case 1 a virtual classroom is used to realize online problem-based learning (PBL). In case 2 PBL cases are presented in Second Life, a 3D immersive virtual world. In case 3 discussion forums, blogs and wikis were used. In all cases face-to-face meetings were also organized. Evaluation results of the three cases clearly show that active, collaborative learning at a distance is possible. Blended learning enables the use of novel instructional methods and student-centred education. The three cases employ different educational methods, thus illustrating diverse possibilities and a variety of learning activities in blended learning. Interaction and communication rules, the role of the teacher, careful selection of collaboration tools and technical preparation should be considered when designing and implementing blended learning.

What Do Teachers Do When They Say They Are Doing Learning Rounds? Scotland's Experience of Instructional Rounds

ERIC Educational Resources Information Center

Philpott, Carey; Oates, Catriona

2015-01-01

This paper reports on research into the practice of learning rounds in Scotland. Learning rounds are a form of collaborative professional development for teachers based on the instructional rounds practice developed in the USA. In recent years learning rounds have gained high profile official support within education in Scotland. The research…

Strategic Relationship Management in School Public Relations

ERIC Educational Resources Information Center

O'Hair, Mary John; O'Hair, H. Dan; Lee, Renee; Averso, Randy

2006-01-01

Research supports the need for schools to operate as professional learning communities fueled by a supportive accurate understanding of collaborative relationships among school stakeholders. These relationships are necessary to build trust and foster discourse focused on improved teaching and learning practices and increased student achievement.…

Principal Leadership of Data Team Protocols within a Professional Learning Community

ERIC Educational Resources Information Center

Chambers, Charmelle

2014-01-01

The following document represents a Problem Based Learning Project (PBL) focusing on school leadership practices leading to increased student achievement. Current research findings indicate effective principals recognize the importance of building teacher capacity through promoting collaborative team work. School principals effectively leading…

An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2010-01-01

In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

Examining the influence of professional identity formation on the attitudes of students towards interprofessional collaboration.

PubMed

Stull, Cynthia L; Blue, Christine M

2016-01-01

An expectation of introductory interprofessional education (IPE) is improvement in attitudes towards other professions. However, the theory surrounding professional identity formation suggests this expectation may be premature. The objective of this study was to quantify first-year health professional students' attitudes towards their own and other professions and to investigate the relationship between strength of professional identity and attitudes towards other professions and interprofessional learning. Using a pre/post-test design, researchers administered the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS) to 864 first-year healthcare students in the Academic Health Center (AHC) at the University of Minnesota. The findings showed a decline in student attitudes towards their own and other professions. Additionally, a positive correlation between a weakened professional identity and readiness for interprofessional learning was demonstrated. This study found that an introductory IPE course did not positively affect student attitudes towards other professions, or strengthen professional identity or readiness for interprofessional learning. Analysis of the findings support the successive stages of professional identity formation.

Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals.

PubMed

Bury, Rachel; Martin, Lindsey; Roberts, Sue

2006-12-01

Major changes in health care, within an information- and technology-rich age, are impacting significantly on health professionals and upon their education and training. Health information professionals-in both the National Health Service (NHS) and higher education (HE) contexts-are consequently developing their roles, skills and partnerships to meet the needs of flexible education and training. This article explores one facet of this-supported online learning and its impact on role development. A case study approach was taken, aiming to explore how academics, health information professionals and learning technologists are developing supported online learning to explicitly address the e-literacy and information needs of health students within the context of NHS frameworks for education. This was contextualized by a literature review. The case study explores and discusses three dynamics--(i) The use of supported online learning tools by future health-care professionals throughout their professional training to ensure they have the appropriate e-literacy skills; (ii) the use of supported online learning by current health professionals to enable them to adapt to the changing environment; (iii) the development of the health information professional, and particularly their role within multi-disciplinary teams working with learning technologists and health professionals, to enable them to design and deliver supported online learning. The authors argue that, in this specific case study, health information professionals are key to the development of supported online learning. They are working successfully in collaboration and their roles are evolving to encompass learning and teaching activities in a wider context. There are consequently several lessons to be drawn in relation to professional education and role development.

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…

Facilitating Real-Time Observation of, and Peer Discussion and Feedback about, Practice in Writing Classrooms

ERIC Educational Resources Information Center

Parr, Judy M.; Hawe, Eleanor

2017-01-01

This study investigates conditions designed to optimize learning where professionals utilize the expertise and support of one another. It describes a research--practice collaboration to enhance teacher knowledge and practice through peer observation of, and feedback about, classroom practice in writing. A collaboratively designed observation…

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…

Proceed with Caution: Uncommon Wisdom about Academic and Student Affairs Partnerships

ERIC Educational Resources Information Center

Magolda, Peter M.

2005-01-01

Collaborations between student affairs professionals and faculty are typically viewed as essential to the creation of successful student learning environments. Yet, the author warns that collaborations are more complicated than they may first appear. As someone who has been a student affairs administrator and a faculty member, the author has had a…

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,…

The Place of Autonomy in School Community: Taking a Closer Look at Teacher Collaboration

ERIC Educational Resources Information Center

Gates, Gordon S.; Watkins, Millie

2010-01-01

Teachers hold the key to school reform. Professional learning communities--as well as other related strategies, including collaborative and distributive models of leadership--offer much that is promising. Yet, weaknesses documented in research require attention. We conducted a study of teachers in two elementary schools identified as exemplary…

Can Collaborative Consultation, Based on Communicative Theory, Promote an Inclusive School Culture?

ERIC Educational Resources Information Center

von Ahlefeld Nisser, Désirée

2017-01-01

This article contributes to furthering our knowledge of how collaborative consultation, based on communicative theory, can make teachers' learning from, and with, each other an inclusive process, and thus promote an inclusive school culture. The aim is to study special education professionals' experiences of, and reflections on, leading…

Education for Democracy: Case Study on the Partnership between Montclair State University and Kirovograd State Pedagogical University

ERIC Educational Resources Information Center

Koroleva, Irina Viktor

2013-01-01

The number of international collaborative projects between schools of higher education has grown dramatically during the past ten years (Knight, 2004). Collaboration helps teachers to grow professionally, increase personal confidence, and accordingly, improve the effectiveness of teaching and learning (Meadows & Saltzman, 2002). This finding,…

Collaborative Design Practices in Technology Mediated Learning

ERIC Educational Resources Information Center

Seitamaa-Hakkarainen, Pirita; Kangas, Kaiju; Raunio, Anna-Mari; Hakkarainen, Kai

2012-01-01

The present article examines how practices of computer-supported collaborative designing may be implemented in an elementary classroom. We present a case study in which 12-year-old students engaged in architectural design under the guidance of their teacher and a professional designer. The students were engaged in all aspects of design processes,…

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…

A City Learning Together: Reciprocal Collaboration of Academics and Practitioners at the Chicago Park District

ERIC Educational Resources Information Center

Hibbler, Dan; Scott, Leodis; Ginger, Nicole

2016-01-01

Concerns regarding professional preparation among practitioners and academics in the parks, recreation, and leisure profession demand real examples of people working together for the good of their overall community. Such reciprocal collaboration (two-way interaction from academics to practice and from practice to academics) has started to take…

Can Connecting and Collaborating with Industry Professionals and Community Partners through a Project-Based Initiative Create a Meaningful Learning and Leadership Experience for College Students?

ERIC Educational Resources Information Center

Jensen-Inman, Leslie Reese

2012-01-01

The author served as facilitator of a group of graphic design college students at The University of Tennessee at Chattanooga (UTC). These students embarked on a collaborative, 24-hour+, work-around-the-clock, creative blitz and used design thinking to serve the needs of Dalewood Middle School in Chattanooga. Students collaborated with industry…

Collaborative Common Assessments: Teamwork. Instruction. Results.

ERIC Educational Resources Information Center

Erkens, Cassandra

2015-01-01

Explore the practical steps teacher teams must take to establish clear, comprehensive assessment systems that guide instruction and strengthen PLCs. This book has the capacity to reignite passion and energy assessment practices bring as tools to guide teaching and learning. Strengthen instructional agility in professional learning communities with…

A scoping review of interdisciplinary collaboration in addictions education and training.

PubMed

Broyles, Lauren M; Conley, James W; Harding, John D; Gordon, Adam J

2013-01-01

Developing a workforce of multidisciplinary healthcare professionals equipped with the knowledge and skills to collaboratively address the public health crisis of alcohol and other drug (AOD) use is critical for effectively identifying, preventing, and managing AOD conditions and their sequelae. Despite general enthusiasm for interdisciplinary education and training, little is known overall about the nature and outcomes of interdisciplinary collaboration in addictions education and training. We conducted a five-stage scoping review of the literature to provide an eight domain overview of the state of interdisciplinary collaboration in addictions education (ICAE). In our final review of 30 articles, we identified a lack of conceptual and terminological clarity around ICAE but a wide range of learners and professional collaborators in ICAE initiatives, which focused on a variety of AOD topics and used a constellation of didactic, interactive, and service-learning teaching strategies and formats. Although we found limited substantive educational or practice-oriented outcomes available for ICAE initiatives, learner and faculty feedback reflected high enthusiasm for ICAE and widespread perceptions of benefit for improved clinical care. Facilitators and barriers to the implementation of ICAE initiatives occurred at the level of the individual and the institution and ranged from pragmatic to conceptual. Emerging trends in ICAE initiatives included increased application of learning and implementation theory and extension of ICAE into research training. We conclude with recommendations to support ICAE as a new paradigm for addictions education for all health professionals.

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…

The United State of Wyoming: Teacher-to-Teacher Initiative Boosts Reading Scores Statewide

ERIC Educational Resources Information Center

Lain, Sheryl

2014-01-01

When teachers collaborate in schools, taking collective responsibility to improve instruction and achieve goals, student performance improves and good results happen. Wyoming is one example of a state that uses peer-to-peer professional learning with notable results. Teachers joined together to form a statewide professional community and saw the…

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…

Partnerships at Work: Lessons Learned from Programs and Practices of Families, Professionals and Communities.

ERIC Educational Resources Information Center

Bishop, Kathleen Kirk, Ed.; Taylor, Mary Skidmore, Ed.; Arango, Polly, Ed.

Designed to celebrate family/interprofessional collaborative partnerships, this publication describes high-quality examples of how families and professionals at the family, community, state, and national levels have worked together to create programs and practices that are family-friendly and responsive to what families have said they want and…

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…

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…

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…

Not just another multi-professional course! Part 2: nuts and bolts of designing a transformed curriculum for multi-professional learning.

