Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

NASA Astrophysics Data System (ADS)

Robertson, Amy D.; Daane, Abigail R.

2017-12-01

Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

The Acquisition of Professional Knowledge through the Development of Critical Reflection: A Pilot Study in a Teacher Training Course

ERIC Educational Resources Information Center

Liaw, En-Chong

2009-01-01

This study integrates the purposes of communication, i.e. in-class and on-line discussions, with problem solving skills in the process of learning professional knowledge of pre-service teachers. It attempts to foster both comprehension of professional knowledge and the attitude of contextualizing knowledge with situational factors. More…

Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students.

PubMed

Pianta, Robert C; Hamre, Bridget K

2009-01-01

The National Research Council's (NRC) statement and description of features of settings that have value for positive youth development have been of great importance in shifting discourse toward creating programs that capitalize on youth motivations toward competence and connections with others. This assets-based approach to promote development is consistent with the Classroom Assessment Scoring System (CLASS) framework for measuring and improving the quality of teacher-student interactions in classroom settings. This chapter highlights the similarities between the CLASS and NRC systems and describes the CLASS as a tool for standardized measurement and improvement of classrooms and their effects on children. It argues that the next important steps to be taken in extending the CLASS and NRC frameworks involve reengineering assessments of teacher and classroom quality and professional development around observations of teachers' performance. This might include using observations in policies regarding teacher quality or a "highly effective teacher" that may emanate from the reauthorization of No Child Left Behind and moving away from a course or workshop mode of professional development to one that ties supports directly to teachers' practices in classroom settings.

Developing English Learners' Reading Confidence with Whole-Class Repeated Reading

ERIC Educational Resources Information Center

Monobe, Gumiko; Bintz, William P.; McTeer, Janis S.

2017-01-01

This Teaching Tip describes how one second-grade teacher used whole-class repeated reading (WCRR) to promote social interaction and develop reading confidence with English learners (ELs). The authors share a brief review of professional literature on the challenges of ELs and the benefits of repeated reading and WCRR. The authors also provide…

Design and Implementation of a Professional Development Course Series.

PubMed

Welch, Beth; Spooner, Joshua J; Tanzer, Kim; Dintzner, Matthew R

2017-12-01

Objective. To design and implement a longitudinal course series focused on professional development and professional identity formation in pharmacy students at Western New England University. Methods. A four-year, theme-based course series was designed to sequentially and longitudinally impart the values, attributes, and characteristics of a professional pharmacist. Requirements of the course include: goal planning and reflective assignments, submission of "Best Works," attendance at professional meetings, completion of service hours, annual completion of a Pharmacy Professionalism Instrument, attendance at Dean's Seminar, participation in roundtable discussions, and maintenance of an electronic portfolio. Though the Professional Development course series carries no credit, these courses are progression requirements and students are assessed on a pass/fail basis. Results. Course pass rates in the 2015-2016 academic year for all four classes were 99% to 100%, suggesting the majority of students take professional development seriously and are achieving the intended outcomes of the courses. Conclusion. A professional development course series was designed and implemented in the new Doctor of Pharmacy program at Western New England University to enhance the professional identity formation of students.

Help Yourself, Help Your Students

ERIC Educational Resources Information Center

Luft, Julie A.; Bang, EunJin; Hewson, Peter W.

2016-01-01

Science teachers often participate in professional development programs (PDPs) to improve their students' learning. They sign up for workshops, institutes, university classes, or professional learning communities to gain knowledge and new instructional practices and to find colleagues with whom to discuss their teaching. But with so many options…

Influence of professional preparation and class structure on sexuality topics taught in middle and high schools.

PubMed

Rhodes, Darson L; Kirchofer, Gregg; Hammig, Bart J; Ogletree, Roberta J

2013-05-01

This study examined the impact of professional preparation and class structure on sexuality topics taught and use of practice-based instructional strategies in US middle and high school health classes. Data from the classroom-level file of the 2006 School Health Policies and Programs were used. A series of multivariable logistic regression models were employed to determine if sexuality content taught was dependent on professional preparation and /or class structure (HE only versus HE/another subject combined). Additional multivariable logistic regression models were employed to determine if use of practice-based instructional strategies was dependent upon professional preparation and/or class structure. Years of teaching health topics and size of the school district were included as covariates in the multivariable logistic regression models. Findings indicated professionally prepared health educators were significantly more likely to teach 7 of the 13 sexuality topics as compared to nonprofessionally prepared health educators. There was no statistically significant difference in the instructional strategies used by professionally prepared and nonprofessionally prepared health educators. Exclusively health education classes versus combined classes were significantly more likely to have included 6 of the 13 topics and to have incorporated practice-based instructional strategies in the curricula. This study indicated professional preparation and class structure impacted sexuality content taught. Class structure also impacted whether opportunities for students to practice skills were made available. Results support the need for continued advocacy for professionally prepared health educators and health only courses. © 2013, American School Health Association.

A Class for Teachers Featuring a NASA Satellite Mission

NASA Astrophysics Data System (ADS)

Battle, R.; Hawkins, I.

1996-05-01

As part of the NASA IDEA (Initiative to Develop Education through Astronomy) program, the UC Berkeley Center for EUV Astrophysics (CEA) received a grant to develop a self-contained teacher professional development class featuring NASA's Extreme Ultraviolet Explorer (EUVE) satellite mission. This class was offered in collaboration with the Physics/Astronomy Department and the Education Department of San Francisco State University during 1994, and in collaboration with the UCB Graduate School of Education in 1995 as an extension course. The class served as the foundation for the Science Education Program at CEA, providing valuable lessons and experience through a full year of intense collaboration with 50 teachers from the diverse school districts of the San Francisco Bay Area teaching in the 3rd--12th grade range. The underlying theme of the class focused on how scientists carry out research using a NASA satellite mission. Emphasis was given to problem-solving techniques, with specific examples taken from the pre- and post-launch stages of the EUVE mission. The two, semester-long classes were hosted by the CEA, so the teachers spent an average of 4 hours/week during 17 weeks immersed in astrophysics, collaborating with astronomers, and working with colleagues from the Lawrence Hall of Science and the Graduate School of Education. The teachers were taught the computer skills and space astrophysics concepts needed to perform hands-on analysis and interpretation of the EUVE satellite data and the optical identification program. As a final project, groups of teachers developed lesson plans based on NASA and other resources that they posted on the World Wide Web using html. This project's model treats teachers as professionals, and allows them to collaborate with scientists and to hone their curriculum development skills, an important aspect of their professional growth. We will summarize class highlights and showcase teacher-developed lesson plans. A detailed evaluation report will be made available. We acknowledge NASA contracts NAS5-30180 and NAS5-29298 to CEA/UCB and NASA grant ED-90033.01-94A to SSL/UCB.

Chemistry Teachers' Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice

ERIC Educational Resources Information Center

Rushton, Gregory T.; Lotter, Christine; Singer, Jonathan

2011-01-01

This study investigates the beliefs and practices of seven high school chemistry teachers as a result of their participation in a year-long inquiry professional development (PD) project. An analysis of oral interviews, written reflections, and in-class observations were used to determine the extent to which the PD affected the teachers' beliefs…

Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university.

PubMed

Miller, Danielle M; Khalil, Karen; Iskaros, Olivia; Van Amburgh, Jenny A

2017-07-01

Pharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students' perceptions and experiences related to TBL in different years of the pharmacy curriculum. Two classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. There was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (p<0.05). Both cohorts of pharmacy students positively rated the TBL sessions in terms of learning effectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. Students, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team. Copyright © 2017 Elsevier Inc. All rights reserved.

Predicted Outcome Value of E-Mail Communication: Factors that Foster Professional Relational Development between Students and Teachers

ERIC Educational Resources Information Center

Young, Stacy; Kelsey, Dawn; Lancaster, Alexander

2011-01-01

Using predicted outcome value theory as a guide, this study investigated the link between e-mail correspondence as a form of computer mediated extra class communication and how it may shape students' desire to foster student-teacher relational development. The findings revealed that when students believe their teacher e-mails the class frequently,…

[Medical and pharmaceutical association in Spain in the second half of the 19th century].

PubMed

Arroyo Medina, P

1997-01-01

It was happened a increase of the medical and pharmaceutical association, in the middle of XIX Century. This policy was not new, but now it has an different significance. The new sanitary corporation will be developed around a bourgeoisie. Dea: the professional attitude of its members. And its aim will be articulate the affairs of these class. They become one off the elements of the Liberal State. They are identified with theirs internal aims, that speak about the professional and scientific problems of these class.

A descriptive qualitative study of student learning in a psychosocial nursing class infused with art, literature, music, and film.

PubMed

Jensen, Alice; Curtis, Mary

2008-01-01

Nursing educators have long valued and supported the integration of liberal arts in professional nursing programs. This descriptive qualitative study explores the meanings students derive from the integration of liberal arts content into a psychosocial nursing class. Questionnaires, class observation, and focus group interviews revealed five themes: an interesting hook, a deeper level of understanding, developing self-understanding, developing empathy and increasing cultural awareness. Researchers suggest that integrating liberal arts into nursing education enhances student learning.

Stress in Professional Classes: Causes, Manifestations, Coping.

ERIC Educational Resources Information Center

Endres, Fred F.

1992-01-01

Investigates whether students in professional journalism and mass communication classes experience class-related stress, what factors contribute to the stress, and whether that stress changes over time. Finds that students perceive stress in their professional course work, and reveals general stress patterns over the 15-week semester. (SR)

Renewal through Lesson Study

ERIC Educational Resources Information Center

Ahearn, Sarah

2011-01-01

The author felt comfortably settled in her career. She had been teaching middle school science for seven years. She attended cutting-edge classes in college, received a master's degree in educational technology, earned a license in administration, and had attended a variety of classes and professional development workshops. Looking back, she…

Professional Collaboration: Empowering School Personnel through Peer Coaching.

ERIC Educational Resources Information Center

Anderson, Dana M.; And Others

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

Developing Spatial Sense and Communication Skills

ERIC Educational Resources Information Center

Richardson, Kerri; Stein, Catherine

2008-01-01

This article describes how spatial instruction with preservice teachers can be implemented in a middle-grades mathematics methods class. A "Reflect and Discuss" section is included for professional development study. (Contains 4 figures.)

The Role of Critical Reflection in Teacher Education

ERIC Educational Resources Information Center

Shandomo, Hibajene M.

2010-01-01

The majority of the teacher candidates in my methods classes come from a background that is different from the primarily African American students at my professional development school. Because these teacher candidates continue to be predominantly White middle-class females, the gap between their cultural comfort zone and their students' cultural…

Successes with Reversing the Negative Student Attitudes Developed in Typical Biology Classes for 8th and 10th Grade Students

ERIC Educational Resources Information Center

Hacieminoglu, Esme; Ali, Mohamed Moustafa; Oztas, Fulya; Yager, Robert E.

2016-01-01

The purpose of this study is to compare changes in attitudes of students about their study of biology in the classes thought by five biology teachers who experienced an Iowa Chautauqua workshop with and two non-Chautauqua teachers who had no experience with any professional development program. The results indicated that there are significant…

Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Hubbard, Aleata Kimberly

2017-01-01

In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

The Development of University Teachers' Professional Identity: A Dialogical Study

ERIC Educational Resources Information Center

Scartezini, Raquel Antunes; Monereo, Carles

2018-01-01

This study investigated whether changes can occur on indicators of teachers' professional identity (TPI) when teachers and students share representations about what happens in class during an academic term. TPI is a process of constant negotiation between the different I-positions of teachers at the personal, social and cultural levels. The main…

From Theory to Practice: Facing Ethical Challenges as a Clinical Intern

ERIC Educational Resources Information Center

Hambrick, James P.; Pimentel, Sandra; Albano, Anne Marie

2009-01-01

Although formal ethics classes provide a basic foundation in managing ethical dilemmas, professionals often point to their experiences on internship as an important training ground for consolidation of their ethical development. Clinical interns face many personal and professional transitions that can lead to a number of ethical dilemmas.…

The Effects of a Computerized Professional Development Program on Teachers and Students with and without Disabilities in Secondary General Education Classes

ERIC Educational Resources Information Center

Schumaker, Jean B.; Fisher, Joseph B.; Walsh, Lisa D.

2010-01-01

Effects of a computerized professional development (PD) program were investigated in two studies. For each, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized program for PD or to an Actual Workshop (AW) group that participated in a live PD session. In Study 1, the teachers' knowledge about and…

Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

ERIC Educational Resources Information Center

Tuan, Hsiao-Lin; Yu, Chung-Chieh; Chin, Chi-Chin

2017-01-01

The purposes of this study are to report the influences of a mixed delivery professional development [PD] course involving face-to-face classes and the mentoring assisted inquiry-based teaching [MAIT] website that addressed the conceptual change and self-efficacy of high school mathematics and science teachers' conceptions of inquiry-based…

The globalization of accreditation in the professions.

PubMed

Lenn, M P

1996-01-01

The direct relationship between educational quality and a successful economy, the proliferation of regional and global trade agreements which encourage professional mobility, and the growing international recognition of academic degrees are contributing factors to the globalization of quality assurance in higher education, including accreditation. On every continent, attention is being paid to developing professional educational standards within an international context, assuring that ¿world class¿ professionals are produced for international as well as national practice.

Enhancing Teaching Assistants' (TAs') Inquiry Teaching by Means of Teaching Observations and Reflective Discourse

ERIC Educational Resources Information Center

Miller, Kristen; Brickman, Peggy; Oliver, J. Steve

2014-01-01

Recent education reform efforts advocate teaching the process of science (inquiry) in undergraduate lecture and laboratory classes. To meet this challenge, professional development for the graduate student instructors (teaching assistants, or TAs) often assigned to teach these classes is needed. This study explored the implementation of an…

Do Teaching Assistants Matter? Investigating Relationships between Teaching Assistants and Student Outcomes in Undergraduate Science Laboratory Classes

ERIC Educational Resources Information Center

Wheeler, Lindsay B.; Maeng, Jennifer L.; Chiu, Jennie L.; Bell, Randy L.

2017-01-01

This study explores the relationship between teaching assistants (TAs) and student learning in undergraduate science laboratory classes. TAs typically instruct laboratory courses, yet little, if any, research examines professional development (PD) for TAs or relationships between instructors and students in laboratory settings. The use of…

Exploration and practice in-class practice teaching mode

NASA Astrophysics Data System (ADS)

Zang, Xue-Ping; Wu, Wei-Feng

2017-08-01

According to the opto-electronic information science and engineering professional course characteristics and cultivate students' learning initiative, raised the teaching of photoelectric professional course introduce In-class practice teaching mode. By designing different In-class practice teaching content, the students' learning interest and learning initiative are improved, deepen students' understanding of course content and enhanced students' team cooperation ability. In-class practice teaching mode in the course of the opto-electronic professional teaching practice, the teaching effect is remarkable.

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

PubMed Central

Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. PMID:26033870

A Large Class Engagement (LCE) Model Based on Service-Dominant Logic (SDL) and Flipped Classrooms

ERIC Educational Resources Information Center

Jarvis, Wade; Halvorson, Wade; Sadeque, Saalem; Johnston, Shannon

2014-01-01

Ensuring that university graduates are ready for their professional futures is a complex undertaking that includes, but is not limited to, the development of their professional knowledge and skills, and the provision of empowering learning experiences established through their own contributions. One way to draw these complex processes together for…

Comparative Efficacy of Group and Individual Feedback in Gross Anatomy for Promoting Medical Student Professionalism

ERIC Educational Resources Information Center

Camp, Christopher L.; Gregory, Jeremy K.; Lachman, Nirusha; Chen, Laura P.; Juskewitch, Justin E.; Pawlina, Wojciech

2010-01-01

Professionalism is a core competency of medical training that requires students to develop the skills of providing and receiving feedback. Our study evaluated the effectiveness of delivering feedback in a group setting compared with an individual setting. The first-year class of Mayo medical students (n = 49) enrolled in gross anatomy (in…

Teaching Evidence-Based Practice in Service-Learning: A Model for Education and Service

ERIC Educational Resources Information Center

Terry, John D.; Smith, Bradley H.; McQuillin, Samuel D.

2014-01-01

Evidence-based practice (EBP) is strongly emphasized in many professions and should be taught as part of pre-professional training or to promote the development of enlightened citizens who utilize professional services. Service-learning (SL) classes provide an excellent opportunity to provide meaningful training in how EBP relates to education,…

Bridging the Gap from Classroom-Based Learning to Experiential Professional Learning: A Hong Kong Case

ERIC Educational Resources Information Center

Du-Babcock, Bertha

2016-01-01

This paper describes and evaluates a funded longitudinal teaching development project that aims to bridge the gap from classroom-based theory learning to experiential professional learning, and thereby prepare ideal and competent world class graduates. To align with the University's shared mission to foster links with the business community, the…

Making a Difference: A Report on Educators Learning to Plan for Young Gifted Children

ERIC Educational Resources Information Center

Morrissey, Anne-Marie; Grant, Anne

2017-01-01

A three-session professional development (PD) program on planning for young gifted children was provided to sixty-six early childhood/early years educators, aiming to increase educators' professional knowledge and skills in this area. The program was grounded in a socio-cultural perspective that sees young gifted children as class members as well…

The development of Canadian nursing: professionalization and proletarianization.

PubMed

Coburn, D

1988-01-01

In this article, the development of nursing in Canada is described in terms of three major time periods: the emergence of lay nursing, including organization and registration, 1870-1930; the move to the hospital, 1930-1950; and unionization and the routinization of health care, 1950 to the present. This development is viewed in the light of the orienting concepts of professionalization, proletarianization, and medical dominance (and gender analysis). This historical trajectory of nursing shows an increasing occupational autonomy but continuing struggles over control of the labor process. Nursing is now using theory, organizational changes in health care, and credentialism to help make nursing "separate from but equal to" medicine and to gain control over the day-to-day work of the nurse. Nursing can thus be viewed as undergoing processes of both professionalization and proletarianization. As nursing seeks to control the labor process, its occupational conflicts are joined to the class struggle of white-collar workers in general. Analysis of nursing indicates the problems involved in sorting out the meaning of concepts that are relevant to occupational or class analysis but which focus on the same empirical phenomenon.

A Model for In-service Teacher Learning in the Context of an Innovation

NASA Astrophysics Data System (ADS)

Coenders, Fer; Terlouw, Cees

2015-08-01

When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential.

Computer Animation with Adobe Flash Professional Cs6 in Newton’s Law

NASA Astrophysics Data System (ADS)

Aji, S. D.; Hudha, M. N.; Huda, C.; Gufran, G.

2018-01-01

The purpose of this research is to develop computer-based physics learning media with Adobe Flash Professional CS6 on Newton’s Law of physics subject for senior high school (SMA / MA) class X. Type of research applied is Research and Development with ADDIE development model covering 5 stages: Analysis (Analysis), Design (Design), Development (Production), Implementation (Implementation) and Evaluation (Evaluation). The results of this study were tested toward media experts, media specialists, physics teachers, and students test results with media outcomes that are declared very feasible.

Factors Affecting Variance in Classroom Assessment Scoring System Scores: Season, Context, and Classroom Composition

ERIC Educational Resources Information Center

Buell, Martha; Han, Myae; Vukelich, Carol

2017-01-01

Early care and education programme quality is usually assessed at the classroom level. One such measure of classroom quality is the classroom assessment scoring system (CLASS). In an effort to ensure higher quality programming, the CLASS is being used to direct teacher professional development. However, there has been relatively little research on…

Computer Game Design Classes: The Students' and Professionals' Perspectives

ERIC Educational Resources Information Center

Swacha, Jakub; Skrzyszewski, Adam; Syslo, Wojciech A.

2010-01-01

There are multiple reasons that justify teaching computer game design. Its multi-aspectual nature creates opportunity to develop, at the same time, creativity, technical skills and ability to work in team. Thinking of game design classes, one needs direction on what to focus on so that the students could benefit the most. In this paper, we present…

The Impact of a Professional Development Program on English Language Teachers' Classroom Performance (El impacto de un programa de desarrollo profesional en el desempeño en clase de profesores de lengua inglesa)

ERIC Educational Resources Information Center

Giraldo, Frank

2014-01-01

This article reports the findings of an action research study on a professional development program and its impact on the classroom performance of in-service English teachers who worked at a language institute of a Colombian state university. Questionnaires, semi-structured interviews, class observations, and a researcher's journal were used as…

Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching

ERIC Educational Resources Information Center

Pow, Jacky; Wong, Marina

2017-01-01

It is commonly believed that small class teaching can greatly enhance student learning because the individual needs of each student can be better addressed, the students can learn more through more innovative and flexible teaching methods and the students have more time to interact with each other and to gain feedback from their teachers. Although…

Class Room Seminar and Journal Club (CRSJC) as an Effective Teaching Learning Tool: Perception to Post Graduation Pharmacy Students

ERIC Educational Resources Information Center

Dahiya, Sunita; Dahiya, Rajiv

2015-01-01

Theory and practicals are two essential components of pharmacy course curriculum; but in addition to appearing and passing examination with good score grades, pharmacy post graduation (PG) pursuing students are essentially required to develop some professional skills which might not be attained solely by conventional class room programs. This…

Professional service use for a serious personal problem: Comparing older African Americans, Black Caribbeans, and non-Hispanic Whites using the National Survey of American Life

PubMed Central

Woodward, Amanda Toler; Chatters, Linda M.; Taylor, Harry Owen; Taylor, Robert Joseph

2014-01-01

Objectives Examines combinations of professionals visited for a serious personal problem. Methods The sample includes those aged 55 and older (n=862) from the National Survey of American Life (NSAL). Latent class analysis was used to identify groups of respondents based on types of professionals visited. Multinomial logistic regression was used to identify factors associated with group membership. Results Classes included health provider plus clergy, physician plus mental health provider, and limited provider use. Whites were more likely than African Americans to fall into the health provider plus clergy and physician plus mental health provider classes. Those with physical and emotional problems were more likely to be in the health provider plus clergy and physician plus mental health provider classes, respectively. Discussion Most respondents were in the limited provider use class suggesting that for many of problems, minimal professional help is utilized. Physicians and clergy were important across all three classes. PMID:25552527

Providing Support to Inner-city Students and Teachers Through the Physics Van Inservice Institute

NASA Astrophysics Data System (ADS)

Sabella, Mel S.

2007-02-01

There are many programs for the professional development of high school physics teachers that have proven to be effective in preparing these teachers to conduct inquiry-based activities in the classroom. In this paper, we describe a small-scale professional development program called the Physics Van Inservice Institute. During the program, teachers are engaged in inquiry-based physics modules and are then able to borrow the equipment so that they can conduct the activities in their own classes.

"CLASS Professional Standards" for K-12 Chinese Language Teachers

ERIC Educational Resources Information Center

Lee, Lucy C.; Lin, Yu-Lan; Su, Chih-Wen

2007-01-01

"CLASS Professional Standards" is a resource for Chinese teachers, foreign language specialists, school administrators, parents, and policy makers who recognize the importance of Chinese cultures taught by professional teachers of Chinese. The release of the book also marks the celebration of the Chinese Language Association of…

Conversing Cooperatively: Using "Mini-Conversations" to Develop Conversational Knowledge and Skill

ERIC Educational Resources Information Center

Jones, Elizabeth B.

2017-01-01

Courses: Interpersonal communication, relational communication, language and social interaction, professional communication, interviewing practices. Objectives: This single class activity enables students to understand the theoretical foundations of conversation and to develop their conversational skills by talking in dyads with classmates. Upon…

"I'll Always Remember Your Class." Powerful Encouragement through Personal Notes.

ERIC Educational Resources Information Center

Chiodo, Beverly A.

1994-01-01

A business teacher teachers students to write letters of praise and appreciation to develop leadership skills, strengthen relationships, and envision personal and professional success for their peers. (SK)

The Collective Construction of Middle-Class White Womanhood: Investigations of Teaching and Teacher Professionalization in a Diverse Elementary School

ERIC Educational Resources Information Center

Yoon, Irene H.

2011-01-01

This dissertation investigates how the intersections of race, class, and gender operate in the everyday teaching and professional norms of middle-class White women teachers--particularly in schools such as the one in this study, where a majority of middle-class, White women teachers serve predominantly low-income, racially and ethnically diverse…

Preparing Writing Centers and Tutors for Literacy Mediation for Working Class Campus-Staff

ERIC Educational Resources Information Center

Oslund, Christy M.

2011-01-01

This study grew out of the realization that implicit literacy expectations between working class United Auto Workers (UAW) staff and professional class staff were complicating the filling out and filing of a position audit form. Professional class supervisors had designed the form as a measure of fairness, in that each UAW employee on campus was…

78 FR 25059 - Proposed Information Collection; Comment Request; Business and Professional Classification Report...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-29

... and Professional Classification Report (SQ-CLASS) AGENCY: U.S. Census Bureau, Commerce. ACTION: Notice... directed to Scott Handmaker, Chief, Economic Classifications Operations Branch, U.S. Census Bureau, 8K149... INFORMATION: I. Abstract The Business and Professional Classification Report survey (SQ- CLASS) collects...