PubMed

Mayers, Pat; Alperstein, Melanie; Duncan, Madeleine; Olckers, Lorna; Gibbs, Trevor

2006-03-01

Multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn about their differences in order to work together, rather than developing unity in their commitment to a shared vision of professionalism and service. In this, the second of two papers, the 'nuts and bolts' or practicalities of designing a transformed curriculum for a multi-professional course with a difference is described. Guidelines for the curriculum design process, which seeks to be innovative, grounded in theory and relevant to the learning of the students and the ultimately the health of the patients, include: valuing education; gaining buy-in; securing buy-out; defining of roles; seeking consensus; negotiating difference and expediting decisions. The phases of the design process are described, as well as the educational outcomes envisaged during the process. Reflections of the designers, in particular on what it means to be a multi-professional team, and a reconceptualization of multi-professional education are presented as challenges for educators of health professionals.

[Learning together for working together: interprofessionalism in simulation training for collaborative skills development].

PubMed

Policard, Florence

2014-06-01

The use of simulation as an educational tool is becoming more widespread in healthcare. Such training gathers doctors and nurses together, which is a rare opportunity in such a sector. The present research focuses on the contribution of inter-professional training to the development of collaborative skills when managing an emergency situation in the context of anesthesia or intensive care. From direct observations of post-simulation debriefing sessions and interviews held with learners in post graduate or in-service training, either in single or multi-professional groups, this study shows that these sessions, based on experiential learning and reflective practice, help to build a shared vision of the problem and of common operative patterns, supporting better communication and the "ability to work in a team".

A Collaborative Team Teaching Model for a MSW Capstone Course.

PubMed

Moore, Rebecca M; Darby, Kathleen H; Blake, Michelle E

2016-01-01

This exploratory study was embedded in a formative process for the purposes of improving content delivery to an evidence-based practice class, and improving students' performance on a comprehensive exam. A learning and teaching model was utilized by faculty from a three-university collaborative graduate social work program to examine the extent to which course texts and assignments explicitly supported the process, application, and evaluation of evidence-based practices. The model was grounded in a collaborative culture, allowing each faculty to share their collective skills and knowledge across a range of practice settings as they revised the course curriculum. As a result, faculty found they had created a unique community that allowed a wider context for learning and professional development that translated into the classroom. Students enrolled in the revised course across all three universities showed improvement on the comprehensive exam. When faculty themselves invest in collaborative learning and teaching, students benefit.

Three visual techniques to enhance interprofessional learning.

PubMed

Parsell, G; Gibbs, T; Bligh, J

1998-07-01

Many changes in the delivery of healthcare in the UK have highlighted the need for healthcare professionals to learn to work together as teams for the benefit of patients. Whatever the profession or level, whether for postgraduate education and training, continuing professional development, or for undergraduates, learners should have an opportunity to learn about and with, other healthcare practitioners in a stimulating and exciting way. Learning to understand how people think, feel, and react, and the parts they play at work, both as professionals and individuals, can only be achieved through sensitive discussion and exchange of views. Teaching and learning methods must provide opportunities for this to happen. This paper describes three small-group teaching techniques which encourage a high level of learner collaboration and team-working. Learning content is focused on real-life health-care issues and strong visual images are used to stimulate lively discussion and debate. Each description includes the learning objectives of each exercise, basic equipment and resources, and learning outcomes.

Why Mentor? Linking Mentor Teachers' Motivations to Their Mentoring Conceptions

ERIC Educational Resources Information Center

van Ginkel, Gisbert; Verloop, Nico; Denessen, Eddie

2016-01-01

Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers' learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be "co-thinkers" who enact a developmental view of…

A Splendid Torch: Learning and Teaching in Today's Academic Libraries

ERIC Educational Resources Information Center

Eyre, Jodi Reeves, Ed.; Maclachlan, John C., Ed.; Williford, Christa, Ed.

2017-01-01

Six essays, written collaboratively by current and former Council on Library and Information Resources (CLIR) postdoctoral fellows, explore the contributions that today's academic libraries--as providers of resources, professional support, and space--are making to learning and teaching. Topics include the continuing evolution of the learning…

Early Years Teachers' Perspectives on Teaching through Multiple Metaphors and Multimodality

ERIC Educational Resources Information Center

Mildenhall, Paula

2015-01-01

Recent research findings indicate that using multiple metaphors in multimodal learning experiences are effective teaching approaches in early years mathematics. Using a social semiotic lens this paper reports on eight early years teachers' perceptions of this approach whilst engaging in a small collaborative professional learning group. This group…

Teacher Perceptions towards ICT Integration: Professional Development through Blended Learning

ERIC Educational Resources Information Center

Qasem, Arwa Ahmed Abdo; Viswanathappa, G.

2016-01-01

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators' attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions…

Higher Education and Nonprofit Community Collaboration: Innovative Teaching and Learning for Graduate Student Education

ERIC Educational Resources Information Center

Lucas, Chris M.; Sherman, Nancy E.; Fischer, Cindy

2013-01-01

Current graduate student models of education reflect both traditional and contemporary pedagogical strategies. For professional degree programs centered on leadership and human services providing traditional instruction combined with experience-based and real-world learning is necessary. This paper shares a brief overview of graduate education…

Teacher, Team, and School Change through Reciprocal Learning

ERIC Educational Resources Information Center

Cherkowski, Sabre; Schnellert, Leyton

2018-01-01

This paper documents the first year of a qualitative case study investigating the experiences of reciprocal learning teams of teachers within a small, rural secondary school. The purpose of this study was to examine how teachers experienced collaborative professional development (PD) and how their experiences contributed to developing the culture…

Constructivism, Collaboration and the Certificate of Teaching and Learning (CTL).

ERIC Educational Resources Information Center

Murray, Joy

This paper describes a professional development program for teachers. The Certificate of Teaching and Learning (CTL), developed in Australia for Kindergarten through Year 12 teachers across all subject areas. It outlines the process of conceptualization, the dilemmas faced by the development team, and the final implementation across Australia.…

Students' Experiences in Interdisciplinary Problembased Learning: A Discourse Analysis of Group Interaction

ERIC Educational Resources Information Center

Imafuku, Rintaro; Kataoka, Ryuta; Mayahara, Mitsuori; Suzuki, Hisayoshi; Saiki, Takuya

2014-01-01

Interdisciplinary problem-based learning (PBL) aims to provide students with opportunities to develop the necessary skills to work with different health professionals in a collaborative manner. This discourse study examined the processes of collective knowledge construction in Japanese students in the tutorials. Analyses of video-recorded data…

NSDC Policy Points. Volume 1, Number 4

ERIC Educational Resources Information Center

National Staff Development Council, 2009

2009-01-01

"NSDC Policy Points" is a newsletter published by the National Staff Development Council (NSDC). This issue of "NSDC Policy Points" discusses why collaborative learning is critical to professional development. Included in this newsletter is an article about team learning in Cedar Rapids, Iowa. [For Volume 1, Number 3 of…

Learning in Authentic Contexts: Projects Integrating Spatial Technologies and Fieldwork

ERIC Educational Resources Information Center

Huang, Kuo-Hung

2011-01-01

In recent years, professional practice has been an issue of concern in higher education. The purpose of this study is to design students' projects to facilitate collaborative learning in authentic contexts. Ten students majoring in Management Information Systems conducted fieldwork with spatial technologies to collect data and provided information…

Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice

ERIC Educational Resources Information Center

Bannister, Nicole A.

2018-01-01

Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden…

Developing a Culture of Collaboration

ERIC Educational Resources Information Center

Lamb, Janeen; Visnovska, Jana

2012-01-01

This paper explores the role of professional learning community and collegial discussion as important supports for developing teacher expertise in the teaching and learning of mathematics in rural and remote regions of Queensland, Australia. The research reported in this paper is from the first year of a longitudinal research and 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.

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…

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…

Inter-Professional Pedagogical Collaboration between Teachers and Their Out-of-School Partners

ERIC Educational Resources Information Center

Vesterinen, Olli; Kangas, Marjaana; Krokfors, Leena; Kopisto, Kaisa; Salo, Laura

2017-01-01

Teachers cross boundaries when they collaborate with out-of-school partners to provide more authentic learning experiences for students. Using the framework of boundary crossing, the study draws on interview data from schools and their out-of-school partners to examine the research question of how the research participants viewed the beginning of…

Teachers' Experiences Collaborating in Expanded School Mental Health: Implications for Practice, Policy and Research

ERIC Educational Resources Information Center

Mellin, Elizabeth A.; Ball, Annahita; Iachini, Aidyn; Togno, Nicole; Rodriguez, Ana Maria

2017-01-01

Teachers are critical partners in expanded school mental health (ESMH) collaborations that aim to bring educators, community mental health professionals and families together to leverage expertise and resources for addressing non-academic barriers to learning. Although teachers are in a unique position to observe the day-to-day mental health needs…

Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue.

PubMed

Steven, Kathryn; Angus, Allyson; Breckenridge, Jenna; Davey, Peter; Tully, Vicki; Muir, Fiona

2016-11-01

Student and service user involvement is recognised as an important factor in creating interprofessional education (IPE) opportunities. We used a team-based learning approach to bring together undergraduate health professional students, early career professionals (ECPs), public partners, volunteers, and carers to explore learning partnerships. Influenced by evaluative inquiry, this qualitative study used a free text response to allow participants to give their own opinion. A total of 153 participants (50 public partners and 103 students and professionals representing 11 healthcare professions) took part. Participants were divided into mixed groups of six (n = 25) and asked to identify areas where students, professionals, and public could work together to improve health professional education. Each group documented their discussions by summarising agreed areas and next steps. Responses were collected and transcribed for inductive content analysis. Seven key themes (areas for joint working) were identified: communication, public as partners, standards of conduct, IPE, quality improvement, education, and learning environments. The team-based learning format enabled undergraduate and postgraduate health professionals to achieve consensus with public partners on areas for IPE and collaboration. Some of our results may be context-specific but the approach is generalisable to other areas.

Designing new collaborative learning spaces in clinical environments: experiences from a children's hospital in Australia.

PubMed

Bines, Julie E; Jamieson, Peter

2013-09-01

Hospitals are complex places that provide a rich learning environment for students, staff, patients and their families, professional groups and the community. The "new" Royal Children's Hospital opened in late 2011. Its mission is focused on improving health and well-being of children and adolescents through leadership in healthcare, research and education. Addressing the need to create "responsive learning environments" aligned with the shift to student-centred pedagogy, two distinct learning environments were developed within the new Royal Children's Hospital; (i) a dedicated education precinct providing a suite of physical environments to promote a more active, collaborative and social learning experience for education and training programs conducted on the Royal Children's Hospital campus and (ii) a suite of learning spaces embedded within clinical areas so that learning becomes an integral part of the daily activities of this busy Hospital environment. The aim of this article is to present the overarching educational principles that lead the design of these learning spaces and describe the opportunities and obstacles encountered in the development of collaborative learning spaces within a large hospital development.

Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments: A Review of the Literature

PubMed Central

2008-01-01

The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger’s Diffusion of Innovations Theory and Siemens’ Connectivism Theory for today’s learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare. PMID:18762473

Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature.