Learning in Out-of-Class Experiences: The Importance of Professional Skills

ERIC Educational Resources Information Center

Hund, Alycia M.; Bueno, Daisy

2015-01-01

Our goal was to document professional skills and attitudes gained via out-of-class teaching and research experiences during the undergraduate years. Qualitative analysis of reflection papers revealed that students noted gains in professional skills, communication skills, interpersonal skills, and intrapersonal skills. Importantly, students also…

[Origin and development of pathological anatomy in Trieste: a paradigmatic history].

PubMed

Melato, M

1997-10-01

The history of the Italian city of Trieste is somewhat unique. In 1382, being unable to compete with nearby Venice, it gave itself up to the Archduchy of Austria, which, while ensuring Trieste a certain degree of autonomy, did nothing to improve the town's economy. Things changed, however, after 1719, when Trieste was declared a Free Port. The city, at the time poor and lacking the human and economic resources that might have given life to the long-awaited trading activities, started to attract flocks of immigrant labourers and professionals, including many physicians. Thus, from mid-18th C onwards, Trieste witnessed the rise of a local class of physicians. Graduates from the major European universities of the times, these physicians were highly active in the rapid professional and cultural growth of the city. Being free from traditions or affiliations to specific medical schools, this unusually multicultural class of professionals provides a sample of the times' medical class which is particularly suitable for understanding what schools of thought dominated during that period. A number of publications, largely dealing with pathology, and many historical circumstances show that this newly formed class of physicians was influenced by the scientific method advanced by Morgagni in his De Sedibus. It is also clear that Morgagni's influence greatly benefited the city's doctors and soon turned them into fertile and original promoters of ideas, as well as highly skilled professionals. When the times became ripe to take on a specialist in pathology, both medical class and local authorities showed great interest in the field by making sure that the successful candidate, Dr. Simon Pertot, had all the resources and equipment necessary for the specialist to become a central figure in professional training and medical research in Trieste. Thus, the kind of clinical pathology where a single physician performed macroscopic examinations to identify his patient's cause of death gave way to a more specialised discipline which was able to transfer--to post-mortem examinations first and soon after to surgically removed tissues--the wealth of notions developed in the middle of the 19th C in the basic sciences of chemistry, microbiology and physiology, as had been advanced by the second founding father of the discipline, Virchow. Trieste, therefore, may be said to offer a unique example of the origins and development of pathologic anatomy in Central Europe. And the recollection of the city's experience promotes, in the modern pathologist, an awareness of belonging to a discipline which has always been the soundest leader in the advancement of medicine.

Friday Forums.

ERIC Educational Resources Information Center

Hudson, Jill S.

2002-01-01

Describes the use of Friday Forums (school assemblies and special classes) for students at Kellogg Middle School in Shoreline, Washington, to provide release time for teachers to engage in professional-development activities through the Critical Friends Groups. (PKP)

Social class, race/ethnicity and all-cause mortality in the US: longitudinal results from the 1986-1994 National Health Interview Survey.

PubMed

Muntaner, Carles; Hadden, Wilbur C; Kravets, Nataliya

2004-01-01

Occupational social class has become a leading indicator of social inequalities in health. In the US, economic sectors are distinct with respect to wages, benefits, job security, promotion ladders and working conditions. The growing economic sector of self-employed workers is characterized by lower wages and benefits, and greater job insecurity. Little attention has been given to the association between economic sector measures of social class and all-cause mortality, and there have been no studies of mortality among the self-employed. To determine risk of death associated with economic sector social class, this study entails a longitudinal analysis of the National Health Interview Survey (NHIS), an annual household survey representative of the US population for the period 1986-1994 (n = 377,129). The sample includes 201,566 men and 175,563 women, aged 24-65 years of age, in the civilian labor force. Non- professionals are at higher risk of death than professionals across all sectors and self-employed professionals are at higher risk of death than professionals employed in government and production. Additional social class differences are accounted for by age, race, gender and marital status. Results are also partially explained by income. After controlling for income, Black professionals did not show a lower risk of death than Black non-professionals and self-employed Hispanic professionals had a higher risk of death than Hispanic professionals employed in the private sector. Given the growth of self-employment in the US, the noted increased risk of death among self-employed professionals merits further investigation and monitoring.

Using a motivation-based instructional model for teacher development and students' learning of science

NASA Astrophysics Data System (ADS)

Bae, Min-Jung

2009-10-01

Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class observations, and tests indicates that some students from each class became more motivated to learn science when their teachers taught MIAIM based science lessons. They became more interested in science class and more appreciative of how science is related and important to their lives. In addition, students from all classes significantly increased their knowledge about scientific topics. Several factors might have influenced the teachers' use of MIAIM: their initial teaching approaches and practices; experiences with using MIAIM in their class; the content area; and school and classroom contexts. Those aspects of MIAIM that teachers did not use may have been more difficult for the teachers to understand or may have been inconsistent with other some of their other beliefs. In addition, the changes in students' motivation and understanding of scientific ideas seemed to be closely associated with what kinds of practices of MIAIM the teachers used. This study indicates that teachers can help students participate in scientific practices, learn important ideas, and value learning science with the help of MIAIM as a conceptual tool and contextualized support from professional development activities and curriculum materials such as worksheets and lesson plans.

Cooking Up a Class: Teaching and Learning from an Undivided Self.

ERIC Educational Resources Information Center

Guenin-Lelle, Dianne

2002-01-01

Describes how an ethnic studies course on French Louisiana was conceptualized outside of the discipline, how an interdisciplinary teaching workshop was crucial to its development, and how the professor's connecting of self to professional development was the most important step. (EV)

The Year of Critical Thinking at Prince George's Community College: An Integrated Professional Development Program

ERIC Educational Resources Information Center

Peirce, William P.

2005-01-01

This chapter describes the context, development, and fall 2004 implementation of the Year of Critical Thinking at Prince George's Community College, an effort to engage all full-time and adjunct faculty in teaching critical thinking in their classes.

Balancing Act

ERIC Educational Resources Information Center

Haman, Lynne

2010-01-01

Too often the professional development provided for teachers of mathematics is a short-term, one-shot effort. Today's shrinking budgets, increasing class sizes, and growing demands on teachers' time present further challenges. For the past six years, staff development efforts in the author's district have focused on language arts with little…

Chemistry Teachers' Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice

NASA Astrophysics Data System (ADS)

Rushton, Gregory T.; Lotter, Christine; Singer, Jonathan

2011-02-01

This study investigates the beliefs and practices of seven high school chemistry teachers as a result of their participation in a year-long inquiry professional development (PD) project. An analysis of oral interviews, written reflections, and in-class observations were used to determine the extent to which the PD affected the teachers' beliefs and practice. The data indicated that the teachers developed more complete conceptions of classroom inquiry, valued a "phenomena first" approach to scientific investigations, and viewed inquiry approaches as helpful for facilitating improved student thinking. Analysis of classroom observations with the Reformed Teaching Observation Protocol indicated that features of the PD were observed in the teachers' practice during the academic year follow-up. Implications for effective science teacher professional development models are discussed.

CosmoQuest: Educating the Public (and Ourselves) With CosmoAcademy Online Classes

NASA Astrophysics Data System (ADS)

Francis, M. R.; Gay, P.

2016-12-01

CosmoAcademy is a part of the CosmoQuest mission to educate the public about astronomy, planetary science, and similar subjects. Through short-duration online classes with small enrollment, we can cover many subjects of interest to the interested layperson, taught by experts. Typical CosmoAcademy classes consist of four hours of face-to-face time, and are limited to fewer than 20 students. This is in contrast to massive online classes such as MOOCs, which often replicate typical university courses, but which rarely allow student-instructor interaction. Additionally, we offer continuing-education classes for classroom teachers and other educators on similar subjects, to let them enrich their own teaching. WeBecause of the short classes, we can offer short classes both on standard topics (the Solar System planets, introduction to cosmology) and specific subjects relating to the news (LIGO, asteroid missions). The expert instructors may be graduate students, research professionals, or anyone with the technical background. We also offer classes to train instructors before they begin teaching. These professional development classes are designed to help those without classroom experience, but also support those who To make that work, we offer classes to train the instructors before they begin teaching, if they don't have the experience or just want to learn how to be more effective in the classroom.We will present CosmoAcademy's program, and explain what it offers both to people taking the class and those who might want to teach with us.

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.

Social closure, micro-class immobility and the intergenerational reproduction of the upper class: a comparative study.

PubMed

Ruggera, Lucia; Barone, Carlo

2017-06-01

This article assesses how processes of social closure enhance intergenerational immobility in the regulated professions and thus promote persistence at the top of the occupational hierarchy. We compare four European countries (GB, Germany, Denmark and Sweden) that differ considerably in their degree of professional regulation and in their broader institutional arrangements. We run log-linear and logistic regression models on a cumulative dataset based on three large-scale surveys with detailed and highly comparable information at the level of unit occupations. Our analyses indicate that children of licensed professionals are far more likely to inherit the occupation of their parents and that this stronger micro-class immobility translates into higher chances of persistence in the upper class. These results support social closure theory and confirm the relevance of a micro-class approach for the explanation of social fluidity and of its cross-national variations. Moreover, we find that, when children of professionals do not reproduce the micro-class of their parents, they still display disproportionate chances of persistence in professional employment. Hence, on the one hand, processes of social closure erect barriers between professions and fuel micro-class immobility at the top. On the other hand, the cultural proximity of different professional groups drives intense intergenerational exchanges between them. Our analyses indicate that these micro- and meso-class rigidities work as complementary routes to immobility at the top. © London School of Economics and Political Science 2017.

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2013-07-10

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We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

NASA Astrophysics Data System (ADS)

Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

2011-10-01

Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

Activity Systems and Conflict Resolution in an Online Professional Communication Course

ERIC Educational Resources Information Center

Walker, Kristin

2004-01-01

Conflicts often arise in online professional communication class discussions as students discuss sensitive ethical issues relating to the workplace. When conflicts arise in an online class, the activity system of the class has to be kept in balance for the course to continue functioning effectively. Activity theory and distributed learning theory…

Planning and Doing in Professional Teaching Practice. A Study with Early Childhood Education Teachers Working with ICT (3-6 Years)

ERIC Educational Resources Information Center

Ramírez, Elena; Clemente, María; Recamán, Adriana; Martín-Domínguez, Jorge; Rodríguez, Inés

2017-01-01

Planning is one of the professional tasks teachers have to carry out before their direct action in the classrooms. This planning is closely interrelated to the way teachers teach. The question about how and why teachers reach their decisions in their pre-class planning is a classical one in the research into curricular design and development. The…

Occupational class inequalities in disability retirement after hospitalisation.

PubMed

Pietiläinen, Olli; Laaksonen, Mikko; Lahelma, Eero; Salonsalmi, Aino; Rahkonen, Ossi

2018-05-01

This study aimed to investigate whether hospitalisation is associated with increased risk of disability retirement differently across four occupational classes. 170,510 employees of the City of Helsinki, Finland were followed from 1990 to 2013 using national registers for hospitalisations and disability retirement. Increases in the risk of disability retirement after hospitalisation for any cause, cardiovascular diseases, musculoskeletal disorders, mental disorders, malignant neoplasms, respiratory diseases and injuries were assessed across four occupational classes: professional, semi-professional, routine non-manual and manual, using competing risks models. In general, hospitalisation showed a slightly more increased risk of disability retirement in the lower ranking occupational classes. Hospitalisation among women for mental disorders showed a more increased risk in the professional class (hazard ratio 14.73, 95% confidence interval 12.67 to 17.12) compared to the routine manual class (hazard ratio 7.27, 95% confidence interval 6.60 to 8.02). Occupational class differences were similar for men and women. The risk of disability retirement among women increased most in the routine non-manual class after hospitalisation for musculoskeletal disorders and injuries, and most in the professional class after hospitalisation for cardiovascular diseases. The corresponding risks among men increased most in the two lowest ranking classes after hospitalisation for injuries. Ill-health as measured by hospitalisation affected disability retirement in four occupational classes differently, and the effects also varied by the diagnostic group of hospitalisation. Interventions that tackle work disability should consider the impact of ill-health on functioning while taking into account working conditions in each occupational class.

Institutional Renewal: A Necessity for Survival.

ERIC Educational Resources Information Center

Stone, Gordon L.

A Professional Development Committee at Sault College of Applied Arts and Technology developed a renewal program to allow faculty members to upgrade their skills and abilities through participation in workshops, conferences, academic classes, and various off-campus work projects. Any faculty member desiring renewal funds was required to submit an…

Relationships of Teachers' Language and Explicit Vocabulary Instruction to Students' Vocabulary Growth in Kindergarten

ERIC Educational Resources Information Center

Bowne, Jocelyn Bonnes; Yoshikawa, Hirokazu; Snow, Catherine E.

2017-01-01

This study evaluates the relationships between aspects of Chilean teachers' explicit vocabulary instruction and students' vocabulary development in kindergarten. Classroom videotapes of whole-class instruction gathered during a randomized experimental evaluation of a coaching-based professional development program were analyzed. The amount of…

Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

NASA Astrophysics Data System (ADS)

Pinney, Brian Robert John

The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice. Few studies have examined the ways in which teaching practice changes in relation to the big idea or disciplinary core idea (NGSS), the development of dialogue, and/or the development of argument during first semester implementation of an argument-based inquiry approach. To explore these areas, this study posed three primary research questions: (1) How does a teacher in his first semester of Science Writing Heuristic professional development make use of the "big idea"?, (1a) Is the indicated big idea consistent with NGSS core concepts?, (2) How did the dialogue in whole-class discussion change during the first semester of argument-based inquiry professional development?, (3) How did the argument in whole-class discussion change during the first semester of argument-based inquiry professional development? This semester-long study that took place in a middle school in a rural Midwestern city was grounded in interactive constructivism, and utilized a qualitative design to identify the ways in which the teacher utilized big ideas and how dialogue and argumentative dialogue developed over time. The purposefully selected teacher in this study provided a unique situation where he was in his first semester of professional development using the Science Writing Heuristic Approach to argument-based inquiry with 19 students who had two prior years' experience in ABI. Multiple sources of data were collected, including classroom video with transcripts, teacher interview, researcher field notes, student journals, teacher lesson plans from previous years, and a student questionnaire. Data analysis used a basic qualitative approach. The results showed (1) only the first time period had a true big idea, while the other two units contained topics, (2) each semester contained a similar use for the given big idea, though its role in the class was reduced after the opening activity, (3) the types of teacher questions shifted toward students explaining their comprehension of ideas and more students were involved in discussing each idea and for more turns of talk than in earlier time periods, (4) understanding science term definitions became more prominent later in the semester, with more stating science terms occurring earlier in the semester, (5) no significant changes were seen to the use of argument or claims and evidence throughout the study. The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and the understanding of practice along four aspects: (1) apparent lack of understanding about big ideas and how to utilize them as the central organizing feature of a unit, (2) independent development of dialogue and argument, (3) apparent lack of understanding about the structure of argument and use of basic terminology with argument and big ideas, (4) challenges of ABI implementation. This study provides insight into the importance of prolonged and persistent professional development with ABI in teaching practice.

Beyond Professionalism: Classed and Gendered Capital in Childcare Work

ERIC Educational Resources Information Center

Andrew, Yarrow

2015-01-01

This article examines the value of work in childcare, and the ways this is impacted by historical schemes of value in relation to social class and gender. It critically examines the push for professionalism within the field, showing that this favours particular classed forms of cultural capital, while rendering other forms of capital invisible.…

Professionalization and retention outcomes of a university-service mentoring program partnership.

PubMed

Latham, Christine L; Ringl, Karen; Hogan, Mikel

2011-01-01

With the use of a university-service partnership to introduce mentoring and shared governance, the aim of this study was to evaluate the effect of these interventions on nurse perceptions of the supportive culture of the workplace environment, professional skill development, decisional involvement, and retention and vacancy rates. A nonequivalent pretest-posttest, noncontrol group design was used with mentors of newly hired mentees to evaluate their workplace perspectives following mentor classes, ongoing mentor support, and a formal mentor-management workforce governance board. A convenience sample of 89 RNs from two acute care facilities attended mentoring and professionalization classes and worked with 109 mentees over 1-3 years. Mentors reported improved teamwork and the ability to deal with conflict but wanted more administrative oversight of the quality and scope of practice of support staff and additional interdepartmental collaboration. One hospital's vacancy rate decreased by 80%, and the other facility's retention rate improved by 21%. The data suggest that a mentor program with comprehensive education and mentor-management alliances through formal workforce environment governance enhances professionalization of frontline nurses and helps sustain a positive, constructive workplace environment. Mentoring classes on communication and cultural sensitivity skills and other leadership concepts, followed by mentor support and mentor-administrative forums, have positive implications for sustained improvement of a supportive culture as perceived by hospital-based RNs and new nurse graduates. Copyright © 2011 Elsevier Inc. All rights reserved.

Fostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support: The Head Start REDI Program

PubMed Central

Domitrovich, Celene E.; Gest, Scott D.; Gill, Sukhdeep; Bierman, Karen L.; Welsh, Janet; Jones, Damon

2017-01-01

This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language/literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-class support from a mentor teacher. End-of-year observations indicated that, compared to the control group, intervention teachers talked with children more frequently and in more cognitively complex ways, established a more positive classroom climate, and used more preventive behavior management strategies. Results supported the conclusion that enriched curriculum components and professional development support can produce improvements in multiple domains of teaching quality. PMID:29081534

Expanding the Reach of Continuing Educational Offerings Through a Web-Based Virtual Network: The Experience of InspireNet.

PubMed

Frisch, Noreen C; Atherton, Pat; Borycki, Elizabeth M; Mickelson, Grace; Black, Agnes; Novak Lauscher, Helen; Cordeiro, Jennifer

2017-01-01

Virtual platforms using webinars, e-posters, e-newsletters, wikis and blogs connect people who have common interests in new ways. When those individuals are healthcare providers, a professional network that operates on a virtual platform can support their needs for learning, professional development and information currency. The practice of e-learning for continuing professional development is emerging , particularly in nursing where shift work shift inhibits their ability to attend conferences and classes. This article reports the experience of the InspireNet network that provided e-learning models to: 1) provide opportunities for healthcare providers to organize themselves into learning communities through development of electronic communities of practice; 2) support learning on demand; and 3) dramatically increase the reach of educational offerings.

The PLUNGE randomized controlled trial: evaluation of a games-based physical activity professional learning program in primary school physical education.

PubMed

Miller, Andrew; Christensen, Erin M; Eather, Narelle; Sproule, John; Annis-Brown, Laura; Lubans, David Revalds

2015-05-01

To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. A cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2 years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). Linear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence. The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students. Copyright © 2015 Elsevier Inc. All rights reserved.

Turning into Teachers: Influences of Authentic Context Learning Experiences on Occupational Identity Development of Preservice Music Teachers

ERIC Educational Resources Information Center

Haston, Warren; Russell, Joshua A.

2012-01-01

The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an…

International migration to Canada: the post-birth health of mothers and infants by immigration class.

PubMed

Gagnon, Anita J; Dougherty, Geoffrey; Wahoush, Olive; Saucier, Jean-François; Dennis, Cindy-Lee; Stanger, Elizabeth; Palmer, Becky; Merry, Lisa; Stewart, Donna E

2013-01-01

There are over 214 million international migrants worldwide, half of whom are women, and all of them assigned by the receiving country to an immigration class. Immigration classes are associated with certain health risks and regulatory restrictions related to eligibility for health care. Prior to this study, reports of international migrant post-birth health had not been compared between immigration classes, with the exception of our earlier, smaller study in which we found asylum-seekers to be at greatest risk for health concerns. In order to determine whether refugee or asylum-seeking women or their infants experience a greater number or a different distribution of professionally-identified health concerns after birth than immigrant or Canadian-born women, we recruited 1127 migrant (and in Canada <5 years) women-infant pairs, defined by immigration class (refugee, asylum-seeker, immigrant, or Canadian-born). Between February 2006 and May 2009, we followed them from childbirth (in one of eleven birthing centres in Montreal or Toronto) to four months and found that at one week postpartum, asylum-seeking and immigrant women had greater rates of professionally-identified health concerns than Canadian-born women; and at four months, all three migrant groups had greater rates of professionally-identified concerns. Further, international migrants were at greater risk of not having these concerns addressed by the Canadian health care system. The current study supports our earlier findings and highlights the need for case-finding and services for international migrant women, particularly for psychosocial difficulties. Policy and program mechanisms to address migrants' needs would best be developed within the various immigration classes. Copyright © 2012 Elsevier Ltd. All rights reserved.

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

NASA Astrophysics Data System (ADS)

Minuskin, Sondra

The purpose of this study was to determine the effects of professional development on the knowledge and classroom practices of teachers of science in kindergarten through Grade 5. These teachers, trained to be generalists in the content areas, were strongly prepared in pedagogical practices, reading skills, basic language arts, and mathematics content areas. Science reform has led to more content-specific science standards that were difficult for these unprepared teachers to address without professional development. The researcher implemented a professional development program that used a collaborative model involving 8 teachers in Grade 4. The researcher conducted the professional development, assisted at times by personnel from the New Jersey State Department of Education. The new standards were learned, reinforced, and adopted. The data that were analyzed to determine the effects of the professional development came from a comparison of student achievement of the classes of 2 sets of teachers in Grade 4, one of which was the control set ( n = 8). The other was the experimental set (n = 8). The researcher administered pre- and postintervention content tests to both groups to measure teacher knowledge. In addition, the researcher reviewed lesson plans, conducted observations, and administered surveys to determine whether professional development in science impacted teacher practices in the classroom. This limited study suggested that teacher instruction did not significantly differ after professional development intervention. It also suggested that teacher content knowledge did not significantly increase due to the intervention. The researcher believes that local factors influenced the outcome and recommends a more systemic program that includes the involvement of all stakeholders.

Integrating Laptop Computers into Classroom: Attitudes, Needs, and Professional Development of Science Teachers—A Case Study

NASA Astrophysics Data System (ADS)

Klieger, Aviva; Ben-Hur, Yehuda; Bar-Yossef, Nurit

2010-04-01

The study examines the professional development of junior-high-school teachers participating in the Israeli "Katom" (Computer for Every Class, Student and Teacher) Program, begun in 2004. A three-circle support and training model was developed for teachers' professional development. The first circle applies to all teachers in the program; the second, to all teachers at individual schools; the third to teachers of specific disciplines. The study reveals and describes the attitudes of science teachers to the integration of laptop computers and to the accompanying professional development model. Semi-structured interviews were conducted with eight science teachers from the four schools participating in the program. The interviews were analyzed according to the internal relational framework taken from the information that arose from the interviews. Two factors influenced science teachers' professional development: (1) Introduction of laptops to the teachers and students. (2) The support and training system. Interview analysis shows that the disciplinary training is most relevant to teachers and they are very interested in belonging to the professional science teachers' community. They also prefer face-to-face meetings in their school. Among the difficulties they noted were the new learning environment, including control of student computers, computer integration in laboratory work and technical problems. Laptop computers contributed significantly to teachers' professional and personal development and to a shift from teacher-centered to student-centered teaching. One-to-One laptops also changed the schools' digital culture. The findings are important for designing concepts and models for professional development when introducing technological innovation into the educational system.

The Relationship between Professional Preparation and Class Structure on Health Instruction in the Secondary Classroom

ERIC Educational Resources Information Center

Hammig, Bart; Ogletree, Roberta; Wycoff-Horn, Marcie R.

2011-01-01

Background: The aim of the present study was to examine the impact of professional preparation and class structure on health content delivery and time spent delivering content among required health education classes in the United States. Methods: Data from the classroom-level file of the 2006 School Health Policies and Programs Study were…

Assessing faculty professional development in STEM higher education: Sustainability of outcomes.

PubMed

Derting, Terry L; Ebert-May, Diane; Henkel, Timothy P; Maher, Jessica Middlemis; Arnold, Bryan; Passmore, Heather A

2016-03-01

We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.

Assessing faculty professional development in STEM higher education: Sustainability of outcomes

PubMed Central

Derting, Terry L.; Ebert-May, Diane; Henkel, Timothy P.; Maher, Jessica Middlemis; Arnold, Bryan; Passmore, Heather A.

2016-01-01

We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices. PMID:27034985

Cultural models of self and social class disparities at organizational gateways and pathways.

PubMed

Townsend, Sarah Sm; Truong, Mindy

2017-12-01

Attaining a college degree has traditionally been assumed to be key to upward social and professional mobility. However, college graduates from working-class backgrounds achieve less career success in professional, white-collar workplaces compared to those from middle-class backgrounds. Using a cultural models approach, we examine how the independent cultural beliefs and practices promoted by professional organizations disadvantage people from working-class backgrounds, who espouse interdependent beliefs and practices. Our review illustrates how this disadvantage can manifest in two ways. First, despite relative equality in objective qualifications, it can occur at organizational gateways (e.g., interview and hiring decisions). Second, even after people from working-class backgrounds gain access to an organization, it can occur along organizational pathways (e.g., performance evaluations and assignment to high-profile tasks). Copyright © 2017. Published by Elsevier Ltd.

Unpacking Race, Culture, and Class in Rural Alaska: Native and Non-Native Multidisciplinary Professionals' Perceptions of Child Sexual Abuse

ERIC Educational Resources Information Center

Bubar, Roe; Bundy-Fazioli, Kimberly

2011-01-01

The purpose of this study was to unpack notions of class, culture, and race as they relate to multidisciplinary team (MDT) professionals and their perceptions of prevalence in child sexual abuse cases in Native and non-Native rural Alaska communities. Power and privilege within professional settings is significant for all social work professionals…

Maltese Primary Teachers' Digital Competence: Implications for Continuing Professional Development

ERIC Educational Resources Information Center

Spiteri, Marthese; Chang Rundgren, Shu-Nu

2017-01-01

Learning with technology during primary school years will equip students with dispositions to continue learning with evolving technology throughout their lifetime and it is the responsibility of the teacher to develop this digital competence (DC) in the classroom. The aim of this research was to investigate Maltese primary class teachers' DC and…

Stop Reinventing the Wheel: Using Wikis for Professional Knowledge Sharing

ERIC Educational Resources Information Center

Deitering, Anne-Marie; Bridgewater, Rachel

2007-01-01

This article details the development of the Library Instruction Wiki (http://instructionwiki.org): an effort to develop a web-based, knowledge-sharing resource. Though some library instruction is specific to a given institution or class, much of what instruction librarians teach is similar. Library instructors have repeatedly expressed the desire…

New Parents: Guidelines for Teaching Infant-Toddler Growth and Development, Birth-24 Months.

ERIC Educational Resources Information Center

Robertson, Audrey S., Ed.; Middleton, Susan, Ed.

This curriculum guide, written to assist health professionals in developing classes for parents of children from birth to 24 months of age, consists of three main sections. The first section, "Preparing for Your Audience," outlines some prerequisites the instructor should take into account when planning learning experiences for adults,…

Writing Professor as Adult Learner: An Autoethnography of Online Professional Development

ERIC Educational Resources Information Center

Henning, Teresa Beth

2012-01-01

This paper is a study of the author's experiences taking a six-week, asynchronous, online, faculty development class for educators at the secondary and postsecondary levels. Using autoethnography methods, the author details her learning and the ways her experiences support adult learning theories. Implications of this research suggest that adult…

The Flipped Classroom – From Theory to Practice in Health Professional Education

PubMed Central

McLaughlin, Jacqueline E.

2017-01-01

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning. PMID:28970619

The Flipped Classroom - From Theory to Practice in Health Professional Education.

PubMed

Persky, Adam M; McLaughlin, Jacqueline E

2017-08-01

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning.

Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.

PubMed

Ebert-May, Diane; Derting, Terry L; Henkel, Timothy P; Middlemis Maher, Jessica; Momsen, Jennifer L; Arnold, Bryan; Passmore, Heather A

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. © 2015 D. Ebert-May et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Radical Recentering: Equity in Educational Leadership Standards

ERIC Educational Resources Information Center

Galloway, Mollie K.; Ishimaru, Ann M.

2015-01-01

Background: The widely adopted Interstate School Leaders Licensure Consortium standards are designed to guide the preparation and professional development of educational leaders. However, the standards' limited mention of race, class, ethnicity, ability, gender, sexuality, or other marginalized identities suggests that addressing persistent…

WEBTAS Software Life Cycle Development

DTIC Science & Technology

2006-09-01

may be published in both html and pdf formats via menu selection. Adobe® FrameMaker ® 7.1 and Quadralay Corporation WebWorks® Professional 2003...X X WebTAS 2.5.3 ISAM X X WebTAS 2.5.3 Domain Editor Guide X X 13 The backbone of the ISS publishing environment consists of Adobe® FrameMaker ...and WebWorks® Publisher Professional 2003. FrameMaker ® provides an enterprise-class authoring and publishing solution that combines the

Civic Innovation & American Democracy.

ERIC Educational Resources Information Center

Sirianni, Carmen; Friedland, Lewis

1997-01-01

Argues that American democracy is at a critical stage of development, with declining trust in government, citizens feeling displaced by a professional political class, derailed public interest, and policy that limits citizen deliberation and responsibility. Some instances of civic innovation, community organization, civic journalism, and efforts…

Comparing Levels of Professional Satisfaction in Preschool Teachers Whose Classes Include or Do Not Include a Special-Needs Student

ERIC Educational Resources Information Center

Koyutürk, Nazife; Sahbaz, Ümit

2015-01-01

The purpose of this study is to compare the professional satisfaction of the preschool teachers in whose class there is a student with special needs to the preschool teachers in whose class there are not any students with special needs. The research study group was composed of 185 pre-school teachers who work in the city and county center in…

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

PubMed

Miller, Cynthia J; Metz, Michael J

2014-09-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. Copyright © 2014 The American Physiological Society.

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

PubMed Central

Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. PMID:25179615

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

NASA Astrophysics Data System (ADS)

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

2005-12-01

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

Sympathy and Strategy: Issues in the Development of Nursing Education in the United States. ASHE Annual Meeting 1981 Paper.

ERIC Educational Resources Information Center

Brand, Barbara

The development of nursing and nursing education in the United States during the late nineteenth and early twentieth centuries is described. Professionalization accompanied by feminization in nursing, as in teaching, librarianship, and social work, opened opportunities to middle class women for respectable employment and sometimes prestige and…

Incorporating Blended Format Cybersecurity Education into a Community College Information Technology Program

ERIC Educational Resources Information Center

Calhoun, Cheryl D.

2017-01-01

The main goal of this project is to expand cybersecurity curriculum. This was accomplished by developing six new courses. The curriculum for each course utilized a common online course for all class formats including web-enhanced, hybrid, or online. In this article, we will discuss the online components used, faculty professional development, and…

Surviving the Worst, Expecting the Best: Teacher Perceptions of Work Life in Virginia Schools.

ERIC Educational Resources Information Center

Appalachia Educational Lab., Charleston, WV.

The qualitative study described in this document presents Virginia teachers' perceptions on 10 factors that influence their work environment: resources/instructional materials; physical facilities/class size; professional development; teacher-teacher interactions; teacher-administrator interactions; teacher-student interactions;…

Head of the Class: How Teachers Learn Technology Best.

ERIC Educational Resources Information Center

McKenzie, Jamie

2001-01-01

Educational technology is not about spread sheeting, word processing, or slick, "PowerPointless" student performances. Professional development should focus on curriculum-based teaching and learning strategies that enhance daily practice. Like gardening, fertilizer is needed via informal support systems, study groups, mentors, help…

Child Abuse by the Middle Class? A Study of Professionals in India.

ERIC Educational Resources Information Center

Segal, Uma A.

1995-01-01

Interviews with 319 middle-class professionals in India found that 57% reported using "acceptable" violence in rearing their children, whereas 42% engaged in "abusive" violence and almost 3% admitted to employing "extreme" violence. Correlations between parental attitudes and/or expectations and the use of different…

TA Professional Development: A Graduate Student's Perspective

NASA Astrophysics Data System (ADS)

Alicea-Munoz, Emily

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

Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning.

PubMed

Burgess, Annette; Roberts, Chris; van Diggele, Christie; Mellis, Craig

2017-12-04

The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1-5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students' suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines. The PTT program provided a theoretically informed framework where students could develop and practice their teaching skills, helping to shape students' professional values as they assume peer teaching responsibilities and move towards healthcare practice. The flipped learning, interprofessional format was successful in developing students' skills, competence and confidence in teaching, assessment, communication and feedback. Importantly, participation increased students' awareness and understanding of the various roles of health professionals.

Development of an Instrument to Measure Pharmacy Student Attitudes Toward Social Media Professionalism.

PubMed

Chisholm-Burns, Marie A; Spivey, Christina A; Jaeger, Melanie C; Williams, Jennifer; George, Christa

2017-05-01

Objectives. To develop and validate a scale measuring pharmacy students' attitudes toward social media professionalism, and assess the impact of an educational presentation on social media professionalism. Methods. A social media professionalism scale was used in a pre- and post-survey to determine the effects of a social media professionalism presentation. The 26-item scale was administered to 197 first-year pharmacy (P1) students during orientation. Exploratory factor analysis was applied to determine the number of underlying factors responsible for covariation of the data. Principal components analysis was used as the extraction method. Varimax was selected as the rotation method. Cronbach's alpha was estimated. Wilcoxon signed rank test was used to compare pre- and post-scores of each item, subscale, and total scale. Results. There were 187 (95%) students who participated. The final scale had five subscales and 15 items. Subscales were named according to the professionalism tenet they best represented. Scores of items addressing reading/posting to social media during class, an employer's use of social media when making hiring decisions, and a college/university's use of social media as a measure of professional conduct significantly increased from pre-test to post-test. The "honesty and integrity" subscale score also significantly increased. Conclusion. The social media professionalism scale measures five tenets of professionalism and exhibits satisfactory reliability. The presentation improved P1 students' attitudes regarding social media professionalism.

Level of Inhibition in Trained Secondary School Teachers: Evidence from Pakistan

ERIC Educational Resources Information Center

Rafiq, Fauzia; Sharjeel, Yousuf

2014-01-01

The study found that the inhibition amongst trained secondary school teachers in using learned teaching methodologies is caused due to the lack of content knowledge, insufficient support from the administration, scarce continuous professional development opportunities, unsupportive environment, large class size, inefficiency to integrate…

Changing Resistant Audience Attitudes Using Social Judgment Theory's "Anchor" Point Perspectives

ERIC Educational Resources Information Center

Ramos Salazar, Leslie

2017-01-01

Courses: Public Speaking, Business and Professional Communication, Persuasion, or any other skill-based oral communication course. Objectives: Students will practice the development and demonstration of persuasive arguments in this single-class social judgment theory activity to improve their ability to change resistant audience attitudes.

Disrupting Borders: A Case Study in Engaged Pedagogy

ERIC Educational Resources Information Center

Ross, Laurie

2012-01-01

Through an analysis of a practice-oriented course on youth worker professional development consisting of 10 community youth workers and 11 traditional college students, this paper suggests the need to construct the classroom as a "borderland." Course structure, class composition, pedagogical strategies, and deliberate learning objectives disrupted…

Teacher Use of Evidence to Customize Inquiry Science Instruction

ERIC Educational Resources Information Center

Gerard, Libby F.; Spitulnik, Michele; Linn, Marcia C.

2010-01-01

This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive…

Neuroscience in middle schools: a professional development and resource program that models inquiry-based strategies and engages teachers in classroom implementation.

PubMed

MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet M

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.

Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation

PubMed Central

MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J.

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities. PMID:17012205

Pink Collar Blues: For Women Who Work, It Still Doesn't Add Up.

ERIC Educational Resources Information Center

Strum, Philippa

1980-01-01

Documents the salary and promotional inequities between women and men in working class, academic, governmental, and professional (law, medicine, and scientific research) jobs. Calls for more affirmative action programs and argues that professional women will be able to fight for equal rights for all classes of working women. (GC)

Reflective Teaching in EFL Classes: An Overview

ERIC Educational Resources Information Center

Salmani Nodoushan, Mohammad Ali

2011-01-01

Since the beginning of the 20th century, professionals in language teaching have strived for ways that could guarantee better outcomes in language teaching classes. Different methods were used mostly in the first half of that century. Then some language teaching professionals moved beyond methods with the hope of gaining greater results. In one…

Fostering cultural inclusiveness and learning in culturally mixed business classes.

PubMed

Mak, Anita S; Daly, Anne; Barker, Michelle C

2014-01-01

Business educators have advocated that in order to build faculty's intercultural capability, it is vital to provide them with professional development in using intercultural training resources and with "community of practice" support in adapting such resources for enhancing their students' intercultural learning. This approach has been adopted in an Australian action research project titled "Internationalisation at Home" (IaH), which involved providing faculty with professional development adapted from an established intercultural training resource - the EXCELL (Excellence in Cultural Experiential Learning and Leadership) Program. In this paper, we present two case studies of the implementation of the IaH Project in business schools at the University of Canberra and at Griffith University. Lessons learned from the first study were incorporated in the design and evaluation of the second one. Faculty leaders will describe how they engage and support colleagues in adapting components of EXCELL to foster cultural inclusiveness and facilitate students' intercultural competence development. As part of project evaluation, we hypothesised that students who participated in IaH courses would report greater levels of (1) cultural inclusiveness in their educational environment, and (2) cultural learning development, compared with students who were not enrolled in IaH courses. Research participants in the Canberra case study comprised an intervention group of 140 business undergraduates enrolled in an IaH course, and a control group of 59 non-IaH undergraduates. At Griffith, participants were 211 first year management students in the intervention group and 84 students enrolled in a non-IaH first year course. In each case study, an end-of-semester survey showed that students who had completed courses with the IaH project intervention reported significantly greater levels of perceived cultural inclusiveness in multicultural classes, and of cultural learning development, than students in the control group. Faculty's reflections on project processes and outcomes further suggest that implementing strategic, structured active learning interventions such as in the IaH Project, could bring about more productive social interactions in multicultural classes and benefit domestic and especially international students. We will discuss implications of the findings for students' intercultural learning, faculty's needs for continual professional development, and the role of institutional support in intercultural competence development.

Writing a Review Article: A Graduate Level Writing Class

ERIC Educational Resources Information Center

Ogunsolu, Omotola O.; Wang, Jamie C.; Hanson, Kenneth

2018-01-01

Despite the importance of scientific writing in a chemists' professional career, their development as scientific writers is often neglected in undergraduate and graduate curricula. Among the courses that do encourage students to generate written documents like proposals, lab reports, or essays, the scientific community rarely benefits from the…

Professional Self-Esteem or the Evolution of a Profession.

ERIC Educational Resources Information Center

Lowenfled, B.

1989-01-01

The article reviews historical challenges met by the blindness field including the epidemics of retrolental fibroplasia and Rubella. It discusses internal developments in the field including the trend from braille class to resource room, changed standards of teacher preparation, future functions of residential schools, and disability-specific…

A Two-Process Model of Paragraph Development.

ERIC Educational Resources Information Center

Woodson, Linda

Paragraph writing mediated by imagery is richer, more flexible, and more creative than that produced by the somewhat impoverished, predictable, one-process model usually taught in composition classes. Since the writing advice given students differs considerably from the practice of professional writers, students should be given exercises that not…

Sticky IT Workers: Discovering Why Information Technology Professionals Retain Their Employers

ERIC Educational Resources Information Center

Lewis, Phillip Mike

2013-01-01

In the current business climate and social technologies expansion era, Information Technology (IT) workers are important organization contributors that connect organizations into today's data-driven, highly social, and always-on global economy. Thus, organizations need IT workers. Unfortunately, as a class, IT workers have developed a reputation…

Writing Self-Efficacy and Written Communication Skills

ERIC Educational Resources Information Center

Mascle, Deanna DeBrine

2013-01-01

Writing is an essential professional skill. The goal of writing instruction in business communication classes is to develop the skills and knowledge necessary to successfully meet future writing challenges. However, many writers struggle to transfer skills and knowledge from one context to another. The primary reason for this struggle is that…

"History, Huh, Yeah. What Is It Good for? Absolutely Nothing" ... or Is It?

ERIC Educational Resources Information Center

Truty, John D.

2007-01-01

Human resource development (HRD) professionals have an obligation to provide programs/products with the highest probability of success. The exclusion of workers' perspectives, from "their" standpoint, would seem to produce suboptimal results. Therefore, consulting workers' literature, labor and working class histories, management histories, and…

A Class Education

ERIC Educational Resources Information Center

Jacobson, Linda

2005-01-01

In this article, the author discusses a partnership between Baylor University and the Waco public schools that embeds every teacher-candidate--from the freshman year on--into the K-12 system. To test whether professional-development schools, modeled after teaching hospitals, can be scaled up so that all of a college's teaching candidates--not just…

Implementation of Instructional Innovations in K-8 Science Classes: Perspectives of Inservice Teachers.

ERIC Educational Resources Information Center

Dass, Pradeep Maxwell

2001-01-01

Introduces the Iowa Chautauqua Program (ICP) which was disseminated through the U.S. Department of Education as an exemplary model of professional development for inservice teachers. Results reveal intricate relationships between classroom implementation by teachers and program implementation by the school district. (Contains 24 references.)…

Encouraging Civic Engagement through Extended Community Writing Projects: Rewriting the Curriculum

ERIC Educational Resources Information Center

Simmons, Michele

2010-01-01

Developing community writing projects that effectively benefit students, the community, and the goals of the writing program is a tricky task. Drawing from recent scholarship and the author's own challenges with integrating meaningful civic engagement into the professional writing classes at her university, she examines limitations of single…

Financial Management for Transit: A Handbook.

ERIC Educational Resources Information Center

Heaselden, Mark; And Others

This handbook is primarily intended to serve as a primer for transit system managers who have not had any formal financial education through college classes, professional development programs, or extensive on-the-job programs. The following topics are covered: financial planning techniques for transit (beginning the financial planning process,…

Exploring Connections between Creative Thinking and Higher Attaining Writing

ERIC Educational Resources Information Center

Copping, Adrian

2018-01-01

This paper explores writing pedagogy in the primary classroom and connections between children thinking creatively and their achievement in writing. Initially 'continuing professional development' for teachers, I designed and facilitated a two-day writing workshop with a class of children around the theme of a Victorian murder mystery. This was…

Talk Me off the Ledge: Surviving Solo Librarianship

ERIC Educational Resources Information Center

Karabush, Cynthia; Pleviak, Pam

2011-01-01

Solo school librarians are the air traffic controllers of the library world, serving hundreds, if not thousands, of students. They are responsible for a book budget, technology resources, orientation and research classes, book talks, and reading promotions, as well as professional development for teachers, guiding them in effective integration of…

Using Insights from Applied Moral Psychology to Promote Ethical Behavior Among Engineering Students and Professional Engineers.

PubMed

Gelfand, Scott D

2016-10-01

In this essay I discuss a novel engineering ethics class that has the potential to significantly decrease the likelihood that students (and professionals) will inadvertently or unintentionally act unethically in the future. This class is different from standard engineering ethics classes in that it focuses on the issue of why people act unethically and how students (and professionals) can avoid a variety of hurdles to ethical behavior. I do not deny that it is important for students to develop cogent moral reasoning and ethical decision-making as taught in traditional college-level ethics classes, but as an educator, I aim to help students apply moral reasoning in specific, real-life situations so they are able to make ethical decisions and act ethically in their academic careers and after they graduate. Research in moral psychology provides evidence that many seemingly irrelevant situational factors affect the moral judgment of most moral agents and frequently lead agents to unintentionally or inadvertently act wrongly. I argue that, in addition to teaching college students moral reasoning and ethical decision-making, it is important to: 1. Teach students about psychological and situational factors that affect people's ethical judgments/behaviors in the sometimes stressful, emotion-laden environment of the workplace; 2. Guide students to engage in critical reflection about the sorts of situations they personally might find ethically challenging before they encounter those situations; and 3. Provide students with strategies to help them avoid future unethical behavior when they encounter these situations in school and in the workplace.

Manipulatives Implementation For Supporting Learning Of Mathematics For Prospective Teachers

NASA Astrophysics Data System (ADS)

Sulistyaningsih, D.; Mawarsari, V. D.; Hidayah, I.; Dwijanto

2017-04-01

Manipulatives are needed by teachers to facilitate students understand of mathematics which is abstract. As a prospective mathematics teacher, the student must have good skills in making manipulatives. Aims of this study is to describe the implementation of learning courses of manipulative workshop in mathematics education courses by lecturer at Universitas Muhammadiyah Semarang which includes the preparation of learning, general professional ability, the professional capacity specifically, ability of self-development, development class managing, planning and implementation of learning, a way of delivering the material, and evaluation of learning outcomes. Data collection techniques used were questionnaires, interviews, and observation. The research instrument consisted of a questionnaire sheet, sheet observation and interview guides. Validity is determined using data triangulation and triangulation methods. Data were analyzed using an interactive model. The results showed that the average value of activities in preparation for learning, fosters capabilities of general professional, specialized professional, self-development, manage the classroom, implementing the learning, how to deliver the material, and how to evaluate learning outcomes are 79%, 73%, 67%, 75%, 83%, 72%, 64%, and 54%, respectively

PRiME: integrating professional responsibility into the engineering curriculum.

PubMed

Moore, Christy; Hart, Hillary; Randall, D'Arcy; Nichols, Steven P

2006-04-01

Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL (How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004-2005. This article introduces the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective system for engaging students in learning about professional responsibility.

An analysis of the impact of three high school schedules on student achievement in advanced placement biology classes

NASA Astrophysics Data System (ADS)

Arons-Polan, Bonnie

This study examined the effect of three schedule types on student achievement in Advanced Placement Biology classes. AP Biology test scores from students on three types of full-year schedules were analyzed to assess the impact schedule type had on student achievement. The three schedules included the block and traditional schedules, and the rotating/hybrid, a blend of the former two schedules. The results indicated the variable most closely associated with success on the AP Biology exam was the length of experience the teachers had teaching the course, regardless of schedule type. Although significant differences were seen in mean AP Biology test scores among the three schedule types, this could be explained by the relationship between instructors' experience and schedule type. Regression analysis determined the two strongest predictors of successful performance on the AP Biology exam were instructors' experience and perceived teaching style, regardless of schedule type. It appears that the economically developed suburbs, had teachers with the largest amount of experience teaching AP Biology, and these teachers reported using a direct approach to teaching, using lecture greater than 50% of the time. The results of this study also suggest when restructuring to improve student achievement, educators should examine other variables in addition to the high school schedule. Restructuring the day to allow for longer classes must be accompanied by professional staff development to allow teachers to develop new teaching methods. Most of the teachers in the survey reported using lecture a great deal of the time, regardless of schedule type. Comments from the teachers from the various schedules revealed that the ability to add student centered, inquiry based activities and labs were dependent on adequate class time. No information on whether or not the teachers were given professional development to expand their repertoire of teaching methods when the school adopted a block or rotating hybrid schedule was obtained. Limitations to this study include the fact that there was no independent verification of teaching style as reported by the teachers in this study. This study involved only Advanced Placement Biology classes, so no generalizations can be made to other science classes.

Hegemonic developments: the new Indian middle class, gendered subalterns, and diasporic returnees in the event of neoliberalism.

PubMed

Bhatt, Amy; Murty, Madhavi; Ramamurthy, Priti

2010-01-01

The "new middle class" as a political construct is valuable for feminist theorizations of international political economy, particularly those concerned with development. The rise of the new middle class is usually juxtaposed with neoliberalism, so we offer a new theorization of neoliberalism-as-event and analyze an array of new-middle-class signs and subjects in India. Questioning the repetition of the figure of the new Indian woman in resolving the sociotemporal and spatiotemporal paradoxes of the nation, we argue, first, that the figure of the subaltern woman is a necessary counter to the new Indian woman. The arrival of the gendered subaltern on the national stage is celebrated through discourses that articulate and disarticulate the subaltern woman and bear the traces of subaltern struggles. Her gendered body constitutes the line between who can be new middle class and at the vanguard of neoliberal development and who cannot. Second, we argue that new-middle-class formation is taking place in the households of diasporic returnees through class practices that involve speaking to and for domestic servants. Returnees hold in tension urges to encourage class mobility and to discipline their servants through neoliberal governmentalities that draw on global discourses of corporate responsibility, professionalism, and empowerment. These development scripts are interspersed with reflections on the poor material conditions of domestic service work. The implications of this article for feminist theorizations of international political economy are methodological, analytical, and political.

Preferences for Early Intervention Mental Health Services: A Discrete-Choice Conjoint Experiment.

PubMed

Becker, Mackenzie P E; Christensen, Bruce K; Cunningham, Charles E; Furimsky, Ivana; Rimas, Heather; Wilson, Fiona; Jeffs, Lisa; Bieling, Peter J; Madsen, Victoria; Chen, Yvonne Y S; Mielko, Stephanie; Zipursky, Robert B

2016-02-01

Early intervention services (EISs) for mental illness may improve outcomes, although treatment engagement is often a problem. Incorporating patients' preferences in the design of interventions improves engagement. A discrete-choice conjoint experiment was conducted in Canada to identify EIS attributes that encourage treatment initiation. Sixteen four-level attributes were formalized into a conjoint survey, completed by patients, family members, and mental health professionals (N=562). Participants were asked which EIS option people with mental illness would contact. Latent-class analysis identified respondent classes characterized by shared preferences. Randomized first-choice simulations predicted which hypothetical options, based on attributes, would result in maximum utilization. Participants in the conventional-service class (N=241, 43%) predicted that individuals would contact traditional services (for example, hospital location and staffed by psychologists or psychiatrists). Membership was associated with being a patient or family member and being male. Participants in the convenient-service class (N=321, 57%) predicted that people would contact services promoting easy access (for example, self-referral and access from home). Membership was associated with being a professional. Both classes predicted that people would contact services that included short wait times, direct contact with professionals, patient autonomy, and psychological treatment information. The convenient-service class predicted that people would use an e-health model, whereas the conventional-service class predicted that people would use a primary care or clinic-hospital model. Provision of a range of services may maximize EIS use. Professionals may be more apt to adopt EISs in line with their beliefs regarding patient preferences. Considering several perspectives is important for service design.