PubMed

Hansen, Margaret M

2008-09-01

The author provides a critical overview of three-dimensional (3-D) virtual worlds and "serious gaming" that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

What did first-year students experience during their interprofessional education? A qualitative analysis of e-portfolios.

PubMed

Imafuku, Rintaro; Kataoka, Ryuta; Ogura, Hiroshi; Suzuki, Hisayoshi; Enokida, Megumi; Osakabe, Keitaro

2018-05-01

Interprofessional collaboration is an essential approach to comprehensive patient care. As previous studies have argued, interprofessional education (IPE) must be integrated in a stepwise, systematic manner in undergraduate health profession education programmes. Given this perspective, first-year IPE is a critical opportunity for building the foundation of interprofessional collaborative practice. This study aims to explore the first-year students' learning processes and the longitudinal changes in their perceptions of learning in a year-long IPE programme. Data were collected at a Japanese medical university, in which different pedagogical approaches are adopted in the IPE programme. Some of these approaches include interprofessional problem-based learning, early exposure, and interactive lecture-based teaching. The students are required to submit written reflections as a formative assessment. This study conducted an inductive thematic analysis of 104 written reflections from a series of e-portfolios of 26 first-year students. The themes related to learning outcomes from student perspectives included communication (e.g., active listening and intelligible explanation), teams and teamwork (e.g., mutual engagement and leadership), roles/responsibilities as a group member (e.g., self-directed learning and information literacy), and roles/responsibilities as a health professional (e.g., understanding of the student's own professional and mutual respect in an interprofessional team). The study also indicated three perspectives of students' learning process at different stages of the IPE, i.e., processes by which students became active and responsible learners, emphasised the enhancement of teamwork, and developed their own interprofessional identities. This study revealed the first-year students' learning processes in the year-long IPE programme and clarified the role of the first-year IPE programme within the overall curriculum. The findings suggest that the students' active participation in the IPE programme facilitated their fundamental understanding of communication/teamwork and identity formation as a health professional in interprofessional collaborative practice.

Preclinical Students' Predispositions towards Social Forms of Instruction and Self-Directed Learning: A Challenge for the Development of Autonomous and Collaborative Learners

ERIC Educational Resources Information Center

Raidal, S. L.; Volet, S. E.

2009-01-01

Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a mismatch may emerge between students' conceptions of effective learning and expectations inherent to…

High Five PLT Survey Results, 2007-08 to 2012-13.Data Trends. D&A Report No. 13.09

ERIC Educational Resources Information Center

Jackl, Andrew

2013-01-01

Within Professional Learning Teams, or PLTs, teachers actively collaborate, share expertise, improve their skills, examine and use various forms of data, and learn from each other--all for the purpose of improved student learning. Over the years the concept of PLTs has become increasingly familiar to Wake County Public School System (WCPSS)…

Teaching teamwork: an evaluation of an interprofessional training ward placement for health care students

PubMed Central

Morphet, Julia; Hood, Kerry; Cant, Robyn; Baulch, Julie; Gilbee, Alana; Sandry, Kate

2014-01-01

The establishment of interprofessional teamwork training in the preprofessional health care curriculum is a major challenge for teaching faculties. Interprofessional clinical placements offer an opportunity for teamwork education, as students in various professions can work and learn together. In this sequential, mixed-method study, focus group and survey techniques were used to evaluate students’ educational experiences after 2-week ward-based interprofessional clinical placements. Forty-five senior nursing, medicine, and other health care students cared for patients in hospital wards under professional supervision, with nursing-medicine student “teams” leading care. Thirty-six students attended nine exit focus groups. Five central themes that emerged about training were student autonomy and workload, understanding of other professional roles, communication and shared knowledge, interprofessional teamwork/collaboration, and the “inner circle”, or being part of the unit team. The learning environment was described as positive. In a postplacement satisfaction survey (n=38), students likewise rated the educational experience highly. In practicing teamwork and collaboration, students were able to rehearse their future professional role. We suggest that interprofessional clinical placements be regarded as an essential learning experience for senior preprofessional students. More work is needed to fully understand the effect of this interactive program on students’ clinical learning and preparation for practice. PMID:25028569

Teaching teamwork: an evaluation of an interprofessional training ward placement for health care students.

PubMed

Morphet, Julia; Hood, Kerry; Cant, Robyn; Baulch, Julie; Gilbee, Alana; Sandry, Kate

2014-01-01

The establishment of interprofessional teamwork training in the preprofessional health care curriculum is a major challenge for teaching faculties. Interprofessional clinical placements offer an opportunity for teamwork education, as students in various professions can work and learn together. In this sequential, mixed-method study, focus group and survey techniques were used to evaluate students' educational experiences after 2-week ward-based interprofessional clinical placements. Forty-five senior nursing, medicine, and other health care students cared for patients in hospital wards under professional supervision, with nursing-medicine student "teams" leading care. Thirty-six students attended nine exit focus groups. Five central themes that emerged about training were student autonomy and workload, understanding of other professional roles, communication and shared knowledge, interprofessional teamwork/collaboration, and the "inner circle", or being part of the unit team. The learning environment was described as positive. In a postplacement satisfaction survey (n=38), students likewise rated the educational experience highly. In practicing teamwork and collaboration, students were able to rehearse their future professional role. We suggest that interprofessional clinical placements be regarded as an essential learning experience for senior preprofessional students. More work is needed to fully understand the effect of this interactive program on students' clinical learning and preparation for practice.

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.

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

NASA Astrophysics Data System (ADS)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the perspective guiding the curriculum design, and consider multiple goals for student and teacher learning. The study has implications for professional development design, particularly in supporting inquiry-oriented science and technology-enhanced instruction. Effective professional developers formulate coherent conceptions of program goals, use evidence of teacher outcomes to refine their goals and practices, and connect student and teacher learning. This study illustrates the value of research on the individuals who design and lead professional development programs.

Accredited work-based learning: an approach for collaboration between higher education and practice.

PubMed

Chalmers, H; Swallow, V M; Miller, J

2001-11-01

This article discusses the experience of creating a programme of accredited work based learning (AWBL) for emergency nurse practitioners (ENPs) who work in an Accident and Emergency (A&E) Department in the North East of England. The initiative highlighted the challenges of collaboration with purchasers of education and with professional colleagues, other than nurses. Accredited work-based learning was seen to be an appropriate means of supporting ENP role development. Some of the drivers of the development were: the need for a rapid response to wide ranging changes in the health service; the need to ensure rigour in the quality of both education and health care; to enable participants to engage in role development with appropriate skills, confidence and competence; and to ensure that the learning programme had parity in its design with conventional university based learning. The aim was to collaborate in the creation of learning which was relevant to the Trust's drive to improve patient care which accommodated the nurses' common and individual learning needs and offered academically recognized learning opportunities in tune with the post-Dearing ethos in higher education. This aim was reached and included a great deal of learning on the part of the collaborating partners. Copyright 2001 Harcourt Publishers Ltd.

"There Was a Lot of Learning Going on" Using a Digital Medium to Support Learning in a Professional Course for New HE Lecturers

ERIC Educational Resources Information Center

Chesney, Sarah; Marcangelo, Caroline

2010-01-01

This small scale action research study investigated the experiences of learners over two iterations as they completed a patchwork text assignment within the digital medium of a personal learning system (PLS). The aim was to investigate the extent to which using a PLS can facilitate formative and collaborative feedback to assist student learning. A…

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.

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…

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,…

Teacher Trust in Leadership, Professional Learniing Community, and Student Achievement: An Analysis of Statewide Survey Data

ERIC Educational Resources Information Center

Hogg, Troy S.

2013-01-01

The foundation of positive interpersonal relationships is trust and such relationships are needed for professional collaboration and learning to take place. Building trust, then, must be important in order to meet organizational goals and impact student success. The purpose of this survey research was to examine the relationship among teachers'…

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…

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…

Evoking the Moral Imagination: Using Stories to Teach Ethics and Professionalism to Nursing, Medical, and Law Students.

ERIC Educational Resources Information Center

Weisberg, Mark; Duffin, Jacalyn

1995-01-01

A program that brings together students entering demanding professions (law, medicine, and nursing) to explore issues of ethics and professionalism is described. The course uses thought-provoking stories, classroom discussion, student journals, and collaborative teaching. Lessons learned from teaching the course a number of times are also…

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…

Academia, advocacy, and industry: a collaborative method for clinical research advancement.

PubMed

Vanzo, Rena J; Lortz, Amanda; Calhoun, Amy R U L; Carey, John C

2014-07-01

Professionals who work in academia, advocacy, and industry often carry out mutually exclusive activities related to research and clinical care. However, there are several examples of collaboration among such professionals that ultimately allows for improved scientific and clinical understanding. This commentary recounts our particular experience (a collaboration between geneticists at the Universities of Minnesota and Utah, the 4p- Support Group, and Lineagen, Inc) and reviews other similar projects. We formally propose this collaborative method as a conduit for future clinical research programs. Specifically, we encourage academicians, directors of family/advocacy/support groups, and members of industry to establish partnerships and document their experiences. The medical community as a whole will benefit from such partnerships and, specifically, families will teach us lessons that could never be learned in a laboratory or textbook. © 2014 Wiley Periodicals, Inc.

Developing professional identity in nursing academics: the role of communities of practice.

PubMed

Andrew, Nicola; Ferguson, Dorothy; Wilkie, George; Corcoran, Terry; Simpson, Liz

2009-08-01

This paper analyses the current standing of nursing within the wider United Kingdom (UK) higher education (HE) environment and considers the development of academic identity within the sector, introducing a technology mediated approach to professional learning and development. A community of practice (CoP) is a way of learning based on collaboration among peers. Individuals come together virtually or physically, with a common purpose, defined by knowledge rather than task [Wenger, E., 1998. Communities of Practice: Learning, Meaning and Identity, sixth ed. Cambridge University Press, Cambridge]. In 2008, a small team of academics at Glasgow Caledonian University, School of Nursing, Midwifery and Community Health created and implemented iCoP, a project undertaken to pilot an international CoP, where novices and expert academics collaborated to debate and discuss the complex transition from clinician to academic. Although not intended as a conventional research project, the developmental journey and emerging online discussion provide an insight into the collective thoughts and opinions of a multi-national group of novice academics. The article also highlights the key challenges, problems and limitations of working in an international online arena with professionals who traditionally work and thrive in a face to face, real time environment.

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.

Collaborative activities for improving the quality of science teaching and learning and learning to teach science

NASA Astrophysics Data System (ADS)

Tobin, Kenneth

2012-03-01

I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

Practice and Educational Effect of a Project Based Learning Program Collaborated with Local Enterprises

NASA Astrophysics Data System (ADS)

Nagashima, Masaaki; Kondo, Yasuo; Tanaka, Hisataka; Miyachika, Kouitsu; Akiyama, Masahiko; Ishibuchi, Nobutaka; Hayakawa, Motozo

The ICEE (Innovation Center for Engineering Education) was founded in April 2004 as an educational facility in the Faculty of Engineering of Tottori University. The ICEE plans the development and training of creative professionals in all fields of engineering through Project Based Learning (PBL) programs in collaboration with local enterprises. In this report, the outline and the educational effect of the education program are described. Through PBL programs, we can give problem finding and solving abilities, self-initiative and communicative skill to the students.