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.…

Influence of Professional Preparation and Class Structure on HIV, STD, and Pregnancy Prevention Education

ERIC Educational Resources Information Center

Rhodes, Darson L.; Jozkowski, Kristen N.; Hammig, Bart J.; Ogletree, Roberta J.; Fogarty, Erin C.

2014-01-01

Objective: The purpose of this study was to determine if education about human immunodeficiency virus (HIV)/sexually transmitted disease (STD) and pregnancy prevention is dependent on professional preparation and/or class structure. Design: A secondary data analysis of the 2006 School Health Policies and Programmes Study (SHPPS) was conducted.…

Professional assessment of facial profile attractiveness.

PubMed

Soh, Jen; Chew, Ming Tak; Wong, Hwee Bee

2005-08-01

The aim of this study was to compare the assessments of Chinese facial profile attractiveness by orthodontists and oral surgeons. The sample comprised 31 dental professionals (20 orthodontists, 11 oral surgeons) in an Asian community. Facial profile photographs and lateral cephalometric radiographs of 2 Chinese adults (1 man, 1 woman) with normal profiles, Class I incisor relationships, and Class I skeletal patterns were digitized. The digital images were modified by altering cephalometric skeletal and dental hard tissue Chinese normative values in increments of 2 standard deviations in the anteroposterior plane to obtain 7 facial profiles for each sex. The images were bimaxillary protrusion, protrusive mandible, retrusive mandible, normal profile (Class I incisor with Class I skeletal pattern), retrusive maxilla, protrusive maxilla, and bimaxillary retrusion. The Mann-Whitney U test was used to determine professional differences in assessment. Multiple regression analysis was performed with age, professional status, sex, and number of years in practice as independent variables. A strong correlation was found in the profile assessment between orthodontists and oral surgeons. Normal and bimaxillary retrusive Chinese male and female profiles were judged to be highly attractive by orthodontists and oral surgeons. Chinese male and female profiles with protrusive mandibles were judged the least attractive. There was a difference in professional opinion about the most attractive male profile (P < .05), with orthodontists preferring a flatter profile and oral surgeons preferring a fuller normal Chinese profile. Sex of dental professionals and number of years in clinical practice were found to affect profile rankings.

Interdisciplinary Professional Development: Astrolabes for Medievalists

NASA Astrophysics Data System (ADS)

Larsen, Kristine

2014-06-01

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

A Classroom of Her Own: How New Teachers Develop Instructional, Professional, and Cultural Competence.

ERIC Educational Resources Information Center

Cattani, Dana Haight

This book, a commentary on becoming a teacher, presents a set of essays based on observations of a group of young, white, middle class female teachers learning what it means to be alone at the head of the classroom. It presents a textured picture of the development of competence. The picture is organized around the complications of ordinary life…

What is best practice in sex and relationship education? A synthesis of evidence, including stakeholders’ views

PubMed Central

Pound, Pandora; Denford, Sarah; Shucksmith, Janet; Tanton, Clare; Johnson, Anne M; Owen, Jenny; Hutten, Rebecca; Mohan, Leanne; Bonell, Chris; Abraham, Charles; Campbell, Rona

2017-01-01

Objectives Sex and relationship education (SRE) is regarded as vital to improving young people’s sexual health, but a third of schools in England lacks good SRE and government guidance is outdated. We aimed to identify what makes SRE programmes effective, acceptable, sustainable and capable of faithful implementation. Design This is a synthesis of findings from five research packages that we conducted (practitioner interviews, case study investigation, National Survey of Sexual Attitudes and Lifestyles, review of reviews and qualitative synthesis). We also gained feedback on our research from stakeholder consultations. Settings Primary research and stakeholder consultations were conducted in the UK. Secondary research draws on studies worldwide. Results Our findings indicate that school-based SRE and school-linked sexual health services can be effective at improving sexual health. We found professional consensus that good programmes start in primary school. Professionals and young people agreed that good programmes are age-appropriate, interactive and take place in a safe environment. Some young women reported preferring single-sex classes, but young men appeared to want mixed classes. Young people and professionals agreed that SRE should take a ‘life skills’ approach and not focus on abstinence. Young people advocated a ‘sex-positive’ approach but reported this was lacking. Young people and professionals agreed that SRE should discuss risks, but young people indicated that approaches to risk need revising. Professionals felt teachers should be involved in SRE delivery, but many young people reported disliking having their teachers deliver SRE and we found that key messages could become lost when interpreted by teachers. The divergence between young people and professionals was echoed by stakeholders. We developed criteria for best practice based on the evidence. Conclusions We identified key features of effective and acceptable SRE. Our best practice criteria can be used to evaluate existing programmes, contribute to the development of new programmes and inform consultations around statutory SRE. PMID:28669970

[The accreditation of professional competence: the analysis of nursing
interventions to control anxiety in surgical patients].

PubMed

Brea-Rivero, Pilar; Herrera-Usagre, Manuel; Rojas-de-Mora-Figueroa, Ana; Esposito, Thomas

2016-01-01

. The accreditation of professional competence: the analysis of nursing interventions to control anxiety in surgical patients. The preoperative anxiety is a state of discomfort or unpleasant tension resulting from concerns about illness, hospitalization, anesthesia, surgery or the unknown. Nurses play a vital role reducing preoperative anxiety. An accreditation program was developed in Andalusia (Spain) to measure nurses' competences in this and others fields. To analyze the accredited nurses' interventions spectrum to reduce anxiety in surgical patients and to check if their range of interventions depends upon their professional skills accreditation level. Cross-sectional study. From 20016 to 2014, 1.282 interventions performed by 303 operating room nurses accredited through the Professional Skills Accreditation Program of the Andalusian Agency for Health Care Quality (ACSA) were analyzed with the latent class analysis (LCA) and multinomial logistic regression. Two-thirds of the sample was accredited in Advanced level, about 31% in Expert level and 2.6% in Excellent level. Mean age of patients was 58.5±19.8 years. Three professional profiles were obtained from the LCA. Those nurses classified in Class I (22.4% of the sample) were more likely to be women, to can for younger patients, and to be accredited in Expert or Excellent Level and to perform the larger range of interventions, becoming therefore the most complete professional profile. Those nurses who perform a wider range of interventions and specifically two evidence based interventions such Calming Technique and Coping Enhancement are those who have a higher level of accreditation level.

Development of an Instrument to Measure Pharmacy Student Attitudes Toward Social Media Professionalism

PubMed Central

Spivey, Christina A.; Jaeger, Melanie C.; Williams, Jennifer; George, Christa

2017-01-01

Objectives. To develop and validate a scale measuring pharmacy students’ attitudes toward social media professionalism, and assess the impact of an educational presentation on social media professionalism. Methods. A social media professionalism scale was used in a pre- and post-survey to determine the effects of a social media professionalism presentation. The 26-item scale was administered to 197 first-year pharmacy (P1) students during orientation. Exploratory factor analysis was applied to determine the number of underlying factors responsible for covariation of the data. Principal components analysis was used as the extraction method. Varimax was selected as the rotation method. Cronbach’s alpha was estimated. Wilcoxon signed rank test was used to compare pre- and post-scores of each item, subscale, and total scale. Results. There were 187 (95%) students who participated. The final scale had five subscales and 15 items. Subscales were named according to the professionalism tenet they best represented. Scores of items addressing reading/posting to social media during class, an employer’s use of social media when making hiring decisions, and a college/university’s use of social media as a measure of professional conduct significantly increased from pre-test to post-test. The “honesty and integrity” subscale score also significantly increased. Conclusion. The social media professionalism scale measures five tenets of professionalism and exhibits satisfactory reliability. The presentation improved P1 students’ attitudes regarding social media professionalism. PMID:28630506

Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts To Educate High School Students about Alcohol

PubMed Central

2015-01-01

We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional development either at a conference-based workshop (NSTA or NCSTA) or via distance learning to learn how to incorporate the APEP modules into their teaching. They field-tested the modules in their classes during the following year. Teacher knowledge of chemistry and biology concepts increased significantly following professional development, and was maintained for at least a year. Their students (n = 14 014) demonstrated significantly higher scores when assessed for knowledge of both basic and advanced chemistry and biology concepts compared to students not using APEP modules in their classes the previous year. Higher scores were achieved as the number of modules used increased. These findings are consistent with our previous studies, demonstrating higher scores in chemistry and biology after students use modules that integrate topics interesting to them, such as drugs (the Pharmacology Education Partnership). PMID:24803686

Influence of Social Class Perceptions on Attributions among Mental Health Practitioners

PubMed Central

Thomposon, Mindi; Diestelmann, Jacob; Cole, Odessa; Keller, Abiola; Minami, Takuya

2018-01-01

Objective A vignette-based study assessed the influence of social class attributions toward a hypothetical client’s difficulty. Method 188 licensed mental health professionals who were recruited through professional listservs completed an online survey after reviewing one of two versions of a vignette describing a hypothetical client that varied based on social class cues. Results As expected, this sample of licensed mental health practitioners detected social class differences based on the descriptors of the hypothetical client across the two vignettes. These perceived social class differences, however, did not impact participants’ attributions toward the client for causing or solving her problems, level of GAF score ascribed to the client, or willingness to work with the client. Conclusions There was no evidence that participants differentially ascribed attributions based on social class. Implications and directions for future research are provided. PMID:24499284

An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension towards Their Instructors

ERIC Educational Resources Information Center

Kavanoz, Suzan

2017-01-01

Promoting higher communication efficiency among teacher candidates and acting as models are among the main professional responsibilities of teacher educators. This makes the task of teachers even more important in language education classes where students are prospective language teachers and their development as language teachers highly depend on…

Mapping the Field: A Report on Expanded-Time Schools in America. Fall 2012

ERIC Educational Resources Information Center

Edwards, Jessica

2012-01-01

Expanding learning time has become a leading strategy for closing the achievement and opportunity gaps that plague high-poverty schools in particular. With more time, educators are able to deepen the curriculum, embed enrichment classes and activities, and engage in frequent opportunities for teacher collaboration and professional development.…

Student Voice in High School: An Action Research Study

ERIC Educational Resources Information Center

Termini, Lorraine

2013-01-01

This action research study examined the effects of student voice in one high school and the self-reflection of the researcher-administrator involved in the effort. Using three cycles of action research, the researcher-administrator completed a pilot study, implemented a student voice project in one class, and developed a professional development…

Participatory Learning through Social Media: How and Why Social Studies Educators Use Twitter

ERIC Educational Resources Information Center

Krutka, Daniel G.; Carpenter, Jeffrey P.

2016-01-01

The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities. To…

Involvement in Out-of-Class Activities: A Mixed Research Synthesis Examining Outcomes with a Focus on Engineering Students

ERIC Educational Resources Information Center

Simmons, Denise R.; Creamer, Elizabeth G.; Yu, Rongrong

2017-01-01

Co-curricular and extracurricular involvement plays important roles in students' cognitive and effective development, educational effectiveness and satisfaction, and sense of belonging. Moreover, these practices can help equip a diverse population with the academic and professional skills necessary to succeed in the technological workforce. Yet…

Celebrating Musical Diversity: Training Culturally Responsive Music Educators in Multiracial Singapore

ERIC Educational Resources Information Center

Cain, Melissa

2015-01-01

This article explores outcomes of research into the role and place of cultural diversity in primary music classes at five government schools in Singapore. The study highlights the ways in which a variety of factors such as specialist music training, government policy, curriculum documents, and professional development influence teacher practice.…

Designing for Improvement in Professional Development for Community College Developmental Mathematics Faculty

ERIC Educational Resources Information Center

Edwards, Ann R.; Sandoval, Carlos; McNamara, Haley

2015-01-01

More than 60% of the nation's 14 million community college students are required to complete at least one developmental mathematics class before enrolling in college-credit courses; however, 80% of them do not successfully complete any college-level mathematics course within 3 years. To address this problem, the Community College Pathways…

Cultivating Writers: Figurative Language in the Developmental Class

ERIC Educational Resources Information Center

Nelson, Alexis

2012-01-01

Some teaching strategies grow out of the curricula educators inherit or develop through professional reading; others originate in the aromatic humus of their autobiographies. This article presents a proposal that has its origins in the latter. The author recognized that what delights her in prose or poetry is the figurative language a writer uses…

Evaluating the Impacts of Professional Development: A Mixed Method Study of Adult Education Learning Communities

ERIC Educational Resources Information Center

Dilworth, Jessica S.

2010-01-01

Adult education programs providing classes to students preparing for high school equivalency and learning English that demonstrate characteristics of learning organizations may be better able to thrive when confronted with less-than-ideal circumstances. Many of these programs organize adult educators into learning communities as the context for…

Strategic Questioning: What Can You Tell Me about...Sharks?

ERIC Educational Resources Information Center

Fordham, Nancy

2006-01-01

Teachers of core middle level classes are now expected to play a larger role in supporting students' reading of course materials than has traditionally been the case. University courses and high-quality professional development emphasizing content literacy can equip teachers with important insights about reading and can provide them with a…

"The Scarlet Letter" from a Geometric Perspective

ERIC Educational Resources Information Center

Cozza, Barbara; McDonough, Patrick; Laboranti, Carol

2011-01-01

Many times teachers hear students say: "Why are we learning this? Why do we have to know this? When are we going to use this outside of class time?" These common questions are probably familiar to most high school teachers. An 11th-grade English teacher attended a university-school district professional development (PD) program on…

Off to the Duck Races: Planning for Inquiry in STEM

ERIC Educational Resources Information Center

Stephan, Michelle

2016-01-01

Although most tasks that STEM professionals engage in--like identifying problems, making models, and testing those models--involve inquiry, many STEM classes still rely on direct instruction. Stephan argues that even as new resources for active learning are being developed for STEM instruction, many teachers aren't using these resources and tasks…

Teachers as Intellectuals and Advocates: Professional Development for Bilingual Education Teachers

ERIC Educational Resources Information Center

Tellez, Kip; Varghese, Manka

2013-01-01

Bilingual education continues to be one of the most controversial educational programs worldwide. In several US states, it has even been put to a vote in general elections. Internationally, nations that have long promoted multilingualism are debating whether the languages of new, working-class immigrants deserve to be taught in schools.…

HERO HELPS for Home Economics Related Occupation Coordinators. Volume I.

ERIC Educational Resources Information Center

Northern Arizona Univ., Flagstaff. Center for Vocational Education.

These 25 modules for independent study comprise the first volume of a two-volume set of HERO (Home Economics Related Occupations) HELPS for student use in competency-based professional development. A management system that includes a filing system, testing, record keeping, and scheduling is discussed. A sample contract and other class management…

Collaborative Philosophical Enquiry for School Children: Socio-Emotional Effects at 11 to 12 Years

ERIC Educational Resources Information Center

Trickey, S.; Topping, K. J.

2006-01-01

Two measures were used to investigate the socioemotional effects of collaborative philosophical enquiry on children aged 11 at pre-test in five experimental and three control primary (elementary) school mainstream classes. Experimental teachers received initial and follow-up professional development. In a pre-post controlled design, experimental…

New Approaches for Moving Upstream: How State and Local Health Departments Can Transform Practice to Reduce Health Inequalities

ERIC Educational Resources Information Center

Freudenberg, Nicholas; Franzosa, Emily; Chisholm, Janice; Libman, Kimberly

2015-01-01

Growing evidence shows that unequal distribution of wealth and power across race, class, and gender produces the differences in living conditions that are "upstream" drivers of health inequalities. Health educators and other public health professionals, however, still develop interventions that focus mainly on "downstream"…

Tutor-Student Interaction in Seminar Teaching: Implications for Professional Development

ERIC Educational Resources Information Center

Hardman, Jan

2016-01-01

While much of the recent academic literature into university seminar teaching has focused on collaborative learning involving student-student interaction, little research has been done into tutor-student interaction and how tutors interact with students during whole class, group-based and one-to-one teaching. In response to this finding, this…

[Main factors of occupational risk for railway workers].

PubMed

Kaptsov, V A; Pankova, V B; Kutovoĭ, V S

2001-01-01

The paper shows the specific features of development of occupational diseases associated with the classes of working conditions by the degree of hazard and risk. It provides a scientifically founded evidence for that the indicators of a potential risk of working conditions should be included into the methodology of assessment of a professional risk.

Bringing CASE in from the Cold: The Teaching and Learning of Thinking

ERIC Educational Resources Information Center

Oliver, Mary; Venville, Grady

2017-01-01

"Thinking Science" is a 2-year program of professional development for teachers and thinking lessons for students in junior high school science classes. This paper presents research on the effects of "Thinking Science" on students' levels of cognition in Australia. The research is timely, with a general capability focused on…

Energy Project Professional Development: Promoting Positive Attitudes about Science among K-12 Teachers

ERIC Educational Resources Information Center

Robertson, Amy D.; Daane, Abigail R.

2017-01-01

Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of…

Improving Middle-School Students' Knowledge and Comprehension in Social Studies: A Replication

ERIC Educational Resources Information Center

Vaughn, Sharon; Roberts, Greg; Swanson, Elizabeth A.; Wanzek, Jeanne; Fall, Anna-Mária; Stillman-Spisak, Stephanie J.

2015-01-01

This study aimed to replicate findings that demonstrated impact on students' reading comprehension and social studies content learning. Using a randomized control trial, intervention, and outcome measures, this study was replicated in 85 8th-grade social studies classes with 19 teachers. Teachers were provided professional development on…

The development of loneliness from mid- to late adolescence: trajectory classes, personality traits, and psychosocial functioning.

PubMed

Vanhalst, Janne; Goossens, Luc; Luyckx, Koen; Scholte, Ron H J; Engels, Rutger C M E

2013-12-01

Although loneliness is a common problem across late adolescence, its developmental course has not been investigated in depth in this period of life. The present study aims to fill this gap by means of a five-wave cohort-sequential longitudinal study spanning ages 15 to 20 (N = 389). Both variable-centered (i.e., latent growth curve modeling) and person-centered (i.e., latent class growth analysis) approaches were used. Variable-centered analyses showed that loneliness generally decreased over time. Person-centered analyses pointed to considerable inter-individual differences in the development of loneliness, and identified five trajectory classes (i.e., stable low, low increasing, moderate decreasing, high increasing, and chronically high). These five trajectory classes were differentially related to personality traits at age 15 (i.e., extraversion, agreeableness, and emotional stability) and psychosocial functioning at age 20 (i.e., depressive symptoms, self-esteem, anxiety, and perceived stress). These findings underscore the additional value of studying subgroups regarding the development of loneliness. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

What Do Families of the "Professional and Managerial" Class Educate Their Children For? The Links between Happiness and Autonomy

ERIC Educational Resources Information Center

Collet-Sabé, Jordi; Tort, Antoni

2015-01-01

Based on a qualitative study involving 124 professional and managerial class families in Catalonia (Spain), this paper describes the aims and objectives these families have for the education of their children. During the fieldwork, when asked what they were aiming for in the education of their children, almost all of the parents replied "for…

Expanding the Classroom: Benefits of Field Classes for Interdisciplinary Courses.

NASA Astrophysics Data System (ADS)

Schwarzschild, A.

2014-12-01

Ecological Research stations are often used to house field trips and short courses for science classes. These facilities, however, can also provide unique benefits when used for interdisciplinary courses and Professional Development programs not directly tied to field research. Located near the southern tip of the Delmarva Peninsula, the University of Virginia's Anheuser-Busch Coastal Research Center (ABCRC) serves as the field station for the Virginia Coast Reserve Long Term Ecological Research Program (VCR-LTER). Along with hosting field trips and short course for subjects like Marine Biology, Aquatic Ecology and Coastal Geology, the ABCRC has recently hosted Professional Development programs for public school Art teachers and a Nature Writing class for college students. These interdisciplinary programs are part of the ABCRC's participation in the Ecological Reflections Program (http://www.ecologicalreflections.com/) sponsored by The National Science Foundation and the LTER Network, with a goal of tying VCR-LTER data with the Humanities to increase appreciation of coastal environments and the ecosystem services they provide. Participants in these interdisciplinary programs are exposed to cutting edge field research and immersed (often quite literally) in coastal environments while they practice their art forms. The resulting paintings, drawings, nature essays and short stories demonstrate the impacts exposure to natural environments can have on program participants and how these experiences may shape their future works. Public exhibitions and readings allow these experiences to be shared with a larger audience.

The community health worker cultural mentoring project: preparing professional students for team work with health workers from urban communities.

PubMed

Sherwen, Laurie N; Schwolsky-Fitch, Elena; Rodriquez, Romelia; Horta, Greg; Lopez, Ivanna

2007-01-01

Community Health Workers or CHWs (also known by a variety of alternative titles) are health workers drawn from communities to provide access to care for members of their communities. CHWs have been documented as effective in delivering a variety of services in a culturally-sensitive manner, and in providing a bridge between health professionals and underserved or minority communities. Yet, CHWs have not been well incorporated into interdisciplinary health care teams. The majority of health professionals are not even aware of the possible role and skills of CHWs. Believing that the best time to educate professionals about this valuable health worker and ensure that CHWs become part of interdisciplinary health care teams is during the student years, the Hunter College Schools of the Health Professions, and the Community Health Worker Network of New York City developed a pilot project, the Community Health Worker Cultural Mentoring Project. Community Health Workers, who were members of the Network, served as "community mentors" for health professions students drawn from the programs of community health education, nursing, and nutrition. CHWs worked with faculty of selected courses in each of the professional programs, and served as panelists in these courses, presenting information about health beliefs and alternative health practices of diverse cultural groups in communities of New York City. Class sessions were first held in the fall of 2004; subsequent sessions were held in following semesters. Approximately 40 students participated in 7 classes, with 6 CHWs serving as mentors - two per class. At the end of the classroom presentations, students wrote reflections relating to their understanding of the CHW role and relevance for their future interdisciplinary practice. The majority of reflections met the goal of increasing professional students' understanding of the CHW role and skills. At this point, quantitative and qualitative data will need to be collected to verify the benefits of CHWs serving as cultural mentors, in order to determine the value of such panels being incorporated into health professions' education programs.

An Element of Practical Knowledge in Education: Professional Routines

ERIC Educational Resources Information Center

Lacourse, France

2011-01-01

The question of practical knowledge and its teaching has arisen more perceptibly since the appearance of the aim to professionalize teachers. How can imperceptible knowledge such as professional routines be taught? To establish a social fabric and effective class management, it is essential to call on creative and adaptive professional routines.…

Earth2Class: Assessing Interactions Between Research Scientists and Classroom Teachers

NASA Astrophysics Data System (ADS)

Passow, M. J.; Iturrino, G.; Assumpcao, C. M.; Baggio, F. D.

2006-12-01

The Earth2Class Workshops at the Lamont-Doherty Earth Observatory (E2C) have brought together research scientists and secondary school teachers from the New York metropolitan area and neighboring states to learn about outcomes of investigations into many aspects of the Earth System and processes involved in making such discoveries. NSF Geoscience Education Grant 0331232 has provided support for an expanded program over the past three years, described at the 2005 Fall Meeting. We now present the results of formative and summative assessments of the effectiveness of this project. Among questions explored were: What aspects of the E2C format and educational technology most effectively connect research discoveries with classroom teachers and their students? What benefits result through interactions among teachers from highly diverse districts and backgrounds with research scientists, and what benefits do the scientists gain from participation? How can the E2C format serve as a model for other research institution-school district partnerships as a mechanism for broader dissemination of scientific discoveries? Formative evaluations were conducted through online and written responses from participants, feedback from conference presentations, and comments posted on teacher list-servers. Almost all responses were overwhelmingly positive. Formal, summative studies conducted by two external grant evaluators also noted many positive results. One abridged conclusion states: The E2C project is a unique and effective professional development program that can stimulate teachers and keep them informed of the vital content they teach. It is a model worthy of duplication in other subject areas and across the country. It may help to retain the best of our teachers and overcome an unfortunate attrition rate. The direct contact with professional scientists and collegial interactions in a non-threatening professional environment are critical dispositional and cognitive components of this success. The second reports: The E2C program and its associated resources provide unique, high-quality professional development to both teachers in the E2C workshops and to those that seek on-line professional development and/or useful classroom materials and ideas. The E2C website promises to be a site of first choice when searching for curricular materials. Although there are negligible concerns regarding the scalability of the program, Earth2Class has proven that cutting-edge research in the Earth sciences can be made accessible to classroom teachers, who, in turn, can share exciting research with their students. The E2C concept clearly warrants further exploration and testing at other sites. This exciting, innovative program has successfully modeled a synergistic relationship between notable scientists and K-12 teachers. Through this program, K-12 teachers receive unparalleled professional development and researchers are provided with a clearly delineated, direct means of achieving their mandated education and public outreach (Criterion 2) responsibilities. One can hardly imagine a more fruitful, win/win situation. Cooperating scientists utilized this program to make results of their investigations known to hundreds of teachers and, through them, thousands of students. Participants in the Workshops and others using archived versions on www.earth2class.org gained new understandings about many areas of geoscience and how scientists identify questions to explore. Middle and high school Earth Science teachers and students benefited from the myriad of online resources.