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.

Invite! Excite! Ignite! 13 Principles for Teaching, Learning, and Leading, K-12

ERIC Educational Resources Information Center

Fogarty, Robin J.

2016-01-01

Teacher-to-teacher collaboration is more than a survival tactic; it is the social interaction that propels professional learning. In her new book, master teacher and educational consultant Robin Fogarty offers "13 guiding principles" for new teachers and school leaders. These seminal ideas, along with the stories that accompany them,…

The Challenge of Collaboration: Organizational Structure and Professional Identity

ERIC Educational Resources Information Center

Koester, Jolene; Hellenbrand, Harry; Piper, Terry D.

2008-01-01

In 2003, the California State University, Northridge (CSUN) undertook the challenge of becoming a learning-centered institution. In a 2005 article, the authors discussed how the learning-centered model at CSUN has renewed its previous, scattered efforts at student retention. In this article, the authors describe the transformation that occurred at…

Communities of Ethical Practice: Using New Technologies for Ethical Dialectical Discourse

ERIC Educational Resources Information Center

Newman, Linda; Findlay, John

2008-01-01

The authors report on a project in which a new experiential form of professional learning combined ethical thinking processes with a collaborative meeting technology known as the Zing team learning system (ZTLS). A new software program called "Working Wisely" was built by the completion of the project. The ZTLS in combination with…

Educating Information Professionals with Problem based Learning and Collaborative Technology.

ERIC Educational Resources Information Center

Rosenbaum, Howard

2001-01-01

Problem based learning (PBL) is offered as an example of a problem-focused and student-centered pedagogical approach that foregrounds the curricular imperatives outlined in the KALPIER Report and provides an innovative educational experience for students. A successful implementation of PBL in a graduate level course in e-commerce illustrates…

The Cohort Model: Lessons Learned When Principals Collaborate

ERIC Educational Resources Information Center

Umekubo, Lisa A.; Chrispeels, Janet H.; Daly, Alan J.

2015-01-01

This study explored a formal structure, the cohort model that a decentralized district put in place over a decade ago. Schools were clustered into cohorts to facilitate professional development for leadership teams for all 44 schools within the district. Drawing upon Senge's components of organizational learning, we used a single case study design…

Supplemental Instruction and Video-Based Supplemental Instruction: Annotated Bibliography 2014

ERIC Educational Resources Information Center

Arendale, David R., Comp.

2014-01-01

Peer collaborative learning has been popular in education for decades. As both pedagogy and learning strategy, it has been frequently adopted and adapted for a wide range of academic content areas at the elementary, secondary, and postsecondary levels due to its benefits. The professional literature is filled with reports of individual professors…

Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant

ERIC Educational Resources Information Center

Allen, Janine F.

2014-01-01

Professional development offered to higher education faculty is meant to enhance pedagogy and improve practice. Inspired by a transnational partnership in Southeast Asia, this study aimed to discover how teacher education faculty perceived faculty development offered to them by university partnership colleagues from the United States. Survey…

A Case of Problem Based Learning for Cross-Institutional Collaboration

ERIC Educational Resources Information Center

Nerantzi, Chrissi

2012-01-01

The idea of moving away from battery-type Academic Development Activities and silo modules and programmes towards open cross-institutional approaches in line with OEP are explored within this paper based on a recent small-scale, fully-online study. This brought together academics and other professionals who support learning, from different…

Student Reactions to Learning Theory Based Curriculum Materials in Linear Algebra--A Survey Analysis

ERIC Educational Resources Information Center

Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff

2016-01-01

In this report we examine students' perceptions of the implementation of carefully designed curriculum materials (called modules) in linear algebra courses at three different universities. The curricular materials were produced collaboratively by STEM and mathematics education faculty as members of a professional learning community (PLC) over…

A Collaborative Action Research Plan for Professional and Curriculum Development: A Research Proposal.

ERIC Educational Resources Information Center

Sze-yin, Yeung; Tak-shing, Lam; Wai-shing, Li

Teacher learning and development have been perennial issues for teacher educators, principals, administrators, and practitioners. The issues spring up from the understanding that teachers, like their students, must engage themselves in learning throughout their career. No matter how complete the training program is, it cannot equip a teacher to…

5 Stages on the Path to Equity: Framework Challenges Urban Teachers' Deficit Thinking

ERIC Educational Resources Information Center

James-Wilson, Sonia; Hancock, Michele

2011-01-01

Teachers are leaders when they function in professional learning communities to affect student learning, contribute to school improvement, inspire excellence in practice, and empower stakeholders to participate in educational improvement. From an equity perspective, teachers also lead when they serve as change agents who collaborate to use…

The Year We Learned to Collaborate

ERIC Educational Resources Information Center

Silva, Janice; Contreras, Kathia

2011-01-01

In 2008-09, Colegio Ingles had a watershed year in terms of teachers learning to enhance one another's skills. Beneath a deceptively congenial surface, teachers at this Mexican preK-9th grade school were avoiding professional confrontations and rarely observed one another's classes or shared teaching solutions and innovations. That same year, the…

Teacher Collaboration in Music Education: The Impact of the DuFour Model on Music Teachers' Attitudes and Their Students' Achievement

ERIC Educational Resources Information Center

Armstrong, Cathryn M.

2010-01-01

The DuFour PLC model is one of several reforms today based on the theory that organizing teachers into learning communities will promote professional collaboration and collegial relationships which will improve teacher skills, motivation, and increase student achievement. A small number of studies have explored the impact of PLC's on teaching…

Learning to Collaborate: A Study of Nursing Students' Experience of Inter-Professional Education at One UK University

ERIC Educational Resources Information Center

Stepney, Paul; Callwood, Ingrid; Ning, Flora; Downing, Kevin

2011-01-01

Collaborative working has been part of official government policy for some time and whilst a great deal has been claimed about its benefits, in terms of better quality services and improved outcomes, it would seem that translating policy intentions into practice has hitherto proved a challenge. Moreover, evidence concerning the effectiveness of…

Circles of Culture and Cognition: A Sociocognitive Study of Collaboration within and among Academic Groups of Teachers in a Rural School District

ERIC Educational Resources Information Center

Baker, Linda L.

2011-01-01

This ethnographic case study examined the roles of district and school macro-culture and teacher sub-group micro-culture in influencing the nature and extent of teachers' professional collaboration. Informed by the sociocognitive theory that learning is rooted in social relationships and develops through interpersonal discourse and activity, the…

Towards Collaborative Professional Learning in the First Year Early Childhood Teacher Education Practicum: Issues in Negotiating the Multiple Interests of Stakeholder Feedback

ERIC Educational Resources Information Center

Brown, Alice; Danaher, Patrick

2008-01-01

This paper analyses data from two sources of stakeholder feedback--first year pre-service teachers and supervising teachers/centre directors--about the issues involved in creating more collaborative approaches to the first year early childhood teacher education practicum at an Australian regional university. The collection of this feedback was…

Public Participation, Education, and Engagement in Drought Planning

NASA Astrophysics Data System (ADS)

Bathke, D. J.; Wall, N.; Haigh, T.; Smith, K. H.; Bernadt, T.

2014-12-01

Drought is a complex problem that typically goes beyond the capacity, resources, and jurisdiction of any single person, program, organization, political boundary, or sector. Thus, by nature, monitoring, planning for, and reducing drought risk must be a collaborative process. The National Drought Mitigation Center, in partnership with the National Integrated Drought Information System (NIDIS) Program Office and others, provides active engagement and education drought professionals, stakeholders, and the general public about managing drought-related risks through resilience planning, monitoring, and education. Using case studies, we discuss recruitment processes, network building, participation techniques, and educational methods as they pertain to a variety of unique audiences with distinct objectives. Examples include collaborative decision-making at a World Meteorological Organization conference; planning, and peer-learning among drought professionals in a community of practice; drought condition monitoring through citizen science networks; research and education dissemination with stakeholder groups; and informal learning activities for all ages. Finally, we conclude with evaluation methods, indicators of success, and lessons learned for increasing the effectiveness of our programs in increasing drought resilience.

Cross-Sectoral Leaders of Partnerships in Reforming Senior L/earning in Queensland: Implications for the Professional Learning of Education and Training Leaders

ERIC Educational Resources Information Center

Singh, Michael; Chen, Xiafang; Harreveld, Bobby

2009-01-01

This working paper "investigates" the role of Vocational Education and Training in Schools (VETiS) in providing leaders with a driver for reforming Senior L/earning (Years 10, 11 and 12). Using a "case study methodology", this paper explores the collaboration and cooperation across different borders and sectors among leaders in…

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.

E-learning and blended learning in textile engineering education: a closed feedback loop approach

NASA Astrophysics Data System (ADS)

Charitopoulos, A.; Vassiliadis, S.; Rangoussi, M.; Koulouriotis, D.

2017-10-01

E-learning has gained a significant role in typical education and in professional training, thanks to the flexibility it offers to the time and location parameters of the education event framework. Purely e-learning scenarios are mostly limited either to Open University-type higher education institutions or to graduate level or professional degrees; blended learning scenarios are progressively becoming popular thanks to their balanced approach. The aim of the present work is to propose approaches that exploit the e-learning and the blended-learning scenarios for Textile Engineering education programmes, especially for multi-institutional ones. The “E-Team” European MSc degree programme organized by AUTEX is used as a case study. The proposed solution is based on (i) a free and open-source e-learning platform (moodle) and (ii) blended learning educational scenarios. Educational challenges addressed include student engagement, student error / failure handling, as well as collaborative learning promotion and support.

Healthcare students as innovative partners in the development of future healthcare services: An action research approach.

PubMed

Norbye, Bente

2016-11-01

Health care systems in Norway and the western world have experienced extensive changes due to patients living longer with complex conditions that require coordinated care. A Norwegian healthcare reform has led to significant restructuring in service delivery as a devolution of services to municipalities. Partners from three rural healthcare services, students from four professional programmes, and one lecturer from each of the professional programmes used a collaborative approach to obtain new knowledge through interprofessional practice. Using an action research design, the research group facilitated democratic processes through dialogues with healthcare services and students. The design is visualised as a cyclical process in which each cycle contributes to improvements, innovations, and increased understanding. A total of 32 students and 3 supervisors were interviewed before and after the clinical practice experiences. Fieldwork was conducted during three clinical periods. Interprofessional student groups formed small healthcare teams and assessed patients with chronic and long-term conditions. Students prepared and negotiated patient follow-up. The teams' responsibilities led to reflective practices that enhanced their professional knowledge. The teams achieved a new understanding of patient situations, which influenced "second opinions" for patients with complex conditions and led to innovative practices. The change in perception of patient needs led to a changed professional approach. The students' perceptions changed as they learned from and about each other and in collaboration with the health service; this led to more coordinated care of patients with complex conditions. Interprofessional learning in community settings provided a platform to improve both healthcare education and rural healthcare services. This research contributes to knowledge of how students' placement in interprofessional teams can enhance students learning from, with and about each other. The student teams promoted new ways of approaching and delivering complex patient treatment and care in community healthcare service. Collaborative partnerships in interprofessional learning have potential in the wider international arena as a means for practice improvement. Copyright © 2016 Elsevier Ltd. All rights reserved.

Networking in medical education: creating and connecting.

PubMed

Supe, Avinash N

2008-03-01

Social networking is being increasingly used as a tool of choice for communications and collaborations in business and higher education. Learning and practice become inseparable when professionals work in communities of practice that create interpersonal bonds and promote collective learning. Individual learning that arises from the critical reconstruction of practice, in the presence of peers and other health professionals, enhances a physician's capability of clinical judgment and evidence-based practice. As such, it would be wise for medical schools, whose responsibility it is to prepare students to make a transition to adult life with the skills they need to succeed in both arenas, to reckon with it.

Professionalism and Occupational Well-Being: Similarities and Differences Among Latin American Health Professionals

PubMed Central

San-Martín, Montserrat; Delgado-Bolton, Roberto; Vivanco, Luis

2017-01-01

Context: Empathy, teamwork, and lifelong learning are described as key elements of professionalism. The first recipients of their benefits are professionals themselves. Paradoxically, scarce studies have reported association between professionalism and occupational well-being. The main purpose of this study was to characterize the influence that empathy, teamwork, and lifelong learning, play in the occupational well-being of physicians and nurses working in Latin American healthcare institutions. Materials and Methods: The Jefferson Scale of Empathy, the Jefferson Scale of Attitudes toward Physician-Nurse Collaboration, the Jefferson Scale of Physicians Lifelong Learning, and the Scale of Collateral Effects (somatization, exhaustion, and work alienation), were administered to 522 physicians and nurses working in institutions of Mexico, Colombia, Ecuador, and Argentina. Internal reliability was calculated. Gender and discipline were used as explanatory variables in comparison analysis. Two-way analysis of variance was performed to examine differences due to the main effects of the gender, and discipline, and to determine possible combined effects. Correlation analysis was performed to measure associations between collateral effects and age, and between collateral effects and professionalism. Results: A total of 353 (68%) surveys were returned fully completed. Adequate reliability was confirmed in all instruments. No differences were found among countries for collateral effects. Correlation analysis confirmed in physicians an inverse association between empathy and collateral effects (P = -0.16; p < 0.05), and between collateral effects and lifelong learning (P = -0.18; p < 0.01). In nurses, this association was confirmed only for empathy (P = -0.19; p < 0.05). Important differences in the development of professionalism and in its effects on occupational well-being appeared associated to inter-professional collaboration and work roles. An inverse correlation between age and collateral effects was confirmed in physicians (P = -0.22; p < 0.001) and in nurses (P = -28; p < 0.001). Comparison by gender confirmed higher somatization in women physicians and nurses than in men groups (p < 0.001). On the other hand, comparison by discipline confirmed higher exhaustion and alienation in physicians than in nurses (p < 0.01). Conclusion: The findings support the importance that empathy, teamwork, and lifelong learning have in practitioners’ health and welfare, and the role that cultural behaviors, associated to work professional models and social stereotypes, play in the interaction between professionalism and occupational well-being. PMID:28179893

3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

NASA Astrophysics Data System (ADS)

Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.

2017-12-01

In spite of the presumed controversy over the evidence for climate change, the recently released Next Generation Science Standards (NGSS) for K-12 include a focus on climate literacy and explicitly use the term `climate change.' In addition to the increased focus on climate change, the NGSS are also built upon a new three dimensional framework for teaching and learning science. Three dimensional learning has students engaging in scientific and engineering practices (Dimension 1), while using crosscutting concepts (Dimension 2) to explore and explain natural phenomena using disciplinary core ideas (Dimension 3). The adoption of these new standards in many states across the nation has created a critical need for on-going professional learning as in-service science educators begin to implement both climate change instruction and three dimensional teaching and learning in their classrooms. In response to this need, we developed an innovative professional learning model for preparing teachers to effectively integrate climate change into their new curriculum and engage students in three dimensional learning. Our professional learning model utilized ideas that have emerged from recent science education research and include: a) formative assessment probes for three dimensional learning that monitor students' progress; b) collaboration with scientists with expertise in climate science to understand the domain specific ways of doing science; and c) development of a community of practice for in-service teachers to provide feedback to each other on their implementation. In this poster presentation, we will provide details on the development of this professional learning model and discuss the affordances and challenges of implementing this type of professional learning experience.

Engagement of groups in family medicine board maintenance of certification.

PubMed

Fisher, Dena M; Brenner, Christopher J; Cheren, Mark; Stange, Kurt C

2013-01-01

The American Board of Medical Specialties' Performance in Practice ("Part IV") portion of Maintenance of Certification (MOC) requirement provides an opportunity for practicing physicians to demonstrate quality improvement (QI) competence. However, specialty boards' certification of one physician at a time does not tap into the potential of collective effort. This article shares learning from a project to help family physicians work in groups to meet their Part IV MOC requirement. A year-long implementation and evaluation project was conducted. Initially, 348 members of a regional family physician organization were invited to participate. A second path was established through 3 health care systems and a county-wide learning collaborative. Participants were offered (1) a basic introduction to QI methods, (2) the option of an alternative Part IV MOC module using a patient experience survey to guide QI efforts, (3) practice-level improvement coaching, (4) support for collaboration and co-learning, and (5) provision of QI resources. More physicians participated through group (66) than individual (12) recruitment, for a total of 78 physicians in 20 practices. Participation occurred at 3 levels: individual, intrapractice, and interpractice. Within the 1-year time frame, intrapractice collaboration occurred most frequently. Interpractice and system-level collaboration has begun and continues to evolve. Physicians felt that they benefited from access to a practice coach and group process. Practice-level collaboration, access to a practice coach, flexibility in choosing and focusing improvement projects, tailored support, and involvement with professional affiliations can enhance the Part IV MOC process. Specialty boards are likely to discover productive opportunities from working with practices, professional organizations, and health care systems to support intra- and interpractice collaborative QI work that uses Part IV MOC requirements to motivate practice improvement.

Analysing Health Professionals' Learning Interactions in an Online Social Network: A Longitudinal Study.

PubMed

Li, Xin; Verspoor, Karin; Gray, Kathleen; Barnett, Stephen

2016-01-01

This paper summarises a longitudinal analysis of learning interactions occurring over three years among health professionals in an online social network. The study employs the techniques of Social Network Analysis (SNA) and statistical modeling to identify the changes in patterns of interaction over time and test associated structural network effects. SNA results indicate overall low participation in the network, although some participants became active over time and even led discussions. In particular, the analysis has shown that a change of lead contributor results in a change in learning interaction and network structure. The analysis of structural network effects demonstrates that the interaction dynamics slow down over time, indicating that interactions in the network are more stable. The health professionals may be reluctant to share knowledge and collaborate in groups but were interested in building personal learning networks or simply seeking information.

How to Collaborate through Teams

ERIC Educational Resources Information Center

Conderman, Greg

2016-01-01

Teachers are spending more of their time and making more decisions within teams. Effective teacher-based teams provide academic and behavioral support for students as well as professional development for teachers. Learn how the best teams function.

Collaborative Inquiry Uses Data To Get Results.

ERIC Educational Resources Information Center

Ready, Diane E.

2001-01-01

Describes the Concorde model and its training sessions, which are funded by the U.S. Department of Education, for the professional development of mathematics teachers. Uses practical data collection and analysis to improve student learning. (YDS)

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…

A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

PubMed

O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

2016-05-01

Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. Copyright © 2016 Elsevier Ltd. All rights reserved.

Interprofessional Education: Opportunities and Challenges for Psychology.

PubMed

Ward, Wendy; Zagoloff, Alexandra; Rieck, Cortney; Robiner, William

2018-02-16

This manuscript is an outgrowth of an invited panel presentation at the national Association for Psychologists in Academic Health Centers Conference in 2017 on Interprofessional Education (IPE). IPE is a structured and transformative educational strategy designed to provide active learning experiences where trainees from diverse healthcare professions gain shared content knowledge plus collaboration skills as they learn about, from, and with each other. Collaboration skills include understanding professional role distinctions and overlap, effective team-based communication, shared values/ethics and respect for each other's expertise, and teamwork dynamics. It is increasingly important to expand training beyond the intraprofessional activities in which psychology trainees engage to prepare them to participate in interprofessional collaborative care. As healthcare systems move to team-based collaborative practice and value-based reimbursement models, the profession of psychology needs leaders at every academic health center to facilitate the design and/or implementation of IPE activities. The panel of psychologists presented roles that psychologists play in IPE institutional program design and implementation, graduate training programs, and the perspectives of an early career psychologist and psychology trainee. Opportunities and challenges are highlighted, culminating in a call to action. Psychologists must embrace their identity as health professionals and engage their learners in IPE so that the emerging cognitive schemata of healthcare that is developed includes the profession of psychology. Otherwise, healthcare teams and health professionals will not understand the value, roles, or potential contributions of psychologists in enhancing patient care outcomes, ultimately jeopardizing psychologists' referrals, involvement in healthcare delivery, and career opportunities.

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.

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.

Student Learning through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education

ERIC Educational Resources Information Center

Damsa, Crina I.; Nerland, Monika

2016-01-01

The two case studies reported in this article contribute to a better understanding of how inquiry tasks and activities are employed as resourceful means for learning in higher professional education. An observation-based approach was used to explore characteristics of and challenges in students' participation in collaborative inquiry activities in…

Interview with a Vampire, I Mean, a Librarian: When Pre-Service Teachers Meet Practicing School Librarians

ERIC Educational Resources Information Center

Roux, Yvonne R.