Teaching practice and effect of the curriculum design and simulation courses under the support of professional optical software

NASA Astrophysics Data System (ADS)

Lin, YuanFang; Zheng, XiaoDong; Huang, YuJia

2017-08-01

Curriculum design and simulation courses are bridges to connect specialty theories, engineering practice and experimental skills. In order to help students to have the computer aided optical system design ability adapting to developments of the times, a professional optical software-Advanced System of Analysis Program (ASAP) was used in the research teaching of curriculum design and simulation courses. The ASAP tutorials conducting, exercises both complementing and supplementing the lectures, hands-on practice in class, autonomous learning and independent design after class were bridged organically, to guide students "learning while doing, learning by doing", paying more attention to the process instead of the results. Several years of teaching practice of curriculum design and simulation courses shows that, project-based learning meets society needs of training personnel with knowledge, ability and quality. Students have obtained not only skills of using professional software, but also skills of finding and proposing questions in engineering practice, the scientific method of analyzing and solving questions with specialty knowledge, in addition, autonomous learning ability, teamwork spirit and innovation consciousness, still scientific attitude of facing failure and scientific spirit of admitting deficiency in the process of independent design and exploration.

Librarian instruction-delivery modality preferences for professional continuing education

PubMed Central

Lynn, Valerie A.; Bose, Arpita; Boehmer, Susan J.

2010-01-01

Objectives: Attending professional continuing education (CE) is an important component of librarianship. This research study identified librarians' preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes. Methods: Five instruction-delivery modalities and six influential factors were identified for inclusion in an online survey. The survey completed by members of the American Library Association (ALA), Special Libraries Association (SLA), and Medical Library Association (MLA) provided the data for analysis of librarian preferences and influential factors. Results: The majority of respondents were MLA members, followed by ALA and SLA members. Librarians from all three library associations preferred the face-to-face instructional modality. The most influential factor associated with the decision to attend a professional CE class was cost. Conclusions: All five instruction-delivery modalities present useful structures for imparting professional CE. As librarians' experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies. PMID:20098656

Librarian instruction-delivery modality preferences for professional continuing education.

PubMed

Lynn, Valerie A; Bose, Arpita; Boehmer, Susan J

2010-01-01

Attending professional continuing education (CE) is an important component of librarianship. This research study identified librarians' preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes. Five instruction-delivery modalities and six influential factors were identified for inclusion in an online survey. The survey completed by members of the American Library Association (ALA), Special Libraries Association (SLA), and Medical Library Association (MLA) provided the data for analysis of librarian preferences and influential factors. The majority of respondents were MLA members, followed by ALA and SLA members. Librarians from all three library associations preferred the face-to-face instructional modality. The most influential factor associated with the decision to attend a professional CE class was cost. All five instruction-delivery modalities present useful structures for imparting professional CE. As librarians' experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies.

National Geothermal Academy. Geo-Heat Center Quarterly Bulletin, Vol. 31 No. 2 (Complete Bulletin). A Quarterly Progress and Development Report on the Direct Utilization of Geothermal Resources

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

Boyd, Tonya; Maddi, Phillip

2012-08-01

The National Geothermal Academy (NGA) is an intensive 8-week overview of the different aspects involved in developing a geothermal project, hosted at University of Nevada, Reno. The class of 2012 was the second graduating class from the academy and included 21 students from nine states, as well as Saudi Arabia, Dominica, India, Trinidad, Mexico. The class consisted of people from a wide range of scholastic abilities from students pursuing a Bachelor’s or Master’s degrees, to entrepreneurs and professionals looking to improve their knowledge in the geothermal field. Students earned 6 credits, either undergraduate or graduate, in engineering or geology. Overall,more » the students of the NGA, although having diverse backgrounds in engineering, geology, finance, and other sciences, came together with a common passion to learn more about geothermal.« less

Training Centers for Onsite Wastewater Treatment

EPA Pesticide Factsheets

Onsite wastewater training centers offer classes, demonstration projects and research facilities for onsite industry professionals. Classes include wastewater management, new technologies and pre-licensing.

Communicating Microbiology Concepts from Multiple Contexts through Poster Presentations.

PubMed

Gruss, Amy Borello

2018-01-01

Accredited environmental engineering degrees require graduates to be able to apply their scholarship to concepts of professional practice and design. This transferable skill of relating what you learn in one setting to another situation is vital for all professions, not just engineering. A course project involving designing and presenting a professional poster was implemented to enhance student mastery in Environmental Engineering Microbiology while also developing communication and transferable skills vital for all majors. Students were asked to read a contemporary non-fiction book relating to microbiology and expand upon the book's thesis by integrating course content, news articles, and peer-reviewed journal articles. They then were required to present this information in class using a professional poster. Students felt the project allowed them to synthesize and organize information, analyze ideas, and integrate ideas from various sources. These transferable skills are vital for students and professionals alike to be able to communicate advanced information and master a topic.

"Risky Fun" or "Authentic Science"? How Teachers' Beliefs Influence Their Practice during a Professional Development Programme on Outdoor Learning

ERIC Educational Resources Information Center

Glackin, Melissa

2016-01-01

Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical…

Reflecting, Coaching and Mentoring to Enhance Teacher-Child Interactions in Head Start Classrooms

ERIC Educational Resources Information Center

Zan, Betty; Donegan-Ritter, Mary

2014-01-01

In this study we examined the impact of a year long model of professional development comprised of a monthly cycle of video-based self-reflection, peer coaching, and mentoring and bimonthly workshops focused on selected Classroom Assessment Scoring System (CLASS) dimensions. Education supervisors were trained and supported by project staff to lead…

Early Childhood Teachers' Use of Effective Instructional Practices and the Collateral Effects on Young Children's Behavior

ERIC Educational Resources Information Center

Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L.

2014-01-01

This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…

Real Estate Appraising. A Suggested Adult Education Course.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Continuing Education Curriculum Development.

Developed to assist teachers of classes in real estate appraisal and to help students prepare for professional qualification, this guide presents 12 lessons which may be taught in 15 two-hour sessions. The twelve lessons are (1) The Appraisal of Real Estate, (2) Real Property Value, (3) Basic Principles of Real Property Value, (4) The Appraisal…

Preliminary Results of Professional Development Program for School Science Research

ERIC Educational Resources Information Center

Wuttiprom, Sura; Wuttisela, Karntarat; Phonchaiya, Sonthi; Athiwaspong, Wanwalai; Chitaree, Ratchapak; Sharma, Manjula Devi

2016-01-01

Teachers need to design their courses to be as similar to real-life situations as possible as genuine learning emerges in real life as opposed to studying in class. Research-based learning is an innovative approach exploring many critical strategies for success in the twenty-first century. In it, students drive their own learning through inquiry,…

Evaluation of Calipers II: Using Simulations to Assess Complex Learning Site Visit Findings. CRESST Report 821

ERIC Educational Resources Information Center

Matrundola, Deborah La Torre; Chang, Sandy; Herman, Joan

2012-01-01

The purpose of these case studies was to examine the ways technology and professional development supported the use of the SimScientists assessment systems. Qualitative research methodology was used to provide narrative descriptions of six classes implementing simulation-based assessments for either the topic of Ecosystems or Atoms and Molecules.…

Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-Class Discussions around Mathematical Problem-Solving Tasks

ERIC Educational Resources Information Center

Enoch, Sarah Elizabeth

2013-01-01

While professional developers have been encouraging teachers to plan for discourse around problem solving tasks as a way to orchestrate mathematically productive discourse (Stein, Engle, Smith, & Hughes, 2008; Stein, Smith, Henningsen, & Silver, 2009) no research has been conducted explicitly examining the relationship between the plans…

The Influences of Professional Development on Teachers' Self-Efficacy toward Educational Change

ERIC Educational Resources Information Center

Martin, Jeffrey J.; McCaughtry, Nate; Hodges-Kulinna, Pamela; Cothran, Donetta

2008-01-01

Background: Many children and adolescents are physically inactive and become even less active as they age. USA high school students' rates of attendance in physical education (PE) classes sharply decline by grade with 73% of ninth graders attending PE, while only 31% of seniors attend. Non-Caucasian youth report the lowest levels of physical…

Professional Development through Community Partnership: How a Class Project Led to Graduate Student Teaching Practices

ERIC Educational Resources Information Center

Laidemitt, Heidi; DeMola, Sarah; Martin, Jaymee; Kelley, Caroline

2012-01-01

This article is written from the perspective of 4 current MA TESOL graduate students at the Monterey Institute of International Studies (MIIS). These students have written about their experiences by incorporating their theoretical and pedagogical English language-teaching knowledge into the growth and maintenance of a community-based ESL program…

Engaging or Training Sessional Staff: Evidence from an Australian Case of Enhanced Engagement and Motivation in Teaching Delivery

ERIC Educational Resources Information Center

Byers, Philippa; Tni, Massimiliano

2014-01-01

This paper examines the effectiveness of a programme of weekly meetings between sessional staff and the unit coordinator of a large first-year class at an Australian university. Interviews with sessional staff indicate that, in addition to training and targeted professional development initiatives, management initiatives that promote engagement…

"Teaching Is a Lot More than Just Showing up to Class and Grading Assignments": Preparing Middle-Level Teachers for Longevity in the Profession

ERIC Educational Resources Information Center

Van Overschelde, James P.; Saunders, Jane M.; Ash, Gwynne Ellen

2017-01-01

The university's teacher preparation program has implemented and continually refined a professional development school program, with extended university-school relationships in its middle-level certification program. This program offers dialogue, targeted learning activities, and intensive field-based experiences to help ease preservice teachers…

Malaysia's Multimedia Super Corridor and Roles of Information Professionals.

ERIC Educational Resources Information Center

Reid, Edna

In Malaysia, the government is supporting the diffusion of the Internet and is spearheading a project to bring Malaysia into the information age, by helping to design a smart city called the Multimedia Super Corridor (MSC). The MSC is being planned as a high-technology center where world-class multimedia companies can develop state-of-the-art…

10 Good Reasons to Mentor a Student Teacher: Advantages for Supervising Mathematics Teachers and Their Classes

ERIC Educational Resources Information Center

Cavanagh, Michael; Prescott, Anne

2011-01-01

The authors have been conducting research with early career secondary mathematics teachers in metropolitan Sydney, focusing particularly on the professional experiences of student teachers. As part of the research, 12 supervising teachers were visited at their schools. Seven of them were interviewed individually about their role in developing the…

Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme

ERIC Educational Resources Information Center

Firth, Nola; Frydenberg, Erica; Steeg, Charlotte; Bond, Lyndal

2013-01-01

A dyslexia coping programme entitled "Success and Dyslexia" was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of…

Campus Eco Tours: An Integrative & Interactive Field Project for Undergraduate Biology Students

ERIC Educational Resources Information Center

Boes, Katie E.

2013-01-01

Outdoor areas within or near college campuses offer an opportunity for biology students to observe the natural world and apply concepts from class. Here, I describe an engaging and integrative project where undergraduate non-major biology students work in teams to develop and present professional "eco tours." This project takes place over multiple…

Sinking or Swimming in the Deep End? Developing Professional Academic Identities as Doctoral Students Chairing Large Classes

ERIC Educational Resources Information Center

Bereznicki, Hannah; Sutherland-Smith, Wendy; Horwood, Sharon

2014-01-01

Much of the burden of undergraduate teaching in Australian higher education institutions falls to sessional staff and postgraduate students. These members of staff assume high teaching loads and administrative management responsibilities. This paper explores the perspectives of two female academics in the unique position of being the subject…

Getting ready for the future: assessing and promoting graduate students' organizational values.

PubMed

Hendel, Tova; Gefen-Liban, Dganit

2003-10-01

Functioning as health care providers, autonomously and interdependently, require the development and acquisition of an appropriate set of personal, professional, and organizational values and ethical framework. Professional education at the graduate level is aimed at preparing nurses for leadership roles by contributing to the development of their unique bodies of professional knowledge and skills and internalizing values needed today in management roles. Values change with time, as does the organizational culture. This study examines whether value sets, of Israeli graduate nursing students, reflect internalization of the "new business values" in accordance with the new demands of the changing work environment. The sample consisted of 51 graduate students, from different classes, who participated in a seminar on aspects of nursing management during a three-year period. Results revealed that in each of the years examined, students ascribed significantly lower importance to organizational values, such as vision, competition, cooperation, risk taking, and status as compared to personal and professional values. The findings point to the need to strengthen the graduate students' organizational domain. Curricula should be designed to help nurses meet the emerging needs and the expected organizational outcomes.

Teaching Strategies for Developing Students' Argumentation Skills About Socioscientific Issues in High School Genetics

NASA Astrophysics Data System (ADS)

Dawson, Vaille Maree; Venville, Grady

2010-03-01

An outcome of science education is that young people have the understandings and skills to participate in public debate and make informed decisions about science issues that influence their lives. Toulmin’s argumentation skills are emerging as an effective strategy to enhance the quality of evidence based decision making in science classrooms. In this case study, an Australian science teacher participated in a one-on-one professional learning session on argumentation before explicitly teaching argumentation skills to two year 10 classes studying genetics. Over two lessons, the teacher used whole class discussion and writing frames of two socioscientific issues to teach students about argumentation. An analysis of classroom observation field notes, audiotaped lesson transcripts, writing frames and student interviews indicate that four factors promoted student argumentation. The factors are: the role of the teacher in facilitating whole class discussion; the use of writing frames; the context of the socioscientific issue; and the role of the students. It is recommended that professional learning to promote student argumentation may need to be tailored to individual teachers and that extensive classroom based research is required to determine the impact of classroom factors on students’ argumentation.

Physiotherapy - a feminine profession.

PubMed

Short, S D

1986-01-01

The female-dominated professions in health care are not as powerful as the male-dominated medical profession. This paper suggests that the key factor in shaping the discrepancies in pay, status and power between medicine and the female-dominated professions is gender. It is argued that physiotherapy developed as a profession for middle-class women and that family responsibilities continue to take priority over professional responsibilities for the majority of physiotherapists. Physiotherapy enjoys higher occupational prestige than social work, speech therapy, occupational therapy and nursing and it is suggested that physiotherapy has achieved this status through recruitment of women from middle and upper middle class backgrounds. The history of physiotherapy is the history of a middle class feminine profession. Copyright © 1986 Australian Physiotherapy Association. Published by . All rights reserved.

Personal and professional values held by baccalaureate nursing students.

PubMed

Kaya, Hülya; Işik, Burçin; Şenyuva, Emine; Kaya, Nurten

2017-09-01

Values are ideals and beliefs that individuals and groups uphold and lie at the core of the diverse world of human behaviour and are expressed in every human decision and action, both consciously and unconsciously. They represent basic beliefs of what is right, good or desirable and motivate both personal and professional behaviour. In the context of nursing profession, values are essential in order to maintain high standards of the nursing care. This study was planned to examine changes in nursing students' personal and professional values between entering and graduating from an undergraduate nursing programme. Ethical considerations: Measures to protect participants included obtaining Deaconship of Nursing Faculty approval, obtaining signed informed consent and maintaining confidentiality. This study was designed as longitudinal quality. The research population included 143 students registered at a first grade of a nursing faculty for the 2009-2010 academic year. Data were collected with a Questionnaire Form, the Value Preferences Scale, the Professional Values Precedence Scale and the Nursing Professional Values Scale. According to the results, social values have statistical differences in 4-year nursing education. Nursing students in second class have higher score in terms of social values than those in third class. Also, majority of students ranked human dignity as first and justice as second and third from first to fourth classes, and they have very high scores on Nursing Professional Values Scale and its subscales and stated that all items of Nursing Professional Values Scale are very important. As a result, nursing education has vital role in acquiring and maintaining professional values.

A Master Class for nursing unit managers: an Australian example.

PubMed

Duffield, Christine

2005-01-01

To design and provide a Master Class leadership course for nursing unit managers. The selection and development of nursing unit managers is important to the profession and to the units they manage given their critical role in staff retention. While many in these positions are well-qualified academically they may require ongoing professional development in a cycle of continuous learning that challenges and motivates them to maintain skill mastery. A review of the literature found examples of a Master Class conducted in the arts but none in leadership development. The elements of a Master Class have been distilled from the literature and applied to the development of a programme for 18 nursing unit managers employed at four hospitals in an area health service in New South Wales (Australia). A Delphi survey using participants determined the 20 most important topics from which to construct the programme. The programme was positively evaluated by participants in aspects such as allowing the expression of opinions, networking, stretching their minds and time to reflect on their own experiences. Nursing unit managers occupy a pivotal role in health care institutions. Investing resources into the ongoing development of their leadership skills may provide significant benefits for the individuals themselves, their staff and the organization.

The Earth2Class Model for Professional Development to Implement the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Passow, M. J.; Assumpcao, C. M.; Baggio, F. D.; Hemming, S. R.; Goodwillie, A. M.; Brenner, C.

2014-12-01

Professional development for teachers involved in the implementation of the Next Generation Science Standards (NGSS) will require a multifaceted approach combining curriculum development, understanding the nature of science, applications of engineering and technology, integrating reading and writing, and other pedagogical components. The Earth2Class Workshops (E2C) at the Lamont-Doherty Earth Observatory of Columbia University (LDEO) provides one model for creating effective training to meet the NGSS challenges. E2C has provided more than 135 workshops since 1998 that have brought together LDEO research scientists with classroom teachers and students from the New York metropolitan area and elsewhere. Each session provides teachers with the chance to learn first-hand about the wide range of investigations conducted at LDEO. This approach aligns strongly with the NGSS goals: mastery of the disciplinary core ideas, science and engineering practices, understanding the nature of science, and cross-cutting relationships. During workshops, participating teachers interact with scientists to gain understanding of what stimulated research questions, how scientists put together all the components of investigations, and ways in which results are disseminated. Networking among teachers often leads to developing lesson plans based on the science, as well as support for professional growth not always possible within the school setting. Through the E2C website www.earth2class.org, teachers and students not able to attend the live workshops can access archival versions of the sessions. The website also provides a wide variety of educational resources. These have proved to be valuable on a national basis, as evidenced by an average of more than 300,000 hits per month from thousands of site visitors. Participating researchers have found E2C to be an effective approach to provide broader outreach of their results. During the next couple of years, the E2C program will expand to provide more resources useful for educators seeking to introduce NGSS-based programs in their districts. The E2C model can be applied in other settings, with appropriate modifications.

Constructing Class: Exploring the Lived Experience of White Female Student Affairs Professionals from Working Class Families

ERIC Educational Resources Information Center

Svoboda, Victoria

2012-01-01

Researchers have explored the issue of social class in higher education through the experiences of students and faculty, but have not yet analyzed the experiences of student affairs staff. Past researchers have conflated or ignored issues of race in studies on class, and rarely acknowledge gender as a variable in the classed experience. Student…

Member Perceptions of Informal Science Institution Graduate Certificate Program: Case Study of a Community of Practice

NASA Astrophysics Data System (ADS)

Ball, Lois A.

This research attempted to understand the experiences of a cohort of informal and formal science educators and informal science institution (ISI) community representatives during and after completion of a pilot graduate certificate program. Informal science educators (ISEs) find limited opportunities for professional development and support which influence their contributions to America's science literacy and school science education. This emergent design nested case study described how an innovative program provided professional development and enabled growth in participants' abilities to contribute to science literacy. Data were collected through interviews, participant observations, and class artifacts. The program by design and constituency was the overarching entity that accounted for members' experiences. Three principal aspects of the ISI certificate program and cohort which influenced perceptions and reported positive outcomes were (1) the cohort's composition and their collaborative activities which established a vigorous community of practice and fostered community building, mentoring, and networking, (2) long term program design and implementation which promoted experiential learning in a generative classroom, and (3) ability of some members who were able to be independent or autonomous learners to embrace science education reform strategies for greater self-efficacy and career advancement. This research extends the limited literature base for professional development of informal science educators and may benefit informal science institutions, informal and formal science educators, science education reform efforts, and public education and science-technology-society understanding. The study may raise awareness of the need to establish more professional development opportunities for ISEs and to fund professional development. Further, recognizing and appreciating informal science educators as a diverse committed community of professionals who positively influence science education for everyone is essential.

Critiquing Statistics in Student and Professional Worlds

ERIC Educational Resources Information Center

Jones, Ryan Seth; Lehrer, Richard; Kim, Min-Joung

2017-01-01

This article compares students' critiques within a class discussion about an invented statistic to STEM professionals' critiques from interviews to better understand how the situated meanings of a statistic are similar and different across student and professional worlds. We discuss similarities and differences in how participants constructed…

The Team Climate Inventory as a Measure of Primary Care Teams' Processes: Validation of the French Version

PubMed Central

Beaulieu, Marie-Dominique; Dragieva, Nataliya; Del Grande, Claudio; Dawson, Jeremy; Haggerty, Jeannie L.; Barnsley, Jan; Hogg, William E.; Tousignant, Pierre; West, Michael A.

2014-01-01

Purpose: Evaluate the psychometric properties of the French version of the short 19-item Team Climate Inventory (TCI) and explore the contributions of individual and organizational characteristics to perceived team effectiveness. Method: The TCI was completed by 471 of the 618 (76.2%) healthcare professionals and administrative staff working in a random sample of 37 primary care practices in the province of Quebec. Results: Exploratory factor analysis confirmed the original four-factor model. Cronbach's alphas were excellent (from 0.88 to 0.93). Latent class analysis revealed three-class response structure. Respondents in practices with professional governance had a higher probability of belonging to the “High TCI” class than did practices with community governance (36.7% vs. 19.1%). Administrative staff tended to fall into the “Suboptimal TCI” class more frequently than did physicians (36.5% vs. 19.0%). Conclusion: Results confirm the validity of our French version of the short TCI. The association between professional governance and better team climate merits further exploration. PMID:24726073

Primary Education, Teachers' Professionalism and Social Class about Motivation and Demotivation of Government School Teachers in India

ERIC Educational Resources Information Center

Mooij, Jos

2008-01-01

Since the early 1990s, significant progress has been made with regard to education in India. This positive development stands, however, in sharp contrast with the way in which government teachers themselves think and talk about education. Instead of feeling pride and satisfaction, many teachers are unhappy, and often self-critical. Based on focus…

Concrescent Conversation as a Group Communication Tool in a Chinese University MBA Course

ERIC Educational Resources Information Center

Akan, Obasi Haki; Andres, Hayward; Medley, Barbara C.

2014-01-01

In order to be more competitive in the global marketplace, China has adopted a long-term plan to reform their higher education system. One specific aim of this plan is to facilitate the achievement of China's goal of building a world-class market-driven economy through the development of an adequate supply of MBA-trained professional managers to…

Exploring Contemporary Legal Issues in Schools from a Social Justice Frame: The Need for Ongoing Professional Development and Training for Practicing Educational Leaders

ERIC Educational Resources Information Center

Brackett, David A.; Perreault, George; Sparkman, William; Thornton, Billy W.; Barclay, Nicholas

2014-01-01

Most educational leadership preparation programs include classes designed to provide a broad survey of legal issues in the profession. Soon after these future leaders complete course requirements, their knowledge base can be outdated. We discuss, through relevant research along with theoretical and actual case studies, contemporary legal issues…

Class Politics: The Movement for the Students' Right to Their Own Language. Refiguring English Studies.

ERIC Educational Resources Information Center

Parks, Stephen

This book relates the story of the 1974 Conference on College Composition and Communication (CCCC) resolution on Students' Right to Their Own Language (SRTOL), and sets this up against the story of how Composition Studies developed as a professional field and sets both against the larger history of 1960s movements, the liberal welfare state, and…

Learning Partnerships: Strengthening American Jobs in the Global Economy. A Report of the Task Force on Workforce Development

ERIC Educational Resources Information Center

Albert Shanker Institute, 2004

2004-01-01

Global competition, sweeping technological change, and demographic shifts in the labor force call for a national campaign to improve the skills and professionalism of the American workforce. This document calls for the creation of new learning partnerships throughout communities and workplaces to sustain middle-class jobs, pay the social costs of…

Implementation Evaluation Study: Flipped Classroom Professional Development with Faculty Members to Enhance Students' Engagement in Higher Education

ERIC Educational Resources Information Center

Alebrahim, Fatimah Hussain

2016-01-01

The purpose of this qualitative study was to explore student engagement in higher education by evaluating training provided by experienced faculty members for those faculty desiring to implement a flipped classroom. A case study was utilized; data were collected in the form of online observation, in-class observation, student focus group…

Knowing Me, Knowing You: Professional Development for Support Staff

ERIC Educational Resources Information Center

Coulbeck, Joy

2009-01-01

Meeting the challenges of delivering a 21st-century curriculum and a world-class quality education ultimately depends on the willingness of the staff on the ground to give 100% effort to their jobs. Although many people in schools work very hard, some staff members are way down on the scale with regard to performance. All too often, a significant…

Transforming the Capstone: Transformative Learning as a Pedagogical Framework and Vehicle for Ethical Reflection in the Capstone Course

ERIC Educational Resources Information Center

Martin, Jason M.; Strawser, Michael G.