2008-01-01

The subtitle of the guidelines for school librarians, "Information Power: Building Partnerships for Learning" reflects school library professionals' view that partnering with teachers and other educators is vital to enhancing the learning process, and the book devotes a chapter to the importance of collaboration. Yet one of the most…

ICT and Instructional Innovation: The Case of Crescent Girls' School in Singapore

ERIC Educational Resources Information Center

Shear, Linda; Tan, Chen Kee; Patel, Deepa; Trinidad, Gucci; Koh, Richard; Png, Stephanie

2014-01-01

This paper describes a global professional development program called 21st Century Learning Design (21CLD), which helps teachers design academic lessons that integrate opportunities for students to develop 21st Century competencies in a variety of dimensions such as collaboration, knowledge construction, and the powerful use of ICT for learning.…

Learning to Become a CLIL Teacher: Teaching, Reflection and Professional Development

ERIC Educational Resources Information Center

Urmeneta, Cristina Escobar

2013-01-01

This case study is part of a larger project which aims to determine the usefulness and validity of a model of a pre-service content and language integrated learning (CLIL) teacher education programme inserted in a Master's degree, whose main pedagogical option is to achieve teacher empowerment through cycles of collaborative teaching and shared…

The Pros and Cons of Problem-Based Learning from the Teacher's Standpoint

ERIC Educational Resources Information Center

Ribeiro, Luis Roberto C.

2011-01-01

This article focuses on a teacher's evaluation of an experiment with problem-based learning (PBL) and its effects on his professional development. This case study, of a descriptive-analytical nature, involved the collaboration between the researcher and teacher in the planning, implementation of PBL and, to some extent, analysis of results.…

Teachers' Views of Professional Learning and Collaboration in Four Urban Lebanese Primary Schools

ERIC Educational Resources Information Center

Bahous, Rima; Busher, Hugh; Nabhani, Mona

2016-01-01

This study to investigate how teachers develop their skills and knowledge to construct enthusiastic student learning and what part school principals play in that development was carried out in four primary schools serving disadvantaged communities in Beirut. In the absence of rich research in Lebanon on this topic, western literature was used to…

Intensification and Isolation: Alienated Teaching and Collaborative Professional Relationships in the Accountability Context

ERIC Educational Resources Information Center

Stone-Johnson, Corrie

2016-01-01

The global educational landscape continues to change in response to three forces: a new paradigm of curriculum approaches that has shifted from teaching to learning; public demand for evidence of this learning; and decentralization of public schools (Sahlberg in "Journal of Educational Change," 12(2):173-185, 2011). These changes have…

Simulating the Multi-Disciplinary Care Team Approach: Enhancing Student Understanding of Anatomy through an Ultrasound-Anchored Interprofessional Session

ERIC Educational Resources Information Center

Luetmer, Marianne T.; Cloud, Beth A.; Youdas, James W.; Pawlina, Wojciech; Lachman, Nirusha

2018-01-01

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL)…

The Learning Outcomes of Mentoring Library Science Students in Virtual World Reference: A Case Study

ERIC Educational Resources Information Center

Purpur, Geraldine; Morris, Jon Levi

2015-01-01

This article reports on the cognitive and affective development of students being mentored in virtual reference interview skills by professional librarians. The authors present a case study which examines the impact on student learning resulting from librarian mentor participation and collaboration with students on a course assignment. This study…

Learning Through New Approaches to Forest Governance: Evidence from Harrop-Procter Community Forest, Canada.

PubMed

Egunyu, Felicitas; Reed, Maureen G; Sinclair, John A

2016-04-01

Collaborative forest governance arrangements have been viewed as promising for sustainable forestry because they allow local communities to participate directly in management and benefit from resource use or protection. Such arrangements are strengthened through social learning during management activities that can enhance capacity to solve complex problems. Despite significant research on social learning in collaborative environmental governance, it is not clear how social learning evolves over time, who influences social learning, and whether learning influences management effectiveness. This study investigates how social learning outcomes change over time, using an in-depth study of a community forest in Canada. Personal interviews, focus group meetings, and participant observation revealed that most participants started engaging in community forestry with limited knowledge and learned as they participated in management activities. However, as the community forest organization became effective at complying with forestry legislation, learning opportunities and outcomes became more restricted. Our results run contrary to the prevalent view that opportunities for and outcomes of social learning become enlarged over time. In our case, learning how to meet governmental requirements increased professionalism and reduced opportunities for involvement and learning to a smaller group. Our findings suggest the need to further test propositions about social learning and collaborative governance, particularly to determine how relationships evolve over time.

Learning Through New Approaches to Forest Governance: Evidence from Harrop-Procter Community Forest, Canada

NASA Astrophysics Data System (ADS)

Egunyu, Felicitas; Reed, Maureen G.; Sinclair, John A.

2016-04-01

Collaborative forest governance arrangements have been viewed as promising for sustainable forestry because they allow local communities to participate directly in management and benefit from resource use or protection. Such arrangements are strengthened through social learning during management activities that can enhance capacity to solve complex problems. Despite significant research on social learning in collaborative environmental governance, it is not clear how social learning evolves over time, who influences social learning, and whether learning influences management effectiveness. This study investigates how social learning outcomes change over time, using an in-depth study of a community forest in Canada. Personal interviews, focus group meetings, and participant observation revealed that most participants started engaging in community forestry with limited knowledge and learned as they participated in management activities. However, as the community forest organization became effective at complying with forestry legislation, learning opportunities and outcomes became more restricted. Our results run contrary to the prevalent view that opportunities for and outcomes of social learning become enlarged over time. In our case, learning how to meet governmental requirements increased professionalism and reduced opportunities for involvement and learning to a smaller group. Our findings suggest the need to further test propositions about social learning and collaborative governance, particularly to determine how relationships evolve over time.

Project-based learning with international collaboration for training biomedical engineers.

PubMed

Krishnan, Shankar

2011-01-01

Training biomedical engineers while effectively keeping up with the fast paced scientific breakthroughs and the growth in technical innovations poses arduous challenges for educators. Traditional pedagogical methods are employed for coping with the increasing demands in biomedical engineering (BME) training and continuous improvements have been attempted with some success. Project-based learning (PBL) is an academic effort that challenges students by making them carry out interdisciplinary projects aimed at accomplishing a wide range of student learning outcomes. PBL has been shown to be effective in the medical field and has been adopted by other fields including engineering. The impact of globalization in healthcare appears to be steadily increasing which necessitates the inclusion of awareness of relevant international activities in the curriculum. Numerous difficulties are encountered when the formation of a collaborative team is tried, and additional difficulties occur as the collaboration team is extended to international partners. Understanding and agreement of responsibilities becomes somewhat complex and hence the collaborative project has to be planned and executed with clear understanding by all partners and participants. A model for training BME students by adopting PBL with international collaboration is proposed. The results of previous BME project work with international collaboration fit partially into the model. There were many logistic issues and constraints; however, the collaborative projects themselves greatly enhanced the student learning outcomes. This PBL type of learning experience tends to promote long term retention of multidisciplinary material and foster high-order cognitive activities such as analysis, synthesis and evaluation. In addition to introducing the students to experiences encountered in the real-life workforce, the proposed approach enhances developing professional contracts and global networking. In conclusion, despite initial challenges, adopting project-based learning with international collaboration has strong potentials to be valuable in the training of biomedical engineering students.

Science-for-Teaching Discourse in Science Teachers' Professional Learning Communities

NASA Astrophysics Data System (ADS)

Lohwasser, Karin

Professional learning communities (PLCs) provide an increasingly common structure for teachers' professional development. The effectiveness of PLCs depends on the content and quality of the participants' discourse. This dissertation was conducted to add to an understanding of the science content needed to prepare to teach science, and the discourse characteristics that create learning opportunities in teachers' PLCs. To this end, this study examined how middle school science teachers in three PLCs addressed science-for-teaching, and to what effect. Insight into discourse about content knowledge for teaching in PLCs has implications for the analysis, interpretation, and support of teachers' professional discourse, their collaborative learning, and consequently their improvement of practice. This dissertation looked closely at the hybrid space between teachers' knowledge of students, of teaching, and of science, and how this space was explored in the discourse among teachers, and between teachers and science experts. At the center of the study were observations of three 2-day PLC cycles in which participants worked together to improve the way they taught their curriculum. Two of the PLC cycles were supported, in part, by a science expert who helped the teachers explore the science they needed for teaching. The third PLC worked without such support. The following overarching questions were explored in the three articles of this dissertation: (1) What kind of science knowledge did teachers discuss in preparation for teaching? (2) How did the teachers talk about content knowledge for science teaching, and to what effect for their teaching practice? (3) How did collaborating teachers' discursive accountabilities provide opportunities for furthering the teachers' content knowledge for science teaching? The teachers' discourse during the 2-day collaboration cycles was analyzed and interpreted based on a sociocultural framework that included concepts from the practice-based theory of content knowledge for teaching developed by D. L. Ball, Thames, and Phelps (2008) and the Accountable Talk framework by Michaels, O'Connor, & Resnick (2008). The study's findings could provide justification for and ideas on how to provide targeted support for PLCs to make teachers' work on science knowledge more applicable to lesson planning, teaching, and student learning.

Interprofessional education for the quality use of medicines: designing authentic multimedia learning resources.

PubMed

Levett-Jones, Tracy; Gilligan, Conor; Lapkin, Samuel; Hoffman, Kerry

2012-11-01

It is claimed that health care students who learn together will be better prepared for contemporary practice and more able to work collaboratively and communicate effectively. In Australia, although recognised as important for preparing nursing, pharmacy and medical students for their roles in the medication team, interprofessional education is seldom used for teaching medication safety. This is despite evidence indicating that inadequate communication between health care professionals is the primary issue in the majority of medication errors. It is suggested that the pragmatic constraints inherent in university timetables, curricula and contexts limit opportunities for health professional students to learn collaboratively. Thus, there is a need for innovative approaches that will allow nursing, medical and pharmacy students to learn about and from other disciplines even when they do not have the opportunity to learn with them. This paper describes the development of authentic multimedia resources that allow for participative, interactive and engaging learning experiences based upon sound pedagogical principles. These resources provide opportunities for students to critically examine clinical scenarios where medication safety is, or has the potential to be compromised and to develop skills in interprofessional communication that will prepare them to manage these types of situations in clinical practice. Copyright © 2011 Elsevier Ltd. All rights reserved.

Reflections and unprompted observations by healthcare students of an interprofessional shadowing visit.

PubMed

Wright, Anna; Hawkes, Gillian; Baker, Becky; Lindqvist, Susanne Marie

2012-07-01

This paper reports work from a Centre for Interprofessional Practice in a higher education institution in the UK that offers four levels of interprofessional learning (IPL) to all healthcare students. The second level (IPL2) integrates professional practice into the learning process, requiring students to shadow a qualified healthcare professional (from a different profession) for half a day. Students complete a reflective statement upon their learning experience on their return. A study was undertaken to analyse students' reflective statements in depth to see their observations and reflections on the shadowing visit. Using frame analysis, 160 reflective statements were analyzed, identifying common words and phrases used by students, which were then grouped together under six themes. Three of these related directly to the assignment: communication styles and techniques; communication between healthcare professionals and comparison of students' own and other healthcare professionals' roles. Three themes emerged from student's own interpretation of observations and reflections made during the shadowing of a different professional: attitudes toward other professions; power structures between professionals and patients and between professionals and impact of communication on patient care. Interprofessional shadowing gives students an opportunity to observe communication between healthcare professionals and patients and to reflect on broader issues surrounding collaborative working.

Building an online community to promote communication and collaborative learning between health professionals and young people who self-harm: an exploratory study.

PubMed

Owens, Christabel; Sharkey, Siobhan; Smithson, Janet; Hewis, Elaine; Emmens, Tobit; Ford, Tamsin; Jones, Ray

2015-02-01

Online communities are known to break down barriers between supposed experts and non-experts and to promote collaborative learning and 'radical trust' among members. Young people who self-harm report difficulties in communicating with health professionals, and vice versa. We sought to bring these two groups together online to see how well they could communicate with each other about self-harm and its management, and whether they could agree on what constituted safe and relevant advice. We allocated 77 young people aged 16-25 with experience of self-harm and 18 recently/nearly qualified professionals in relevant health-care disciplines to three separate Internet discussion forums. The forums contained different proportions of professionals to young people (none; 25%; 50% respectively) to allow us to observe the effect of the professionals on online interaction. The young people were keen to share their lived experience of self-harm and its management with health professionals. They engaged in lively discussion and supported one another during emotional crises. Despite registering to take part, health professionals did not actively participate in the forums. Reported barriers included lack of confidence and concerns relating to workload, private-professional boundaries, role clarity, duty of care and accountability. In their absence, the young people built a vibrant lay community, supported by site moderators. Health professionals may not yet be ready to engage with young people who self-harm and to exchange knowledge and experience in an anonymous online setting. Further work is needed to understand and overcome their insecurities. © 2012 John Wiley & Sons Ltd.

Elementary teachers' perceptions of science inquiry and professional development challenges and opportunities

NASA Astrophysics Data System (ADS)

Jones, Kathleen M.

Inquiry science, including a focus on evidence-based discourse, is essential to spark interest in science education in the early grades and maintain that interest throughout children's schooling. The researcher was interested in two broad areas: inquiry science in the elementary classroom and the need/desire for professional development opportunities for elementary teachers related to science education, and specifically professional development focused on inquiry science. A cross sectional survey design was prepared and distributed in May 2005 and usable responses were received from 228 elementary teachers from the south-central area of Pennsylvania which was a representative sample of socio-economical and geographical factors. Areas of particular interest in the results section include: (1) The use of Science Kits which is popular, but may not have the desired impact since they are "adjusted" by teachers often removing the opportunity for evidence-based discourse by the students. This may be partly based on the lack of time dedicated to science instruction and, secondly, the teachers' lack of comfort with the science topics. Another issue arising from science kits is the amount of preparation time required to utilize them. (2) Teachers demonstrated understanding of the high qualities of professional development but, when it came to science content professional development, they were more inclined to opt for short-term opportunities as opposed to long-term learning opportunities. Since elementary teachers are generalists and most schools are not focusing on science, the lack of attention to a subject where they are least comfortable is understandable, but disappointing. (3) There is a great need for more training in evidence--based discourse so teachers can implement this needed skill and increase students' understanding of science content so they are more able to compete in the international science and math measurements. (4) Professional development, especially in the science area, needs to be a long-term, grass-roots effort in all schools. We need to dedicate funding, and make time available for teachers to participate in long-term collaborative learning opportunities. Teachers want to observe each other and collaborate on lessons but, unless it becomes a priority of the school, it will not happen. Time must be dedicated throughout the day that allows small groups of teachers across the board to get together and share, learn, attempt new approaches, reflect and revise. Various forms of professional learning are available, and each school must choose the one that works for them. (5) The principal as the educational leader in the school needs to be more fully engaged with the learning process of the teachers and the students. The principal should not be viewed only as the evaluator of teachers, but as a collaborator of learning and teaching. Suggestions for further research include longitudinal studies of the impact on students of long term professional development of the teachers that specifically targets science content, inquiry and evidence--based discourse.

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.)

Including the kids across the hall: collaborative instruction of hearing, deaf, and hard-of-hearing students.

PubMed

Gaustad, M

1999-01-01

This study follows graduate interns and their cooperating teachers through a collaborative student teaching experience in D/HH and hearing classrooms at the same grade level. Teacher teams, enrolled in a graduate course on collaboration, designed and conducted collaborative instruction (K-junior high school level), which focused on cooperative learning activities. Measures included student evaluations and separate intern and teacher evaluations of student performance, the integrated instructional units, and professional collaboration. Student evaluations included positive responses to integrated instruction by both groups, though there was more trepidation expressed by some D/HH students. Teachers reported very positive outcomes for all students including increased motivation to learn about and to interact with the other group and, for D/HH students, an increase in socially and academically appropriate behaviors. Specific student needs for training prior to integrated experiences were noted. Teachers stressed the importance of topic selections that would involve the expertise of all participants equally, needs for teacher in-service training and, administrative support for collaborative planning.

Learning together for effective collaboration in school-based occupational therapy practice.

PubMed

Villeneuve, Michelle A; Shulha, Lyn M

2012-12-01

School-based occupational therapy (SBOT) practice takes place within a complex system that includes service recipients, service providers, and program decision makers across health and education sectors. Despite the promotion of collaborative consultation at a policy level, there is little practical guidance about how to coordinate multi-agency service and interprofessional collaboration among these stakeholders. This paper reports on a process used to engage program administrators in an examination of SBOT collaborative consultation practice in one region of Ontario to provide an evidence-informed foundation for decision making about implementation of these services. Within an appreciative inquiry framework (Cooperrider, Whitney, & Stavros, 2008), Developmental Work Research methods (Engeström, 2000) were used to facilitate shared learning for improved SBOT collaborative consultation. Program administrators participated alongside program providers and service recipients in a series of facilitated workshops to develop principles that will guide future planning and decision making about the delivery of SBOT services. Facilitated discussion among stakeholders led to the articulation of 12 principles for effective collaborative practice. Program administrators used their shared understanding to propose a new model for delivering SBOT services. Horizontal and vertical learning across agency and professional boundaries led to the development of powerful solutions for program improvement.

Building up STEM education professional learning community in school setting: Case of Khon Kaen Wittayayon School

NASA Astrophysics Data System (ADS)

Thana, Aduldej; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

The STEM education is new issue of teaching and learning in school setting. Building up STEM education professional learning community may provide some suggestions for further collaborative work of STEM Education from grounded up. This paper aimed to clarify the building up STEM education learning community in Khon Kaen Wittayayon (KKW) School setting. Participants included Khon Kaen University researchers, Khon Kaen Wittayayon School administrators and teachers. Methodology regarded interpretative paradigm. The tools of interpretation included participant observation, interview and document analysis. Data was analyzed to categories of condition for building up STEM education professional learning community. The findings revealed that the actions of developing STEM learning activities and research showed some issues of KKW STEM community of inquiry and improvement. The paper will discuss what and how the community learns about sharing vision of STEM Education, supportive physical and social conditions of KKW, sharing activities of STEM, and good things from some key STEM teachers' ambition. The paper may has implication of supporting STEM education in Thailand school setting.

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.

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

Impact of information and communication technology on interprofessional collaboration for chronic disease management: a systematic review.

PubMed

Barr, Neil; Vania, Diana; Randall, Glen; Mulvale, Gillian

2017-10-01

Objectives Information and communication technology is often lauded as the key to enhancing communication among health care providers. However, its impact on interprofessional collaboration is unclear. The objective of this study was to determine the extent to which it improves communication and, subsequently, enhances interprofessional collaboration in chronic disease management. Methods A systematic review of academic literature using two electronic platforms: HealthSTAR and Web of Science (core collection and MEDLINE). To be eligible for inclusion in the review, articles needed to be peer-reviewed; accessible in English and focused on how technology supports, or might support, collaboration (through enhanced communication) in chronic disease management. Studies were assessed for quality and a narrative synthesis conducted. Results The searches identified 289 articles of which six were included in the final analysis (three used qualitative methods, two were descriptive and one used mixed methods). Various forms of information and communication technology were described including electronic health records, online communities/learning resources and telehealth/telecare. Three themes emerged from the studies that may provide insights into how communication that facilitates collaboration in chronic disease management might be enhanced: professional conflict, collective engagement and continuous learning. Conclusions The success of technology in enhancing collaboration for chronic disease management depends upon supporting the social relationships and organization in which the technology will be placed. Decision-makers should take into account and work toward balancing the impact of technology together with the professional and cultural characteristics of health care teams.

Three success factors for continual improvement in healthcare: an analysis of the reports of improvement team members.

PubMed

Brandrud, Aleidis Skard; Schreiner, Ada; Hjortdahl, Per; Helljesen, Gro Sævil; Nyen, Bjørnar; Nelson, Eugene C

2011-03-01

The objectives of the Breakthrough Series Collaborative are to close the gap between what we know and what we do, and to contribute to continuous quality improvement (CQI) of healthcare through collaborative learning. The improvement efforts are guided by a systematic approach, combining professional and improvement knowledge. To explore what the improvement teams have learnt from participating in the collaborative and from dealing with promoting and inhibiting factors encountered. Qualitative interviews with 19 team members were conducted in four focus groups, using the Critical Incident Technique. A critical incident is one that makes significant contributions, either positively or negatively, to an activity. The elements of a culture of improvement are revealed by the critical incidents, and reflect the eight domains of knowledge, as a product of collaborative learning. The improvement knowledge and skills of individuals are important elements, but not enough to achieve sustainable changes. 90% of the material reflects the need for a system of CQI to solve the problems that organisations experience in trying to make lasting improvements. A pattern of three success factors for CQI emerges: (1) continuous and reliable information, including measurement, about best and current practice; (2) engagement of everybody in all phases of the improvement work: the patient and family, the leadership, the professional environment and the staff; and (3) an infrastructure based on improvement knowledge, with multidisciplinary teams, available coaching, learning systems and sustainability systems.

Interprofessional collaborative practice incorporating training for alcohol and drug use screening for healthcare providers in rural areas.

PubMed

Puskar, Kathy; Mitchell, Ann M; Albrecht, Susan A; Frank, Linda R; Kane, Irene; Hagle, Holly; Lindsay, Dawn; Lee, Heeyoung; Fioravanti, Marie; Talcott, Kimberly S

2016-07-01

Interprofessional collaborative practice expands resources in rural and underserved communities. This article explores the impact of an online education programme on the perceptions of healthcare providers about interprofessional care within alcohol and drug use screening for rural residents. Nurses, behavioural health counsellors, and public health professionals participated in an evidence-based practice (screening, brief intervention, and referral to treatment-SBIRT) model that targets individuals who use alcohol and other drugs in a risky manner. SBIRT is recommended by the United States Preventive Services Task Force as a universal, evidence-based screening tool. Online modules, case simulation practice, and interprofessional dialogues are used to deliver practice-based learning experiences. A quasi-experimental method with pre-tests and post-tests was utilised. Results indicate increased perceptions of professional competence, need for cooperation, actual cooperation, and role values pre-to-post training. Implications suggest that online interprofessional education is useful but the added component of professional dialogues regarding patient cases offers promise in promoting collaborative practice.