2017-01-01

This study emphasizes the importance of faculty development and training as a means to prepare faculty to design the capstone course as a high-impact educational practice. Specifically, this research explores transformative learning in the capstone class as a vehicle for reflection on personal and professional ethics. Students enrolled in a…

Mathematics Teachers' Beliefs about Inquiry-Based Learning after a Professional Development Course--An International Study

ERIC Educational Resources Information Center

Maass, Katja; Swan, Malcolm; Aldorf, Anna-Maria

2017-01-01

Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional…

Using Video-Based Instruction to Integrate Ethics into the Curriculum

ERIC Educational Resources Information Center

Sedaghat, Ali M.; Mintz, Steven M.; Wright, George M.

2011-01-01

This paper describes a video case discussion project based on the IMA's Statement of Ethical Professional Practice that was administered in a cost accounting class to assess the extent to which students were able to identify and discuss ethical issues raised by the facts of a case scenario. The case was developed by the IMA to advance the…

Improving Science Teacher Preparation through the APS PhysTEC and NSF Noyce Programs

NASA Astrophysics Data System (ADS)

Williams, Tasha; Tyler, Micheal; van Duzor, Andrea; Sabella, Mel

2013-03-01

Central to the recruitment of students into science teaching at a school like CSU, is a focus on the professional nature of teaching. The purpose of this focus is twofold: it serves to change student perceptions about teaching and it prepares students to become teachers who value continued professional development and value the science education research literature. The Noyce and PhysTEC programs at CSU place the professional nature of teaching front and center by involving students in education research projects, paid internships, attendance at conferences, and participation in a new Teacher Immersion Institute and a Science Education Journal Reading Class. This poster will focus on specific components of our teacher preparation program that were developed through these two programs. In addition we will describe how these new components provide students with diverse experiences in the teaching of science to students in the urban school district. Supported by the NSF Noyce Program (0833251) and the APS PhysTEC Program.

"Not Footprints Behind but Footsteps Forward": Working Class Women Who Teach

ERIC Educational Resources Information Center

Maguire, Meg

2005-01-01

This paper draws on in-depth interviews with five working class women who work/have worked as schoolteachers in inner city settings. The paper explores their subjective and continuing engagement with their class origins--their footprints in their past--as well as the way in which social class is implicated in their professional contemporary…

What is best practice in sex and relationship education? A synthesis of evidence, including stakeholders' views.

PubMed

Pound, Pandora; Denford, Sarah; Shucksmith, Janet; Tanton, Clare; Johnson, Anne M; Owen, Jenny; Hutten, Rebecca; Mohan, Leanne; Bonell, Chris; Abraham, Charles; Campbell, Rona

2017-07-02

Sex and relationship education (SRE) is regarded as vital to improving young people's sexual health, but a third of schools in England lacks good SRE and government guidance is outdated. We aimed to identify what makes SRE programmes effective, acceptable, sustainable and capable of faithful implementation. This is a synthesis of findings from five research packages that we conducted (practitioner interviews, case study investigation, National Survey of Sexual Attitudes and Lifestyles, review of reviews and qualitative synthesis). We also gained feedback on our research from stakeholder consultations. Primary research and stakeholder consultations were conducted in the UK. Secondary research draws on studies worldwide. Our findings indicate that school-based SRE and school-linked sexual health services can be effective at improving sexual health. We found professional consensus that good programmes start in primary school. Professionals and young people agreed that good programmes are age-appropriate, interactive and take place in a safe environment. Some young women reported preferring single-sex classes, but young men appeared to want mixed classes. Young people and professionals agreed that SRE should take a 'life skills' approach and not focus on abstinence. Young people advocated a 'sex-positive' approach but reported this was lacking. Young people and professionals agreed that SRE should discuss risks, but young people indicated that approaches to risk need revising. Professionals felt teachers should be involved in SRE delivery, but many young people reported disliking having their teachers deliver SRE and we found that key messages could become lost when interpreted by teachers. The divergence between young people and professionals was echoed by stakeholders. We developed criteria for best practice based on the evidence. We identified key features of effective and acceptable SRE. Our best practice criteria can be used to evaluate existing programmes, contribute to the development of new programmes and inform consultations around statutory SRE. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Action methods in the classroom: creative strategies for nursing education.

PubMed

McLaughlin, Dorcas E; Freed, Patricia E; Tadych, Rita A

2006-01-01

Nursing education recognizes the need for a framework of experiential learning that supports the development of professional roles. Action methods, originated by Jacob L. Moreno (1953), can be readily adapted to any nursing classroom to create the conditions under which students learn and practice professional nursing roles. While nurse faculty can learn to use action methods, they may not fully comprehend their theoretical underpinnings or may believe they are only used in therapy. This article explores Moreno's ideas related to psychodrama and sociodrama applied in classroom settings, and presents many examples and tips for classroom teachers who wish to incorporate action methods into their classes.

Engaging the Audience: Developing Presentation Skills in Science Students

PubMed Central

Stuart, Ann E.

2013-01-01

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

Engaging the audience: developing presentation skills in science students.

PubMed

Stuart, Ann E

2013-01-01

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

`Risky fun' or `Authentic science'? How teachers' beliefs influence their practice during a professional development programme on outdoor learning

NASA Astrophysics Data System (ADS)

Glackin, Melissa

2016-02-01

Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers' beliefs and their pedagogical practice during a two-year professional development programme associated with the 'Thinking Beyond the Classroom' project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued 'authentic' science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.

Computers, criminals, an eccentric billionaire, and APA: a brief autobiography.

PubMed

Fowler, Raymond D

2006-12-01

In this invited autobiographical account, I sum up what life has been like for me personally and professionally. For most of the first 50 years of my life, I lived in Alabama. During my years at the University of Alabama, my professional activities included developing a computer-based system to interpret the MMPI (Hathaway & McKinley, 1943), managing a national and international continuing education program for psychologists, involvement in a class action suit that resulted in the deinstitutionalization of Alabama's mental hospitals, organizing a team of professionals to reclassify all of the inmates of Alabama's prison system, and conducting a psychological autopsy on Howard Hughes. I was the American Psychological Association (APA) president in 1988 and served from 1989 to 2003 as APA Chief Executive Officer. Since my time at APA, I have been engaged in work with international psychological organizations.

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

NASA Astrophysics Data System (ADS)

Sánchez Carracedo, Fermín; Soler, Antonia; Martín, Carme; López, David; Ageno, Alicia; Cabré, Jose; Garcia, Jordi; Aranda, Joan; Gibert, Karina

2018-05-01

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students' grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students' surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

Professional Knowledge of No-Fee and For-Fee Preservice Students

ERIC Educational Resources Information Center

Li, Guang Ping; Zhang, Dewei

2013-01-01

Improving the quality of training for no-fee preservice students is crucial in implementing the no-fee teacher education policy. This study used the Preservice Student Professional Growth Questionnaire to survey the level of professional knowledge of the first class (entering in 2007) of Northeast Normal University preservice students during the…

The Educational Strategies of Danish University Students from Professional and Working-Class Backgrounds

ERIC Educational Resources Information Center

Thomsen, Jens Peter; Munk, Martin D.; Eiberg-Madsen, Misja; Hansen, Gro Inge

2013-01-01

This article studies the educational strategies adopted by university students from different class backgrounds in a Scandinavian welfare regime. Studies show distinct differences among classes relating to economic considerations, risk-averse behavior, and patterns of socialization among university students. We investigate these differences…

Confidence in the safety of standard childhood vaccinations among New Zealand health professionals.

PubMed

Lee, Carol; Duck, Isabelle; Sibley, Chris G

2018-05-04

To investigate the level of confidence in the safety of standard childhood vaccinations among health professionals in New Zealand. Data from the 2013/14 New Zealand Attitudes and Values Study (NZAVS) was used to investigate the level of agreement that "it is safe to vaccinate children following the standard New Zealand immunisation schedule" among different classes of health professionals (N=1,032). Most health professionals showed higher levels of vaccine confidence, with 96.7% of those describing their occupation as GP or simply 'doctor' (GPs/doctor) and 90.7% of pharmacists expressing strong vaccine confidence. However, there were important disparities between some other classes of health professionals, with only 65.1% of midwives and 13.6% of practitioners of alternative medicine expressing high vaccine confidence. As health professionals are a highly trusted source of vaccine information, communicating the consensus of belief among GPs/doctors that vaccines are safe may help provide reassurance for parents who ask about vaccine safety. However, the lower level of vaccine confidence among midwives is a matter of concern that may have negative influence on parental perceptions of vaccinations.

Exemplary Programs Supporting Teacher Professional Development in the U.S.A.

NASA Astrophysics Data System (ADS)

Passow, Michael J.

2015-04-01

By Law, there is no national curriculum in the U.S.A., so each State sets its own regulations for teacher certification and professional development. The Next Generation Science Standards (NGSS, http://www.nextgenscience.org/next-generation-science-standards) provide guidelines for teacher training and curriculum development in Earth Science, Life Science, and the physical sciences (chemistry and biology). Presented here are examples of effective programs designed to support in-service Earth Science teachers, especially at the middle school and high school level (grades 6 - 12, ages 12 - 18). The Earth2Class Workshops for Teachers at the Lamont-Doherty Earth Observatory of Columbia University (E2C) provides monthly gatherings of research scientists and teachers to learn about cutting-edge investigations in a wide variety of fields, and develop lesson plans to share these discoveries. The E2C website, www.earth2class.org/site, also provides a wide variety of educational resources used by teachers and students to learn about the planet. The National Earth Science Teachers Association (www.nestanet.org) is the largest professional society focused on pre-college Earth Science education. Together with its partner, Windows to the Universe (www.windows2universe.org), NESTA offers workshops and other programs at national and regional teacher conferences, a quarterly journal designed for classroom use, monthly E-Newsletters, and one of the largest collection of web resources in education. For more than twenty years, the American Meteorological Society has trained teachers across the country through its online courses: DataStreme Weather, DataStreme Ocean, and DataStreme Earth's Climate System (www.ametsoc.org/amsedu). Informal science education institutions also provide strong in-person and web-based professional development programs. Among these are the American Museum of Natural History's "Seminars on Science" (http://www.amnh.org/learn/) and many programs for educators that utilize the AMNH collections in New York City. Each year at the American Geophysical Union Meeting, teachers find out about "Hot Topics in Science" through the GIFT Workshops (http://education.agu.org/education-activities-at-agu-meetings/gift/). Field experiences aboard the scientific ocean drilling vessel, "JOIDES Resolution," have enhanced the knowledge and skills of teachers from the USA and Europe (http://joidesresolution.org/node/3002). Many teachers also connect with each other through the ESPRIT list-serv and others (http://external.oneonta.edu/mentor/listserv.html). These are just a sample of the many programs offered to provide life-long professional development for Earth Science educators and promote 'Science in Tomorrow's Classroom.'

Estimation of the Use of Antibiotics in the Small Ruminant Industry in the Netherlands in 2011 and 2012

PubMed Central

Santman-Berends, Inge; Luttikholt, Saskia; den Brom, René Van; Schaik, Gerdien Van; Gonggrijp, Maaike; Hage, Han; Vellema, Piet

2014-01-01

The aim of this study was to estimate the quantity of antibiotics and classes of antibiotics used in the small ruminant industry in the Netherlands in 2011 and 2012. Twelve large veterinary practices, located throughout the Netherlands were selected for this study. All small ruminant farms associated with these practices that had complete records on the quantity of antibiotics prescribed were included. The veterinary practices provided data on all antibiotics prescribed, and the estimated animal used daily dose of antibiotics per year (AUDD/Y) was calculated for each farm. The median AUDD/Y in small ruminant farms was zero in both years (mean 0.60 in 2011, and 0.62 in 2012). The largest quantity of antibiotic use was observed in the professional goat industry (herds of ≥32 goats) with a median AUDD/Y of 1.22 in 2011 and 0.73 in 2012. In the professional sheep industry (flocks of ≥32 sheep), the median AUDD/Y was 0 in 2011 and 0.10 in 2012. In the small scale industry (flocks or herds of <32 sheep or goats), the median AUDD/Y never exceeded 0. The most frequently prescribed antibiotics in the small scale industry and professional sheep farms belonged to the penicillin class. In professional goat farms, antibiotics of the aminoglycoside class were most frequently prescribed. This study provides the first assessment on the quantity of antibiotic use in the small ruminant industry. Given a comparable attitude towards antibiotic use, these results might be valid for small ruminant populations in other north-western European countries as well. The antibiotic use in the small ruminant industry appeared to be low, and is expected to play a minor role in the development of antibiotic resistance. Nevertheless, several major zoonotic bacterial pathogens are associated with the small ruminant industry, and it remains important that antibiotics are used in a prudent way. PMID:25115998

Lessons Learned from Undergraduate Students in Designing a Science-Based Course in Bioethics

PubMed Central

Loike, John D.; Rush, Brittany S.; Schweber, Adam; Fischbach, Ruth L.

2013-01-01

Columbia University offers two innovative undergraduate science-based bioethics courses for student majoring in biosciences and pre–health studies. The goals of these courses are to introduce future scientists and healthcare professionals to the ethical questions they will confront in their professional lives, thus enabling them to strategically address these bioethical dilemmas. These courses incorporate innovative pedagogical methods, case studies, and class discussions to stimulate the students to think creatively about bioethical issues emerging from new biotechnologies. At the end of each course, each student is required to submit a one-page strategy detailing how he or she would resolve a bioethical dilemma. Based on our experience in teaching these courses and on a qualitative analysis of the students’ reflections, we offer recommendations for creating an undergraduate science-based course in bioethics. General recommendations include: 1) integrating the science of emerging biotechnologies, their ethical ramifications, and contemporary bioethical theories into interactive class sessions; 2) structuring discussion-based classes to stimulate students to consider the impact of their moral intuitions when grappling with bioethical issues; and 3) using specific actual and futuristic case studies to highlight bioethical issues and to help develop creative problem-solving skills. Such a course sparks students’ interests in both science and ethics and helps them analyze bioethical challenges arising from emerging biotechnologies. PMID:24297296

Teach beyond Your Reach: An Instructor's Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions, and More. Second Edition

ERIC Educational Resources Information Center

Neidorf, Robin

2012-01-01

Distance education is enabling individuals to earn college and graduate degrees, professional certificates, and a wide range of skills and credentials. In addition to the expanding role of distance learning in higher education, all types of organizations now offer web-based training courses to employees, clients, and other associates. In this…

Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools.

ERIC Educational Resources Information Center

Gruber, Kerry J.; Wiley, Susan D.; Broughman, Stephen P.; Strizek, Gregory A.; Burian-Fitzgerald, Marisa

2002-01-01

Provides an overview of 1999-200 Schools and Staffing Survey (SASS) data and describes selected findings on school safety, class size, school programs, teacher salaries, prior teaching experience of principals, professional development, and school library media specialists. The SASS is the most extensive survey of elementary and secondary schools…

Indoor Tanning: The Risks of Ultraviolet Rays

MedlinePlus

... Class I devices are low risk and are subject to the least regulatory controls. Class II devices, ... Compliance Federal, State & Local Officials Consumers Health Professionals Science & Research Industry Scroll back to top Popular Content ...

Communicating Microbiology Concepts from Multiple Contexts through Poster Presentations †

PubMed Central

2018-01-01

Accredited environmental engineering degrees require graduates to be able to apply their scholarship to concepts of professional practice and design. This transferable skill of relating what you learn in one setting to another situation is vital for all professions, not just engineering. A course project involving designing and presenting a professional poster was implemented to enhance student mastery in Environmental Engineering Microbiology while also developing communication and transferable skills vital for all majors. Students were asked to read a contemporary non-fiction book relating to microbiology and expand upon the book’s thesis by integrating course content, news articles, and peer-reviewed journal articles. They then were required to present this information in class using a professional poster. Students felt the project allowed them to synthesize and organize information, analyze ideas, and integrate ideas from various sources. These transferable skills are vital for students and professionals alike to be able to communicate advanced information and master a topic. PMID:29904521

Effects of Yoga on Stress, Stress Adaption, and Heart Rate Variability Among Mental Health Professionals--A Randomized Controlled Trial.

PubMed

Lin, Shu-Ling; Huang, Ching-Ya; Shiu, Shau-Ping; Yeh, Shu-Hui

2015-08-01

Mental health professionals experiencing work-related stress may experience burn out, leading to a negative impact on their organization and patients. The aim of this study was to examine the effects of yoga classes on work-related stress, stress adaptation, and autonomic nerve activity among mental health professionals. A randomized controlled trial was used, which compared the outcomes between the experimental (e.g., yoga program) and the control groups (e.g., no yoga exercise) for 12 weeks. Work-related stress and stress adaptation were assessed before and after the program. Heart rate variability (HRV) was measured at baseline, midpoint through the weekly yoga classes (6 weeks), and postintervention (after 12 weeks of yoga classes). The results showed that the mental health professionals in the yoga group experienced a significant reduction in work-related stress (t = -6.225, p < .001), and a significant enhancement of stress adaptation (t = 2.128, p = .042). Participants in the control group revealed no significant changes. Comparing the mean differences in pre- and posttest scores between yoga and control groups, we found the yoga group significantly decreased work-related stress (t = -3.216, p = .002), but there was no significant change in stress adaptation (p = .084). While controlling for the pretest scores of work-related stress, participants in yoga, but not the control group, revealed a significant increase in autonomic nerve activity at midpoint (6 weeks) test (t = -2.799, p = .007), and at posttest (12 weeks; t = -2.099, p = .040). Because mental health professionals experienced a reduction in work-related stress and an increase in autonomic nerve activity in a weekly yoga program for 12 weeks, clinicians, administrators, and educators should offer yoga classes as a strategy to help health professionals reduce their work-related stress and balance autonomic nerve activities. © 2015 The Authors. Worldviews on Evidence-Based Nursing published by Wiley Periodicals, Inc. on behalf of Society for Worldviews on Evidence-Based Nursing.

Methodologie de la classe de conversation: Vers un enseignement de la competence a communiquer. (Methodology of the Conversation Class: Toward Education in Communicative Competence).

ERIC Educational Resources Information Center

Perez, Marcel

This study presents a model for teaching a French conversation course on the college level. The research is based on French language classes in Quebec general education and professional colleges (CEGEP). The first part states the problem, examines several programs, describes the organization of the conversation classes, presents several language…

Participation in an experiential education professional development course: An analysis of the teacher experience

NASA Astrophysics Data System (ADS)

McNamee, Dana Crosby

Experiential education opportunities are recommended in science classrooms but due to budget and time constraints (Cowart, 2010; Dallimore, et al., 2010; Johnson, 2007) schools often resort to simple science inquiry (Chinn, 2002). While many programs exist with the intention of providing teachers with experiential education opportunities, often these are short-term day trips that do not provide the same learning benefits that an extended program would (Gulamhussein, 2013). To help address these issues in their own classrooms, middle and high school teachers from New England voluntarily chose to participate in an experiential education professional development course. This study examined how the individuals' teaching had or had not changed as a result of their participation in this course. The question that guided this research was: * How do teachers benefit, and how do teachers perceive their students benefit, after their participation in an experiential education professional development course? . Research focused on teachers from middle and high schools across New England who completed a three-day program. Their participation in the course was entirely voluntary. The course goal was to provide teachers with the skills to be able to understand and apply experiential education pedagogy and principles in their classrooms. This interpretative phenomenological analysis found that all participating teachers had made changes to their curriculum and teaching methodologies as a result of their participation in the professional development course. While the experiential learning model (Kolb, 1984) played a significant role how the professional development was implemented during the professional development course for teachers, only portions of the experiential learning model were present when teachers implemented those lessons into their own classes. Regardless, teachers found that students had been impacted through the engagement they felt and the connections they made to their field-based place of study, and all teachers felt compelled to change their courses to incorporate the watershed curriculum due to its relevance for students.

Journal entries facilitating preprofessional scientific literacy and mutualistic symbiotic relationships

NASA Astrophysics Data System (ADS)

Vander Vliet, Valerie J.

This study explored journal writing as an alternative assessment to promote the development of pre-professional scientific literacy and mutualistic symbiotic relationships between teaching and learning, instruction and assessment, and students and teachers. The larger context of this study is an action reaction project of the attempted transformation of a traditional first year undergraduate pre-professional biology class to sociocultural constructivist principles. The participants were commuter and residential, full and part-time students ranging in age from 18 to 27 and 18/21 were female. The backgrounds of the students varied considerably, ranging from low to upper middle income, including students of Black and Asian heritage. The setting was a medium-sized Midwestern university. The instructor has twenty years of experience teaching Biology at the college level. The data were analyzed using the constant comparative method and the development of grounded theory. The journal entries were analyzed as to their function and form in relationship to the development of multiple aspects of pre-professional scientific literacy. The perceptions of the students as to the significance of the use of journal entries were also determined through the analysis of their use of journal entries in their portfolios and statements in surveys and portfolios. The analysis revealed that journal entries promoted multiple aspects of pre-professional scientific literacy in both students and the instructor and facilitated the development of mutualistic symbiotic relationships between teaching and learning, instruction and assessment, and students and teachers. The function analysis revealed that the journal entries fulfilled the functions intended for the development of multiple aspects of pre-professional scientific literacy. The complexity of journal writing emerged from the form analysis, which revealed the multiple form elements inherent in journal entries. Students perceived journal entries to act as cognitive, affective, and social catalysts of pre-professional scientific literacy. This study has shown that journal entries facilitate the development of multiple aspects of scientific literacy and mutualistic symbiotic relationships between teaching and learning, instruction and assessment, and students and teachers.

Learning Together with Parents of Children with Disabilities: Bringing Parent-Professional Partnership Education to a New Level

ERIC Educational Resources Information Center

Murray, Mary M.; Curran, Erin M.

2008-01-01

Parent/professional partnerships have been credited with improving outcomes for children and enhancing satisfaction for both parents and professionals. Family involvement in preservice programs is minimal and often limited to parent panels or parent involvement in a class activity such as an interview. Preservice students who have had multiple…

Epistemology and expectations survey about experimental physics: Development and initial results

NASA Astrophysics Data System (ADS)

Zwickl, Benjamin M.; Hirokawa, Takako; Finkelstein, Noah; Lewandowski, H. J.

2014-06-01

In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) evaluates students' epistemology at the beginning and end of a semester. Students respond to paired questions about how they personally perceive doing experiments in laboratory courses and how they perceive an experimental physicist might respond regarding their research. Also, at the end of the semester, the E-CLASS assesses a third dimension of laboratory instruction, students' reflections on their course's expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for physics education research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results.

Preparing educators for problem-based and community-based curricula: a student's experiences.

PubMed

Dana, N

1997-03-01

The Department of Nursing at the University of Natal Durban (UND) introduced a one year Masters Degree in Progressive Education for Health Professionals in 1996, the aim of which is to prepare educators of health professionals to understand better innovative methods of teaching, learning and more specifically problem-based learning (PBL) and community-based education (CBE). The author of this paper is a registered nurse and this paper focuses on her experiences as a student in this programme. Most of the experiences gained are related to the use of a Personal and Academic Development Portfolio, which covered activities from both her own classes and those related to facilitation of basic student's learning.

Breaking the glass ceiling.

PubMed

Lazarus, A

1997-03-01

The glass ceiling is a form of organizational bias and discrimination that prevents qualified professionals from achieving positions of top governance and leadership. This article examines glass ceiling barriers that keep physicians from the upper reaches of management. While these factors apply mainly to women and minority physicians in academia, and are attributable to sexual harassment and discrimination, physicians as a class are frequently denied executive management positions. Such denial results from inadequate preparation for a career in health care administration. Important issues in the professional development of physician executives include mentoring, training and education, administrative experience, and cultural and personality factors. All of those must be considered when making the transition from medicine to management.

RN jurisdiction over nursing care systems in nursing homes: application of latent class analysis

PubMed Central

Corazzini, Kirsten N.; Anderson, Ruth A.; Mueller, Christine; Thorpe, Joshua M.; McConnell, Eleanor S.

2015-01-01

Background In the context of declining registered nurse (RN) staffing levels in nursing homes, professional nursing jurisdiction over nursing care systems may erode. Objectives The purpose of this study is to develop a typology of professional nursing jurisdiction in nursing homes in relation to characteristics of RN staffing, drawing upon Abbott's (1988) tasks and jurisdictions framework. Method The study was a cross-sectional, observational study using the 2004 National Nursing Home Survey (N=1,120 nursing homes). Latent class analysis tested whether RN staffing indicators differentiated facilities in a typology of RN jurisdiction, and compared classes on key organizational environment characteristics. Multiple logistic regression analysis related the emergent classes to presence or absence of specialty care programs in 8 clinical areas. Results Three classes of capacity for jurisdiction were identified, including ‘low capacity’ (41% of homes) with low probabilities of having any indicators of RN jurisdiction, ‘mixed capacity’ (26% of homes) with moderate to high probabilities of having higher RN education and staffing levels, and ‘high capacity’ (32% of homes) with moderate to high probabilities of having almost all indicators of RN jurisdiction. ‘High capacity’ homes were more likely to have specialty care programs relative to ‘low capacity’ homes; such homes were less likely to be chain-owned, and more likely to be larger, provide higher technical levels of patient care, have unionized nursing assistants, have a lower ratio of LPNs to RNs, and a higher education level of the administrator. Discussion Findings provide preliminary support for the theoretical framework as a starting point to move beyond extensive reliance on staffing levels and mix as indicators of quality. Further, findings indicate the importance of RN specialty certification. PMID:22166907

Comparing the Attitudes of Pre-Health Professional and Engineering Students in Introductory Physics Courses

NASA Astrophysics Data System (ADS)

McKinney, Meghan

2015-04-01

This talk will discuss using the Colorado Learning Attitudes about Science Survey (CLASS) to compare student attitudes towards the study of physics of two different groups. Northern Illinois University has two levels of introductory mechanics courses, one geared towards biology majors and pre-health professionals, and one for engineering and physics majors. The course for pre-health professionals is an algebra based course, while the course for engineering and physics majors is a calculus based course. We've adapted the CLASS into a twenty question survey that measures student attitudes towards the practice of and conceptions about physics. The survey is administered as a pre and post assessment to look at student attitudes before and after their first course in physics.