Interprofessional education in anatomy: Learning together in medical and nursing training.

PubMed

Herrmann, Gudrun; Woermann, Ulrich; Schlegel, Claudia

2015-01-01

Teamwork and the interprofessional collaboration of all health professions are a guarantee of patient safety and highly qualified treatment in patient care. In the daily clinical routine, physicians and nurses must work together, but the education of the different health professions occurs separately in various places, mostly without interrelated contact. Such training abets mutual misunderstanding and cements professional protectionism, which is why interprofessional education can play an important role in dismantling such barriers to future cooperation. In this article, a pilot project in interprofessional education involving both medical and nursing students is presented, and the concept and the course of training are described in detail. The report illustrates how nursing topics and anatomy lectures can be combined for interprofessional learning in an early phase of training. Evaluation of the course showed that the students were highly satisfied with the collaborative training and believed interprofessional education (IPE) to be an important experience for their future profession and understanding of other health professionals. The results show that the IPE teaching concept, which combines anatomy and nursing topics, provides an optimal setting for learning together and helps nurses and doctors in training to gain knowledge about other health professionals' roles, thus evolving mutual understanding. © 2014 American Association of Anatomists.

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.

Addressing Competencies for the Future in the Professional Curriculum

PubMed Central

Kelley, Kristi W.; Hammer, Dana P.; Haines, Stuart T.; Marlowe, Karen F.

2009-01-01

This paper reviews the literature, analyzes current and future practice, develops a list of competencies necessary for future pharmacists, and provides recommendations to pharmacy's academic enterprise regarding curricula of the future. Curricula of the future will center around 3 functional roles for pharmacists: patient-centered care, population-based care, and systems management; and must also foster the development of 5 cross-cutting abilities in student pharmacists: professionalism, self-directed learning, leadership and advocacy, interprofessional collaboration, and cultural competency. Future curricula must be developed in an evidence-based manner, focus less on information storage and retrieval, engage student pharmacists in a variety of highly interactive learning experiences, and expand experiential learning opportunities throughout all years. PMID:20221349

Information Technology in Science (ITS) Center for Teaching and Learning Environment Design Experiment Study for the Development of New Generation Leaders in Science Education

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Schroeder, C.; Brody, S.; Cahill, T.; Kenimer, A.; Loving, C.; Schielack, J.

2003-12-01

The ITS Center for Teaching and Learning is a five-year NSF-funded collaborative effort to engage scientists and university and school or district-based science educators in the use of information technology to improve science teaching and learning at all levels. One assumption is 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 in science classrooms has been shown to help achieve this objective. As a design study that is -working toward a greater understanding of a -learning ecology", the research related to the creation and refinement of the ITS Centeres collaborative environment for professional development 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, 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. This presentation will discuss the results of the formative evaluation process that has moved the ITS Centeres 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). In particular, we will focus on the development of the ITS Centeres Project Teams, which create learning experiences over two summers focused on the exploration of 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 K-16 curriculum. Ongoing formative assessment of the Cohort I project teams led to a greater emphasis on participant exploration of authentic scientific questions and tighter integration of scientific explorations and development of participant inquiry projects.

Postgraduate Education for Nurses: The Middlesex Model.

ERIC Educational Resources Information Center

Caldwell, Kay

2001-01-01

A British university's curriculum model for master's and postgraduate diploma nursing education is characterized by structured collaboration among students, clinical mentors, and academic supervisors. A professional development portfolio individualizes the program and facilitates autonomous learning. (Contains 21 references.) (SK)

Working Together Online to Enhance Learner Autonomy: Analysis of Learners' Perceptions of Their Online Learning Experience

ERIC Educational Resources Information Center

Eneau, Jerome; Develotte, Christine

2012-01-01

This study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in "French as a Foreign Language". Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The…

Broadening Educational Practice to Include Translanguaging: An Outcome of Educator Inquiry into Multilingual Students' Learning Needs

ERIC Educational Resources Information Center

Van Viegen Stille, Saskia; Bethke, Robin; Bradley-Brown, Jackie; Giberson, Janet; Hall, Gillian

2016-01-01

This paper reports research findings relating to a recent initiative to build capacity and support professional learning among educators to meet the needs of English language learners in Ontario schools. Drawing on data from case studies of educator teams in 16 school districts, the paper explores whether and how collaborative inquiry promoted…

The Nature of Social Practice among School Professionals: Consequences of the Academic Pressure Exerted by Teachers in Their Teaching

ERIC Educational Resources Information Center

Christophersen, Knut-Andreas; Elstad, Eyvind; Turmo, Are

2011-01-01

The purpose of this study was to measure teachers' views about trust between teachers, trust between the principal and teachers, peer collaboration, positive attitudes towards the school and how these antecedents influence the academic pressure teachers put on pupils with respect to learning and learning intensity and performance. The methodology…

Teachers Harness the Power of Assessment: Collaborative Use of Student Data Gauges Performance and Guides Instruction

ERIC Educational Resources Information Center

Herman, Phillip; Wardrip, Peter; Hall, Ashley; Chimino, Amy

2012-01-01

Improving systematic use of student data to inform the work of teachers, schools, and districts has become a hot topic in education reform. Learning Forward's Standards for Professional Learning stress better use of data, and particularly student performance data, within an integrated approach to improving practice. While better use of data by…

Shared Learning and Clinical Teamwork: New Directions in Education for Multiprofessional Practice. Researching Professional Education Research Report Series.

ERIC Educational Resources Information Center

Miller, Carolyn; Ross, Nick; Freeman, Marnie

The role of collaborative/shared learning in nursing, midwifery, and visiting nurse education in the United Kingdom was explored to identify the qualities and skills needed by practitioners to work effectively in multiprofessional contexts and establish the fit between the knowledge and skills needed in multiprofessional practice and the teaching…

A Conceptual Discussion of Lesson Study from a Micro-Political Perspective: Implications for Teacher Development and Pupil Learning

ERIC Educational Resources Information Center

Saito, Eisuke; Atencio, Matthew

2013-01-01

Lesson study has been implemented as a viable approach to support teachers' professional development. Yet, this approach has not been thoroughly examined in relation to key micro-political power relations that are arguably endemic to the use of this collaborative learning model. Accordingly, this paper discusses post-structural concepts that might…

Service Matters: Single Service Point as a Collaborative and Professional Learning Initiative for Service Excellence

ERIC Educational Resources Information Center

Chauvet, Marianne; Bourbous, Vicki; Liston, Frances

2016-01-01

Changes and innovations in higher education learning and teaching acted as a catalyst for rethinking the way in which service was delivered to library clients at Australian Catholic University. The Single Service Point was piloted at one campus library in 2014 to develop a best practice approach to service delivery. The merging of cultures within…

Poetic Transcription with a Twist: An Approach to Reflective Practice through Connection, Collaboration and Community

ERIC Educational Resources Information Center

Smart, Fiona

2017-01-01

Learning from experience is integral to professional development, with the processes by which it is expected and enabled, varying depending on context and discipline. There is general consensus that it does not just happen. Rather learning from experience is a deliberate act. In higher education, much attention is given to reflective practice and…

eMINTS Program Evaluation Report: An Investigation of Program Fidelity and Its Impact on Teacher Mastery and Student Achievement

ERIC Educational Resources Information Center

Martin, Wendy; Strother, Scott; Weatherholt, Tara; Dechaume, Merav

2008-01-01

The eMINTS professional development programs are designed to help teachers learn how to integrate technology into their teaching, using instructional strategies that promote inquiry-based learning and encourage collaboration and community building among students and teachers. The eMINTS programs considered in this evaluation include: (1) eMINTS…

Scottish and Austrian Perspectives on Delivering a Master's: From Paper to Virtual and from Individual to Collaborative

ERIC Educational Resources Information Center

McLuckie, Joseph A.; Naulty, Michael; Luchoomun, Dharmadeo; Wahl, Harald

2009-01-01

This article explores the transition in course delivery from a paper-based format to blended learning, and highlights the role of the virtual learning environment (VLE) in this process. Professional practice in postgraduate programmes in particular is investigated during this transition stage at the University of Dundee (UoD) in Scotland, and the…

Exploring the Relationships among Teacher Confidence, Learning, and Test Performance within the English-for-Teaching Course. Research Report. ETS RR-16-24

ERIC Educational Resources Information Center

Gu, Lin; Papageorgiou, Spiros

2016-01-01

In responding to the increasingly expanded emphasis on English language teaching (ELT) around the globe, Educational Testing Service (ETS) collaborated with National Geographic Learning to develop the "ELTeach"™ program (http://www.elteach.com), an online professional development program consisting of two courses, English-for-Teaching…

Flipping the Classroom: A Pedagogical Approach to Applying Clinical Judgment by Engaging, Interacting, and Collaborating with Nursing Students

ERIC Educational Resources Information Center

Peisachovich, Eva Hava; Murtha, Susan; Phillips, Andria; Messinger, Gal

2016-01-01

The flipped-classroom format offers students opportunities for engagement and ownership of learning by enabling them to make sense of their views and perspectives and connect their personal and professional experiences. Student engagement and the infusion of active learning are core concepts of the educational process; given the present generation…

Supporting a Course in New Literacies and Skills for Linguists with a Virtual Learning Environment. Results from a Staff/Student Collaborative Action-Research Project at Coventry University

ERIC Educational Resources Information Center

Orsini-Jones, Marina

2004-01-01

This paper reports on the results of an action research project at Coventry University that consisted of the evaluation of a curriculum innovation supported by the use of the Virtual Learning Environment (VLE) WebCT, i.e. a new module (course): "Academic and Professional Skills for Language Learning". The project was carried out…

Lesson Study as Professional Development within Secondary Physics Teacher Professional Learning Communities

NASA Astrophysics Data System (ADS)

Collins, Tonya Monique Nicki

Two Professional Learning Communities of physics teachers from different high schools voluntarily participated in Lesson Study as a means of professional development. The five teacher-participants and one participant-researcher partook of two Lesson Study cycles, each of which focused on student physics misconceptions. The Lesson Study resulted in two topics of physics: projectiles and gravitation. The researcher aimed to determine what happens to secondary physics teachers who undergo Lesson Study through this phenomenological case study. Specifically, (1) What is the process of Lesson Study with secondary physics teachers? and (2) What are the teacher-reported outcomes of Lesson Study with secondary physics teachers? Overall, Lesson Study provided an avenue for secondary physics teachers to conduct inquiry on their students in an attempt to better understand student thinking and learning. As a result, teachers collaborated to learn how to better meet the needs of their students and self-reported growth in many areas of teaching and teacher knowledge. The study resulted in twelve hypotheses to be tested in later research centering on idealizing the process of Lesson Study and maximizing secondary physics teacher growth.