Autobiographical Writing in the Technical Writing Course

ERIC Educational Resources Information Center

Gellis, Mark

2011-01-01

Professionals in the workplace are rarely asked to write autobiographical essays. Such essays, however, are an excellent tool for helping students explore their growth as professionals. This article explores the use of such essays in a technical writing class.

What's on YOUR Facebook profile? Evaluation of an educational intervention to promote appropriate use of privacy settings by medical students on social networking sites.

PubMed

Walton, Jennifer M; White, Jonathan; Ross, Shelley

2015-01-01

Background The rise of social media has led to growing concerns about the potential implications of 'unprofessional' postings by physicians and medical students on individuals, institutions, and the medical profession. Relevant and effective guidelines have been difficult to develop and enforce, and there is a need for students and physicians to consider how their online activities may be perceived in the context of their professional roles. The purpose of this project was to examine the Internet presence of a graduating Canadian medical school class by scanning students' public profiles on the social media site Facebook, incorporate this information into an educational activity addressing professionalism and social media, and evaluate the impact of this activity on student behavior. Methods A systematic search for public Facebook profiles of each member of the class was conducted, and data were collected on the types of publicly visible material. These were presented as part of an educational session on social media and professionalism. One month later, the Facebook search was repeated. Results Of 152 students in the class, profiles were found for 121 (79.8%). The majority of students used appropriately restrictive privacy settings; however, a significant minority had publicly visible information, including comments, photographs, location, and status as a medical student. The educational innovation was well received with more than 90% of students agreeing that this topic was important and well addressed. A follow-up search found that many students had altered their privacy settings to make less information publicly available. Conclusions A small but significant proportion of students share potentially unprofessional content on social media. An interactive educational intervention, which includes specific disclosure of how participants appear to others on social media, resulted in a significant change in student behavior.

What's on YOUR Facebook profile? Evaluation of an educational intervention to promote appropriate use of privacy settings by medical students on social networking sites.

PubMed

Walton, Jennifer M; White, Jonathan; Ross, Shelley

2015-01-01

The rise of social media has led to growing concerns about the potential implications of 'unprofessional' postings by physicians and medical students on individuals, institutions, and the medical profession. Relevant and effective guidelines have been difficult to develop and enforce, and there is a need for students and physicians to consider how their online activities may be perceived in the context of their professional roles. The purpose of this project was to examine the Internet presence of a graduating Canadian medical school class by scanning students' public profiles on the social media site Facebook, incorporate this information into an educational activity addressing professionalism and social media, and evaluate the impact of this activity on student behavior. A systematic search for public Facebook profiles of each member of the class was conducted, and data were collected on the types of publicly visible material. These were presented as part of an educational session on social media and professionalism. One month later, the Facebook search was repeated. Of 152 students in the class, profiles were found for 121 (79.8%). The majority of students used appropriately restrictive privacy settings; however, a significant minority had publicly visible information, including comments, photographs, location, and status as a medical student. The educational innovation was well received with more than 90% of students agreeing that this topic was important and well addressed. A follow-up search found that many students had altered their privacy settings to make less information publicly available. A small but significant proportion of students share potentially unprofessional content on social media. An interactive educational intervention, which includes specific disclosure of how participants appear to others on social media, resulted in a significant change in student behavior.

Job Satisfaction among Health-Care Staff in Township Health Centers in Rural China: Results from a Latent Class Analysis.

PubMed

Wang, Haipeng; Tang, Chengxiang; Zhao, Shichao; Meng, Qingyue; Liu, Xiaoyun

2017-09-22

Background : The lower job satisfaction of health-care staff will lead to more brain drain, worse work performance, and poorer health-care outcomes. The aim of this study was to identify patterns of job satisfaction among health-care staff in rural China, and to investigate the association between the latent clusters and health-care staff's personal and professional features; Methods : We selected 12 items of five-point Likert scale questions to measure job satisfaction. A latent-class analysis was performed to identify subgroups based on the items of job satisfaction; Results : Four latent classes of job satisfaction were identified: 8.9% had high job satisfaction, belonging to "satisfied class"; 38.2% had low job satisfaction, named as "unsatisfied class"; 30.5% were categorized into "unsatisfied class with the exception of interpersonal relationships"; 22.4% were identified as "pseudo-satisfied class", only satisfied with management-oriented items. Low job satisfaction was associated with specialty, training opportunity, and income inequality. Conclusions : The minority of health-care staff belong to the "satisfied class". Three among four subgroups are not satisfied with income, benefit, training, and career development. Targeting policy interventions should be implemented to improve the items of job satisfaction based on the patterns and health-care staff's features.

A Home-Language Free Adult Pre-Vocational Audio-Visual Course in English-as-a-Second Language.

ERIC Educational Resources Information Center

Smith, Philip D., Jr.

A pre-vocational English-as-a-second language course for adults was developed for the non-native speaker based upon the following assumptions: the teacher does not have to speak the language of the student; students in a class do not have to speak each others' language; the teacher need not be professionally trained in the field of teaching ESL;…

High School Science Teachers' Perceptions of the Effects of Oneto- one Computing Devices on Student Engagement

NASA Astrophysics Data System (ADS)

Bocchino, Herbert S., III

The identified problem of practice for the present action research study centers on ways in which teacher-participants in a working class poor, rural, southern high school can use the iPads in daily science classroom activities to more effectively to engage these students in their classrooms and make the curriculum meaningful. Data in the form of classroom observations, semi-structured interviews, and teacher in-service seminars was collected over a six week period. The results of the present action research study indicate a need for more professional development for incorporating iPads into science coursework for these teacher-participants at RHS despite their claim that they are well prepared to use the iPads in their science curriculum and pedagogy. The Action Plan that resulted from the present study is in the form of professional development for teachers that focuses on how iPads can be used in a constructivist pedagogy to enable better equity of historically marginalized groups of students such as young women, people of color, rural people, and working class poor people to access higher level science courses and post-secondary careers. The Action Plan details tools for iPad use with project-based learning that lends itself to student discovery, the creation of products, and personal meaning-making.

Connecting for Health Literacy: Health Information Partners

PubMed Central

Pomerantz, Karyn L.; Muhammad, Abdul-Ali; Downey, Stacey; Kind, Terry

2010-01-01

This article describes a community-based health information partnership to address health literacy and health information inequalities in marginalized communities. Public health, medical, literacy, and library practitioners promote health literacy through outreach, training, and professional development activities in community settings. They create learning environments for people to develop the necessary knowledge and skills to better understand health information and health policy so they can make decisions concerning personal and community health. Outreach activities focus on visits to neighborhood health centers, health fairs, health exhibits at union meetings and conferences; training programs involve hands-on, peer-led computer classes for people living with HIV and for the general public; and professional development programs connect librarians, health providers, public health workers, and literacy teachers in joint planning and learning. Several learners currently participate in and lead community health education programs and HIV advocacy. The coalition's strength develops from strongly shared objectives, an absence of territoriality, and a core active leadership group. PMID:18544664

Yeast for Mathematicians: A Ferment of Discovery and Model Competition to Describe Data.

PubMed

Lewis, Matthew; Powell, James

2017-02-01

In addition to the memorization, algorithmic skills and vocabulary which are the default focus in many mathematics classrooms, professional mathematicians are expected to creatively apply known techniques, construct new mathematical approaches and communicate with and about mathematics. We propose that students can learn these professional, higher-level skills through Laboratory Experiences in Mathematical Biology which put students in the role of mathematics researcher creating mathematics to describe and understand biological data. Here we introduce a laboratory experience centered on yeast (Saccharomyces cerevisiae) growing in a small capped flask with a jar to collect carbon dioxide created during yeast growth and respiration. The lab requires no specialized equipment and can easily be run in the context of a college math class. Students collect data and develop mathematical models to explain the data. To help place instructors in the role of mentor/collaborator (as opposed to jury/judge), we facilitate the lab using model competition judged via Bayesian Information Criterion. This article includes details about the class activity conducted, student examples and pedagogical strategies for success.

Primary teachers notice the impact of language on children's mathematical reasoning

NASA Astrophysics Data System (ADS)

Bragg, Leicha A.; Herbert, Sandra; Loong, Esther Yoon-Kin; Vale, Colleen; Widjaja, Wanty

2016-12-01

Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but this necessitates changes to teaching practice and hence a need for professional learning. The development of children's mathematical reasoning requires appropriate encouragement and feedback from their teacher who can only do this if they recognise mathematical reasoning in children's actions and words. As part of a larger study, we explored whether observation of educators conducting mathematics lessons can develop teachers' sensitivity in noticing children's reasoning and consideration of how to support reasoning. In the Mathematical Reasoning Professional Learning Research Program, demonstration lessons were conducted in Australian and Canadian primary classrooms. Data sources included post-lesson group discussions. Observation of demonstration lessons and engagement in post-lesson discussions proved to be effective vehicles for developing a professional eye for noticing children's individual and whole-class reasoning. In particular, the teachers noticed that children struggled to employ mathematical language to communicate their reasoning and viewed limitations in language as a major barrier to increasing the use of mathematical reasoning in their classrooms. Given the focus of teachers' noticing of the limitations in some types of mathematical language, it seems that targeted support is required for teachers to facilitate classroom discourse for reasoning.

On-the-job, real-time professional development for graduate students and early career scientists at the University of Hawaii

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Guannel, M.; Wood-Charlson, E.; Choy, A.; Wren, J.; Chang, C.; Alegado, R.; Leon Soon, S.; Needham, H.; Wiener, C.

2015-12-01

Here we present an overview of inter-related programs designed to promote leadership and professional development among graduate students and early career scientists. In a very short time, these young scientists have developed into an impressive cohort of leaders. Proposal Writing. The EDventures model combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by program alumni to NSF, 50% were funded. (Wood Charlson & Bruno, in press; cmore.soest.hawaii.edu/education/edventures.htm)Mentoring. The C-MORE Scholars and SOEST Maile Mentoring Bridgeprograms give graduate students the opportunity to serve as research mentors and non-research mentors, respectively, to undergraduates. Both programs aim to develop a "majority-minority" scientist network, where Native Hawaiians and other underrepresented students receive professional development training and personal support through one-on-one mentoring relationships (Gibson and Bruno, 2012; http://cmore.soest.hawaii.edu/scholars; http://maile.soest.hawaii.edu).Outreach & Science Communication. Ocean FEST (Families Exploring Science Together), Ocean TECH (Technology Explores Career Horizons) and the Kapiolani Community College summer bridge program provide opportunities for graduate students and post-docs to design and deliver outreach activities, lead field trips, communicate their research, and organize events (Wiener et al, 2011, Bruno & Wren, 2014; http://oceanfest.soest.hawaii.edu; http://oceantech.soest.hawaii.edu)Professional Development Course. In this career-focused graduate seminar, students and post-docs explore a range of career paths, identify and build skills, prepare application materials, and develop a class project around their professional development interests (Guannel et al, 2014).

"Making the Ordinary More Extraordinary": Exploring Creativity as a Health Promotion Practice Among Older Adults in a Community-Based Professionally Taught Arts Program.

PubMed

Cantu, Adelita G; Fleuriet, K Jill

2018-06-01

Document psychosocial and mental well-being outcomes across artistic mediums and classes of a community-based, professionally taught arts program for older adults. One hundred and thirty-eight students completed pre and post class surveys about expectations/experiences when creating art in four mediums (painting, drawing, mixed media, creative writing). In addition, 162 students composed one-paragraph biographical narratives describing their relationships to art and creative engagement. Text was coded for a priori and emergent themes to identify and explain well-being outcomes. Results of this new study supported and expanded our earlier model of improved psychosocial and mental well-being due to creative engagement: impact of class-cognitive focus and outcome of class-cognitive focus, happiness as component of mental and social well-being due to creative engagement, and robust sense of calmness during the creative process. Results suggest that professionally taught arts programming can contribute to well-being and may contribute to brain health through promoting an enhanced ability to focus. Holistic nursing treats creativity as healing, and results suggest that creative engagement should be a priority in therapeutic programming, and individual counseling for older adults to begin engaging in some form of art making suited to their abilities should be incorporated into nursing practice.

Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn

PubMed Central

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.; Reiter, Jerome P.

2014-01-01

Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers were provided professional development for the Pharmacology Education Partnership (PEP) in an onsite venue (either five-day or one-day workshop). Given financial difficulties to travel, teachers have asked for alternatives for professional development. Thus, we developed the same PEP training workshop using a distance learning (DL) (two-way live video) approach. In this way, 121 chemistry and biology teachers participated in the DL workshops to learn how to incorporate the PEP modules into their teaching. They field-tested the modules over the year in high school chemistry and biology classes. Teacher knowledge of chemistry and biology increased significantly after the workshop and was maintained for at least a year. Their students (N = 2309) demonstrated a significant increase in knowledge of chemistry and biology concepts, with higher scores as the number of modules used increased. The increase in both teacher and student knowledge in these subjects was similar to that found previously when teachers were provided with onsite professional development. PMID:24882881

The Lederman Science Center: Past, Present, Future

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

Bardeen, Marjorie G.; /Fermilab

2011-11-01

For 30 years, Fermilab has offered K-12 education programs, building bridges between the Lab and the community. The Lederman Science Center is our home. We host field trips and tours, visit schools, offer classes and professional development workshops, host special events, support internships and have a strong web presence. We develop programs based on identified needs, offer programs with peer-leaders and improve programs from participant feedback. For some we create interest; for others we build understanding and develop relationships, engaging participants in scientific exploration. We explain how we created the Center, its programs, and what the future holds.

The Lederman Science Center:. Past, Present, Future

NASA Astrophysics Data System (ADS)

Bardeen, Marjorie G.

2012-08-01

For 30 years, Fermilab has offered K-12 education programs, building bridges between the Lab and the community. The Lederman Science Center is our home. We host field trips and tours, visit schools, offer classes and professional development workshops, host special events, support internships and have a strong web presence. We develop programs based on identified needs, offer programs with peer-leaders and improve programs from participant feedback. For some we create interest; for others we build understanding and develop relationships, engaging participants in scientific exploration. We explain how we created the Center, its programs, and what the future holds.

Egypt: Background and U.S. Relations

DTIC Science & Technology

2007-03-29

among the professional middle class, controlling many of the professional syndicates (associations), including those representing engineers, doctors...with them.... They received intelligence on this from us and didn’t use it.” Ze’ev Schiff, a columnist for the Israeli newspaper Ha’aretz recently

Professionalization of Educational Administration Viewed through the Lens of Institutional Theory, 1947-1990: Lessons That Can Inform the Organization of Educational Historians

ERIC Educational Resources Information Center

Barrett, T. Gregory

2010-01-01

There have been several periods during which the professionalization of American teachers has been investigated historically--the 1960s produced studies on the education and the miseducation of teachers; the 1970s gave sociological historical scholarship on class, bureaucracy and schools and the professionalization of teaching; the 1980s provided…

Training for the New Work Order: The Adult Classroom as a Site of Class(ed) Work

ERIC Educational Resources Information Center

Santoro, Ninetta

2005-01-01

This paper reports on a qualitative case study that investigated how the professional identities of trainers in the adult sector in Australia are shaped by intersecting relations of social class, ethnicity, gender and the discourses of vocational adult education. Interviews with two trainers as well as observations of them at work are analysed and…

Confirmatory factors analysis of science teacher leadership in the Thailand world-class standard schools

NASA Astrophysics Data System (ADS)

Thawinkarn, Dawruwan

2018-01-01

This research aims to analyze factors of science teacher leadership in the Thailand World-Class Standard Schools. The research instrument was a five scale rating questionnaire with reliability 0.986. The sample group included 500 science teachers from World-Class Standard Schools who had been selected by using the stratified random sampling technique. Factor analysis of science teacher leadership in the Thailand World-Class Standard Schools was conducted by using M plus for Windows. The results are as follows: The results of confirmatory factor analysis on science teacher leadership in the Thailand World-Class Standard Schools revealed that the model significantly correlated with the empirical data. The consistency index value was x2 = 105.655, df = 88, P-Value = 0.086, TLI = 0.997, CFI = 0.999, RMSEA = 0.022, and SRMR = 0.019. The value of factor loading of science teacher leadership was positive, with statistical significance at the level of 0.01. The value of six factors was between 0.880-0.996. The highest factor loading was the professional learning community, followed by child-centered instruction, participation in development, the role model in teaching, transformational leaders, and self-development with factor loading at 0.996, 0.928, 0.911, 0.907, 0.901, and 0.871, respectively. The reliability of each factor was 99.1%, 86.0%, 83.0%, 82.2%, 81.0%, and 75.8%, respectively.

Evaluation of a community-based clinical teaching programme by current and former student dental therapists and dental hygienists: a pilot investigation.

PubMed

Lynch, C D; Ash, P J; Chadwick, B L

2011-05-28

There has been considerable expansion in the involvement of community-based clinical teaching programmes (sometimes termed 'outreach teaching') in UK and other international dental schools. While there has been much interest in the role of this educational methodology in the professional and educational development of student dentists, there has been little, if no, consideration of this form of teaching in relation to dental care professional (DCP) students. The aim of this pilot investigation was to report the feedback and evaluation of current and former student dental therapists and dental hygienists on their experience on the St David's community-based clinical teaching programme at Cardiff. In Autumn 2009, a questionnaire was distributed by hand to the current second year student dental therapist and dental hygiene class at Cardiff (n = 18) and by post to the dental therapist and dental hygiene classes of 2004 (n = 16) and 2007 (n = 17). The questionnaire included both 'open' and 'closed' questions. Thirty responses were returned (response rate = 59%; 2004 (n = 5, 31%), 2007 (n = 9, 53%), current class (n = 16, 89%)). Seventy percent of respondents (n = 21) reported that they found the community-based clinical teaching programme to be a pleasant working environment and close to subsequent independent practice. Seventy-seven percent (n = 23) reported that their confidence performing nonsurgical periodontal treatment had increased while at the programme. One respondent commented that the programme was '...an invaluable and insightful introduction to what it would be like working in practice. Without being given the experience, it would have been a big shock to the system when I started working in practice...' This pilot investigation has revealed that current and former dental therapist and dental hygiene students are enthusiastic in their support for the inclusion of community-based clinical teaching programmes in their educational and professional development. Most former and current dental therapist and dental hygiene students noted the positive effects of this form of training on their subsequent clinical careers.

Writing Together: Gender's Effect on Collaboration.

ERIC Educational Resources Information Center

Rehling, Louise

1996-01-01

Analyzes the behaviors of over 60 student groups in professional writing classes. Finds gender-related effects on collaboration: tendencies to stereotype men as technical experts and to self-segregate into gendered working teams. Suggests new perspectives on the role of gender for collaborative groups in professional writing classrooms. (PA)

Integrated Marketing Communications: A New Master's Degree Concept.

ERIC Educational Resources Information Center

Caywood, Clarke; Ewing, Raymond

1991-01-01

Describes how separate graduate degree programs have been fused into an integrated marketing communications program at Northwestern University. Discusses the five-quarter program that includes a core of new marketing communications planning and management classes, professional specialization classes in corporate public relations, advertising, and…

AME survey-003 A2: on the attractiveness of an medicine career in current China with a survey of 7,508 medical professionals and 443 non-medical professionals.

PubMed

Wáng, Yì Xiáng J; Li, Yáo T

2016-02-01

This is a part of the study of AME survey-003, aiming to understand the motivation and attractiveness of a career in medicine in China. The surveys were conducted on DXY platform with 3,564 medical professionals during October 26 to November 20; on Sojump platform with 1,587 medical professionals during October 28 to December 14, and 443 non-medical professionals during November 15 to December, all in 2015. Similar to our previous result, the not regretted participants vs. regretted participants (N/Y) ratio was 1.1 (P<0.01), and there was no significant difference in N/Y ratio between male and female medical professionals. Medical professionals working in class-IIIA hospitals, small township hospitals, or primary care clinics had a relatively higher job satisfaction than those in hospitals of other classes, while lecturer-level attending doctors (zhuzhi yishi) had a relatively lower job satisfaction than doctors of other grades. A large portion of respondents who replied they regretted entered medical profession said they would still like to be in this profession if they could be in their preferred hospital class and specialty. Public health and basic science research staff, anesthesiologists, oncologists had a relatively higher job satisfaction, while accident and emergency physicians, nurses, and pediatricians had a relatively lower job satisfaction. Medical professionals in Yunnan and Gansu ranked consistently high in job satisfaction than other provinces; despite they were not in the economically advanced regions in China. Similar to our previous result, the majority of the participants favored China to open up medical market to qualified foreign medical organizations to take part in fair competition, as well as favor the government to support regulated private hospitals. Pooled data of 7,508 medical professionals with data from AME survey-003 A1 included showed medicine was the top career choice among medical professionals' children (104/508, 20.5%), followed by finance and economics (74/508, 14.4%), and then electronic engineering or computer science (67/508, 13.2%). Among the 443 non-medical professionals, 122 have children who are attending university or have graduated, 12 (9.8%, 12/122) of them are pursuing a career in medicine. For the 100 non-medical professional parents whose children did not study medicine and if a choice could be given to them to start again, 60 parents (54.5%) replied they would support their children to study medicine. Our results consistently show medicine remained an attractive profession in China.

Emotional climate of a pre-service science teacher education class in Bhutan

NASA Astrophysics Data System (ADS)

Rinchen, Sonam; Ritchie, Stephen M.; Bellocchi, Alberto

2016-09-01

This study explored pre-service secondary science teachers' perceptions of classroom emotional climate in the context of the Bhutanese macro-social policy of Gross National Happiness. Drawing upon sociological perspectives of human emotions and using Interaction Ritual Theory this study investigated how pre-service science teachers may be supported in their professional development. It was a multi-method study involving video and audio recordings of teaching episodes supported by interviews and the researcher's diary. Students also registered their perceptions of the emotional climate of their classroom at 3-minute intervals using audience response technology. In this way, emotional events were identified for video analysis. The findings of this study highlighted that the activities pre-service teachers engaged in matter to them. Positive emotional climate was identified in activities involving students' presentations using video clips and models, coteaching, and interactive whole class discussions. Decreases in emotional climate were identified during formal lectures and when unprepared presenters led presentations. Emotions such as frustration and disappointment characterized classes with negative emotional climate. The enabling conditions to sustain a positive emotional climate are identified. Implications for sustaining macro-social policy about Gross National Happiness are considered in light of the climate that develops in science teacher education classes.

Admission Policy Evolution in Emerging Professional Programs: A Case Study

ERIC Educational Resources Information Center

Holley, Paul W.

2006-01-01

Professional program admission at U.S. universities has become increasingly competitive in the last 20 years, due to enrollment caps, core class requirements, transfer course acceptance, industry draw, and the appeal of starting salaries. As the competition steadily increases, students often find methods to exploit traditional policy, resulting in…

Virtual Microscopy: A Useful Tool for Meeting Evolving Challenges in the Veterinary Medical Curriculum

ERIC Educational Resources Information Center

Kogan, Lori R.; Dowers, Kristy L.; Cerda, Jacey R.; Schoenfeld-Tacher, Regina M.; Stewart, Sherry M.

2014-01-01

Veterinary schools, similar to many professional health programs, face a myriad of evolving challenges in delivering their professional curricula including expansion of class size, costs to maintain expensive laboratories, and increased demands on veterinary educators to use curricular time efficiently and creatively. Additionally, exponential…

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.

Exploring German Preservice Teachers' Electronic and Professional Literacy Skills

ERIC Educational Resources Information Center

Fuchs, Carolin

2006-01-01

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

A profile of the demographics and training characteristics of professional modern dancers.

PubMed

Weiss, David S; Shah, Selina; Burchette, Raoul J

2008-01-01

Modern dancers are a unique group of artists, performing a diverse repertoire in dance companies of various sizes. In this study, 184 professional modern dancers in the United States (males N=49, females N=135), including members of large and small companies as well as freelance dancers, were surveyed regarding their demographics and training characteristics. The mean age of the dancers was 30.1 +/- 7.3 years, and they had danced professionally for 8.9 +/- 7.2 years. The average Body Mass Index (BMI) was 23.6 +/- 2.4 for males and 20.5 +/- 1.7 for females. Females had started taking dance class earlier (age 6.5 +/- 4.2 years) as compared to males (age 15.6 +/- 6.2 years). Females were more likely to have begun their training in ballet, while males more often began with modern classes (55% and 51% respectively, p < 0.0001). The professional modern dancers surveyed spent 8.3 +/- 6.0 hours in class and 17.2 +/- 12.6 hours in rehearsal each week. Eighty percent took modern technique class and 67% reported that they took ballet technique class. The dancers who specified what modern technique they studied (N=84) reported between two and four different techniques. The dancers also participated in a multitude of additional exercise regimens for a total of 8.2 +/- 6.6 hours per week, with the most common types being Pilates, yoga, and upper body weightlifting. The dancers wore many different types of footwear, depending on the style of dance being performed. For modern dance alone, dancers wore 12 different types of footwear. Reflecting the diversity of the dancers and companies surveyed, females reported performing for 23.3 +/- 14.0 weeks (range: 2-52 weeks) per year; males reported performing 20.4 +/- 13.9 weeks (range: 1-40) per year. Only 18% of the dancers did not have any health insurance, with 54% having some type of insurance provided by their employer. However, 23% of the dancers purchased their own insurance, and 22% had insurance provided by their families. Only 16% of dancers reported that they had Workers' Compensation coverage, despite the fact that they were all professionals, including many employed by major modern dance companies across the United States. It is concluded that understanding the training profile of the professional modern dancer should assist healthcare providers in supplying appropriate medical care for these performers.

English for Specific Purposes: Teaching English for Science and Technology

NASA Astrophysics Data System (ADS)

Musikhin, I. A.

2016-06-01

In the era of globalization, English communication for scientists and engineers whose native language is not English has become as important as their major related abilities. The paper describes the results of a four-year experience in the development of English for specific purpose manuals in the field of photogrammetry, interferometry, and GNSS technologies, as well as key teaching methods and didactic approaches used in class and out-of-class activities. The focus of the present study is to provide a detailed description of the development and systematic updating of a relevant manual, aimed at professional language training of learners. The findings of the study reflect the importance of an ESP course for scientists and engineers: conducting a needs analysis for carrying out a specific search of relevant and reliable authentic materials, defining proper teaching methods, software and didactic approaches used in the educational process to develop the language skills necessary to be active and contributive players in the competitive world.

The Utility of Inquiry-Based Exercises in Mexican Science Classrooms: Reports from a Professional Development Workshop for Science Teachers in Quintana Roo, Mexico

NASA Astrophysics Data System (ADS)

Racelis, A. E.; Brovold, A. A.

2010-12-01

The quality of science teaching is of growing importance in Mexico. Mexican students score well below the world mean in math and science. Although the government has recognized these deficiencies and has implemented new policies aimed to improve student achievement in the sciences, teachers are still encountering in-class barriers to effective teaching, especially in public colleges. This paper reports on the utility of inquiry based exercises in Mexican classrooms. In particular, it describes a two-day professional development workshop with science teachers at the Instituto Tecnologico Superior in Felipe Carrillo Puerto in the Mexican state of Quintana Roo. Felipe Carrillo Puerto is an indigenous municipality where a significant majority of the population speak Maya as their first language. This alone presents a unique barrier to teaching science in the municipality, but accompanied with other factors such as student apathy, insufficient prior training of both students and teachers, and pressure to deliver specific science curriculum, science teachers have formidable challenges for effective science teaching. The goals of the workshop were to (1) have a directed discussion regarding science as both content and process, (2) introduce inquiry based learning as one tool of teaching science, and (3) get teachers to think about how they can apply these techniques in their classes.

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

NASA Astrophysics Data System (ADS)

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

2012-04-01

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p < 0.05). During the last two years, their gains in science content knowledge, use of inquiry-based instruction and leadership skills were significantly higher than those of the Control group teachers' (p < 0.01, p < 0.001 and p < 0.05, respectively). Three themes resonated in the interviews with participants: science content knowledge growth, constructivist pedagogy and leadership skills.

Conflict Management in Declining School Districts.

ERIC Educational Resources Information Center

Boyd, William Lowe; Wheaton, Dennis R.

1983-01-01

Professional literature about managing conflicts associated with declining enrollments indicates the existing tension in this area. A research study shows that, while upper-middle class districts may succeed using a rational approach to decision making, lower class districts, for various reasons, may not. Special problems of urban districts are…

Evaluating Reactions to Community Bridge Initiative Pilot Classes

ERIC Educational Resources Information Center

Koldewyn, Julie; Brain, Roslynn; Stephens, Kate

2017-01-01

Does participating in an integrated service-learning project aimed at improving local sustainability issues result in significant professional real-world application for students? This study aimed to answer that question by evaluating student reactions to pilot classes featuring a sustainability-based service-learning program, Community Bridge…

World Class Teachers.

ERIC Educational Resources Information Center

Mitchell, Rosalita

1998-01-01

School communities are challenged to find ways to identify good teachers and give other teachers a chance to learn from them. The New Mexico World Class Teacher Project is encouraging teachers to pursue certification by the National Board for Professional Teaching Standards. This process sharpens teachers' student assessment skills and encourages…

Transforming your professional self: encouraging lifelong personal and professional growth.

PubMed

Rodts, Mary F; Lamb, Karen V

2008-01-01

Transforming from student nurse to registered nurse is often discussed in a capstone class or a hospital orientation program. Changes in professional plans later in the career continuum often occur, but are not always planned. This article discusses the challenges of change, the need for career planning, stages of role acquisition, role socialization, and role transformation. In addition, it outlines the importance of creating a career plan to meet future career goals.

Unique Education and Workforce Development for NASA Engineers

NASA Technical Reports Server (NTRS)

Forsgren, Roger C.; Miller, Lauren L.

2010-01-01

NASA engineers are some of the world's best-educated graduates, responsible for technically complex, highly significant scientific programs. Even though these professionals are highly proficient in traditional analytical competencies, there is a unique opportunity to offer continuing education that further enhances their overall scientific minds. With a goal of maintaining the Agency's passionate, "best in class" engineering workforce, the NASA Academy of Program/Project & Engineering Leadership (APPEL) provides educational resources encouraging foundational learning, professional development, and knowledge sharing. NASA APPEL is currently partnering with the scientific community's most respected subject matter experts to expand its engineering curriculum beyond the analytics and specialized subsystems in the areas of: understanding NASA's overall vision and its fundamental basis, and the Agency initiatives supporting them; sharing NASA's vast reservoir of engineering experience, wisdom, and lessons learned; and innovatively designing hardware for manufacturability, assembly, and servicing. It takes collaboration and innovation to educate an organization that possesses such a rich and important historyand a future that is of great global interest. NASA APPEL strives to intellectually nurture the Agency's technical professionals, build its capacity for future performance, and exemplify its core valuesalJ to better enable NASA to meet its strategic visionand beyond.

Learning to teach upper primary school algebra: changes to teachers' mathematical knowledge for teaching functional thinking

NASA Astrophysics Data System (ADS)

Wilkie, Karina J.

2016-06-01

A key aspect of learning algebra in the middle years of schooling is exploring the functional relationship between two variables: noticing and generalising the relationship, and expressing it mathematically. This article describes research on the professional learning of upper primary school teachers for developing their students' functional thinking through pattern generalisation. This aspect of algebra learning has been explicitly brought to the attention of upper primary teachers in the recently introduced Australian curriculum. Ten practising teachers participated over 1 year in a design-based research project involving a sequence of geometric pattern generalisation lessons with their classes. Initial and final survey responses and teachers' interactions in regular meetings and lessons were analysed from cognitive and situated perspectives on professional learning, using a theoretical model for the different types of knowledge needed for teaching mathematics. The teachers demonstrated an increase in certain aspects of their mathematical knowledge for teaching algebra as well as some residual issues. Implications for the professional learning of practising and pre-service teachers to develop their mathematics knowledge for teaching functional thinking, and challenges with operationalising knowledge categories for field-based research are presented.

Observation and assessment of faculty development learning outcomes.

PubMed

Behar-Horenstein, Linda S; Childs, Gail Schneider; Graff, Randy A

2010-11-01

Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professional development efforts in teaching result in observed learning outcomes among faculty members? In this study, teaching observations served as the primary data source. Twelve faculty members (six in the College of Dentistry and six in the College of Health and Human Performance) who completed two six-week teaching seminars in fall 2006 and spring 2007 or spring 2008 and summer 2008 were asked to participate in a classroom observation and an interview lasting no longer than forty-five minutes. Six dental faculty members and three faculty members from the College of Health and Human Performance agreed to participate in the study. Three standardized reviewers conducted these classroom observations during fall 2008, spring 2009, and summer 2009. An active teaching rubric was used to evaluate the class transcripts. The findings revealed that participants somewhat frequently to frequently used questions that were open-ended or checked for comprehension. Seven of nine instructors made extensive efforts to engage the students interactively throughout the teaching session. Six of the participants infused the description of actual or hypothetical cases to illustrate the connections between teaching and patient care, while six utilized reflective practices. Findings from the interviews corroborated the observations. Overall, the findings showed that participants demonstrated the integration of those strategies that were taught during the seminars, which were consistent with teaching critical thinking skills and showed that the learning acquired during professional development initiatives was sustained.

Data Processing Technician 3 and 2: Revised 1973.

ERIC Educational Resources Information Center

Naval Training Publications Detachment, Washington, DC.

The training manual is designed to train naval personnel in the professional aspects of their rating as Data Processing (DP) Technician and is a direct help to meeting the occupational qualifications for advancement to Data Processing Technician Third Class and Data Processing Technician Second Class. Personnel of the Data Processing Technician…

Nurturing Interdisciplinary Competence in Academic Writing Classes: Two Taiwanese TESOL Professionals' Shared Journey

ERIC Educational Resources Information Center

Chen, Cheryl Wei-yu; Wang, Hung-chun

2016-01-01

This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In…

The Origins of the "Fanga" Dance

ERIC Educational Resources Information Center

Damm, Robert J.

2015-01-01

The "fanga" is a dance taught throughout the United States to children in elementary music classes, students in African dance classes, teachers in multicultural workshops, and professional dancers in touring ensembles. Although the history of the fanga is a path overgrown with myth, this article offers information about the dance's…

Old Childbirth Educators Never Die … They Just Labor Away

PubMed Central

Tumblin, Ann

2002-01-01

Teaching childbirth education classes year after year can become monotonous or stale for some educators. Consequently, their students may also become bored. Rejuvinating one's professional self takes effort; however, the results are a renewed sense of purpose and a more exhilarating atmosphere in class. PMID:17273313

Eugenics for the doctors: medicine and social control in 1930s Turkey.

PubMed

Salgirli, Sanem Güvenç

2011-07-01

This article aims to add a new dimension to the analysis of the relationship between medicine and eugenics via a discussion of the community of Turkish physicians in the period between the two World Wars. It argues that even though the relationship between the two fields has been discussed before in terms of the professional ideology of doctors, the medical community itself has not come under scrutiny by scholars. It is the purpose of this article to show eugenics as the main unifying edifice of that community and argue that eugenics is to be found in the patterns of social reproduction of the doctors as part of the professional middle class in addition to being those who transfer knowledge of medicine. As can be seen in Turkey in the 1930s, the doctors, in their efforts to construct themselves as the pioneers of modern scientific medicine, as well as the new ruling class of the country, used eugenics extensively both as a means of self-identification, and as a way to build a professional class "fit" to rule the country. © The Author 2010. Published by Oxford University Press. All rights reserved.

AME survey-003 A2: on the attractiveness of an medicine career in current China with a survey of 7,508 medical professionals and 443 non-medical professionals

PubMed Central

Li, Yáo T.

2016-01-01

This is a part of the study of AME survey-003, aiming to understand the motivation and attractiveness of a career in medicine in China. The surveys were conducted on DXY platform with 3,564 medical professionals during October 26 to November 20; on Sojump platform with 1,587 medical professionals during October 28 to December 14, and 443 non-medical professionals during November 15 to December, all in 2015. Similar to our previous result, the not regretted participants vs. regretted participants (N/Y) ratio was 1.1 (P<0.01), and there was no significant difference in N/Y ratio between male and female medical professionals. Medical professionals working in class-IIIA hospitals, small township hospitals, or primary care clinics had a relatively higher job satisfaction than those in hospitals of other classes, while lecturer-level attending doctors (zhuzhi yishi) had a relatively lower job satisfaction than doctors of other grades. A large portion of respondents who replied they regretted entered medical profession said they would still like to be in this profession if they could be in their preferred hospital class and specialty. Public health and basic science research staff, anesthesiologists, oncologists had a relatively higher job satisfaction, while accident and emergency physicians, nurses, and pediatricians had a relatively lower job satisfaction. Medical professionals in Yunnan and Gansu ranked consistently high in job satisfaction than other provinces; despite they were not in the economically advanced regions in China. Similar to our previous result, the majority of the participants favored China to open up medical market to qualified foreign medical organizations to take part in fair competition, as well as favor the government to support regulated private hospitals. Pooled data of 7,508 medical professionals with data from AME survey-003 A1 included showed medicine was the top career choice among medical professionals’ children (104/508, 20.5%), followed by finance and economics (74/508, 14.4%), and then electronic engineering or computer science (67/508, 13.2%). Among the 443 non-medical professionals, 122 have children who are attending university or have graduated, 12 (9.8%, 12/122) of them are pursuing a career in medicine. For the 100 non-medical professional parents whose children did not study medicine and if a choice could be given to them to start again, 60 parents (54.5%) replied they would support their children to study medicine. Our results consistently show medicine remained an attractive profession in China. PMID:26981459

Mind the gap: financial London and the regional class pay gap.

PubMed

Friedman, Sam; Laurison, Daniel

2017-09-01

The hidden barriers, or 'gender pay gap', preventing women from earning equivalent incomes to men is well documented. Yet recent research has uncovered that, in Britain, there is also a comparable class-origin pay gap in higher professional and managerial occupations. So far this analysis has only been conducted at the national level and it is not known whether there are regional differences within the UK. This paper uses pooled data from the 2014 and 2015 Labour Force Survey (N = 7,534) to stage a more spatially sensitive analysis that examines regional variation in the class pay gap. We find that this 'class ceiling' is not evenly spatially distributed. Instead it is particularly marked in Central London, where those in high-status occupations who are from working-class backgrounds earn, on average, £10,660 less per year than those whose parents were in higher professional and managerial employment. Finally, we inspect the Capital further to reveal that the class pay gap is largest within Central London's banking and finance sector. Challenging policy conceptions of London as the 'engine room' of social mobility, these findings suggest that class disadvantage within high-status occupations is particularly acute in the Capital. The findings also underline the value of investigating regional differences in social mobility, and demonstrate how such analysis can unravel important and previously unrecognized spatial dimensions of class inequality. © London School of Economics and Political Science 2017.

Are poker players all the same? Latent class analysis.

PubMed

Dufour, Magali; Brunelle, Natacha; Roy, Élise

2015-06-01

Poker is the gambling game that is currently gaining the most in popularity. However, there is little information on poker players' characteristics and risk factors. Furthermore, the first studies described poker players, often recruited in universities, as an homogeneous group who played in only one of the modes (land based or on the Internet). This study aims to identify, through latent class analyses, poker player subgroups. A convenience sample of 258 adult poker players was recruited across Quebec during special events or through advertising in various media. Participants filled out a series of questionnaires (Canadian Problem Gambling Index, Beck Depression, Beck Anxiety, erroneous belief and alcohol/drug consumption). The latent class analysis suggests that there are three classes of poker players. Class I (recreational poker players) includes those who have the lowest probability of engaging intensively in different game modes. Participants in class II (Internet poker players) all play poker on the Internet. This class includes the highest proportion of players who consider themselves experts or professionals. They make a living in part or in whole from poker. Class III (multiform players) includes participants with the broadest variety of poker patterns. This group is complex: these players are positioned halfway between professional and recreational players. Results indicate that poker players are not an homogeneous group identified simply on the basis of the form of poker played. The specific characteristics associated with each subgroup points to vulnerabilities that could potentially be targeted for preventive interventions.

Teachers' Professional Identity: Contributions of a Critical EFL Teacher Education Course in Iran

ERIC Educational Resources Information Center

Abednia, Arman

2012-01-01

This paper is a report on contributions of a critical EFL (English as a Foreign Language) teacher education course to Iranian teachers' professional identity reconstruction. Pre-course and post-course interviews with seven teachers, their reflective journals, class discussions, and the teacher educator's reflective journals were analyzed as guided…

Remembering Math: The Design of Digital Learning Objects to Spark Professional Learning

ERIC Educational Resources Information Center

Halverson, Richard; Wolfenstein, Moses; Williams, Caroline C.; Rockman, Charles

2009-01-01

This article describes how the design of digital learning objects can spark professional learning. The challenge was to build learning objects that would help experienced special education teachers, who had been teaching in math classes, to demonstrate their proficiency in middle and secondary school mathematics on the PRAXIS examination. While…

Factors Contributing to Preservice Teachers' Beliefs about Diversity

ERIC Educational Resources Information Center

Kahn, Laurie G.; Lindstrom, Lauren; Murray, Christopher

2014-01-01

The cultural makeup of educational professionals in the United States does not necessarily represent the students that walk through the front doors of the school each day. The majority of teaching professionals identify as White, female, heterosexual, and middle-class with little to no experience working with diverse populations; thus the cultural…

Conservatoire Students' Experiences and Perceptions of Instrument-Specific Master Classes

ERIC Educational Resources Information Center

Long, Marion; Creech, Andrea; Gaunt, Helena; Hallam, Susan

2014-01-01

Historically, in the professional training of musicians, the master-apprentice model has played a central role in instilling the methods and values of the discipline, contributing to the rigorous formation of talent. Expert professional musicians advocate that certain thinking skills can be modelled through the master-apprentice model, yet its…

Using Cases in Graduate-Level Professional Writing Classes.

ERIC Educational Resources Information Center

Graves, Heather Brodie

1999-01-01

Discusses the incorporation of cases to help students understand the issues inherent in corporate communication. Finds that the cases significantly improve the quality of education gained by the students. Concludes that cases provide a variety of contexts and examples for professional writing that enlighten students as to the range of documents,…

Preaching Our Practice: On Sharing Professional Work with Students.

ERIC Educational Resources Information Center

Mandelbaum, Paul

1994-01-01

Describes one teacher-author's classroom use of interview samples, editors' comments, and other materials from his own article-then-in-progress for the "New York Times Magazine." Describes how students, who were creating their own in-depth magazine articles, could see principles and techniques discussed in class applied on a professional level.…

"OMG! You Said What in Class? TMI!" College Student and Professor Perceptions of Professional Etiquette Violations

ERIC Educational Resources Information Center

Island, Heide D.

2016-01-01

This study sampled undergraduate students and faculty from a small, Pacific Northwest, Liberal Arts University using an online survey of attitudes and behavior regarding professional etiquette in the classroom. It was anticipated that students and faculty would report significant differences in their perceptions of what constitute professional…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Theory and practice in the construction of professional identity in nursing students: a qualitative study.

PubMed

Arreciado Marañón, Antonia; Isla Pera, Ma Pilar

2015-07-01

The problem of nurses' professional identity continues to be seen in the disjunction between theoretical training and clinical placements. Moreover, it is not known how nursing students perceive these contradictions or how this discrepancy influences the construction of professional identity. To gain insight into nursing students' perception of their theoretical and practical training and how this training influences the process of constructing their professional identity. Qualitative, ethnographic study. Third-year nursing students at the l'Escola Universitària d'Infermeria Vall d'Hebron de Barcelona. Participant observation was conducted in the hospital setting and primary care. Discussion groups were held. The constant comparative method was used for the analysis. The study adhered to the criteria of credibility, transferability, dependability and confirmability. Students believed that both theoretical and practical trainings were indispensable. Nevertheless, clinical placements were considered essential to confer sense to the theory and to shape their identity, as they helped student nurses to experience their future professional reality and to compare it with what they had been taught in theoretical and academic classes. The role of the clinical placement mentor was essential. With regard to theory, the skills developed in problem-based learning gave novice nurses' confidence to approach the problems of daily practice and new situations. Equally, this approach taught them to reflect on what they did and what they were taught and this ability was transferred to the clinical setting. For students, both strategies (theory and practice) are vital to nursing education and the construction of a professional identity, although pride of place is given to clinical placements and mentors. The skills developed with problem-based learning favor active and reflective learning and are transferred to learning in the clinical setting. Copyright © 2015 Elsevier Ltd. All rights reserved.

What's on YOUR Facebook profile? Evaluation of an educational intervention to promote appropriate use of privacy settings by medical students on social networking sites

PubMed Central

Walton, Jennifer M.; White, Jonathan; Ross, Shelley

2015-01-01

Background The rise of social media has led to growing concerns about the potential implications of ‘unprofessional’ postings by physicians and medical students on individuals, institutions, and the medical profession. Relevant and effective guidelines have been difficult to develop and enforce, and there is a need for students and physicians to consider how their online activities may be perceived in the context of their professional roles. The purpose of this project was to examine the Internet presence of a graduating Canadian medical school class by scanning students’ public profiles on the social media site Facebook, incorporate this information into an educational activity addressing professionalism and social media, and evaluate the impact of this activity on student behavior. Methods A systematic search for public Facebook profiles of each member of the class was conducted, and data were collected on the types of publicly visible material. These were presented as part of an educational session on social media and professionalism. One month later, the Facebook search was repeated. Results Of 152 students in the class, profiles were found for 121 (79.8%). The majority of students used appropriately restrictive privacy settings; however, a significant minority had publicly visible information, including comments, photographs, location, and status as a medical student. The educational innovation was well received with more than 90% of students agreeing that this topic was important and well addressed. A follow-up search found that many students had altered their privacy settings to make less information publicly available. Conclusions A small but significant proportion of students share potentially unprofessional content on social media. An interactive educational intervention, which includes specific disclosure of how participants appear to others on social media, resulted in a significant change in student behavior. PMID:26198434

''What are you?'' A recurring question in a cross-cultural psychiatrist's life and career.

PubMed

Hicks, Madelyn Hsiao-Rei

2011-04-01

This article contributes to the Transcultural Psychiatry special issue of autobiographical articles on: ''The Personal and the Professional: Lives and Careers of Cultural Psychiatrists.'' The author describes influences and themes in her professional development as a cross-cultural psychiatrist and academic. Growing up as a part-Chinese, part-white child in rural Midwestern America resulted in frequently being asked: ''What are you?'' This abrupt, bald, but essential question eventually became a useful tool in the productive, repeated re-working of identity, values, and goals throughout her personal and professional life. Experiences of being an outsider, family histories, and early observations of racism are linked to later interests in cross-cultural psychiatry, ethics, and the protection of vulnerable populations. She describes her research on cross-cultural measurement, depression, suicidality, domestic violence and violence in war. Issues of career advancement and internal conflict are described for women academics who occupy three simultaneous, primary roles: academic, doctor and mother. The theme of ''crossing,'' as in ''cross-cultural,'' indicates the effort and intention required to move between races, cultures, classes, intellectual disciplines, personal and professional identities, clinical and academic roles, and social roles allocated to men and women.

Training of professionals in post-graduation courses in public health and primary healthcare in the municipality of Rio de Janeiro, Brazil.

PubMed

Engstrom, Elyne Montenegro; Motta, José Inácio; Venâncio, Sandra Aparecida

2016-05-01

This paper examines post-graduation professional training and qualification courses in the fields of public health and primary healthcare. Its aim is to reflect on the construction and methodological proposal of two courses given by ENSP/Fiocruz in partnership with the Municipality of Rio de Janeiro, over the years 2010 to 2014: The Professional Master's Degree in Primary Healthcare (MPAPS), and Specialization in Public Health. Systematization of academic documents of the courses, with preparation of emerging analytical categories (theoretical management-interface history, field of pedagogy). Two classes of the MPAPS course (n=24 students per group) and five of the Specialization course (average 30 per group) were held in the period, with approval rates at the 90%-80% level, with curriculum structure adjusted to the local situation. As challenges that were implemented, we highlight: 1) On the epistemological level: development of competencies for professional training that would produce results coherent with health, as social/cultural production; 2) from the learning point of view: preparation of dynamics that give value to the students, their social-cultural context and experiences; 3) work environments and relationships, bringing their structured analysis into the learning environment.

Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation

NASA Astrophysics Data System (ADS)

Chen, Ying-Chih; Hand, Brian; Norton-Meier, Lori

2017-04-01

The purpose of this study was to investigate the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students' cognitive responses for argumentative practices over time. Teacher questioning is a pivotal contributing factor that shapes the role teachers play in promoting dialogic interaction in argumentative practice and that different roles serve different functions for promoting students' conceptual understanding. The multiple-case study was designed as a follow-up study after a 4-year professional development program that emphasized an argument-based inquiry approach. Data sources included 30 lessons focusing on whole class discussion from three early elementary teachers' classes. Data were analyzed through two approaches: (1) constant comparative method and (2) enumerative approach. This study conceptualized four critical roles of teacher questioning—dispenser, moderator, coach, and participant—in light of the ownership of ideas and activities. The findings revealed two salient changes in teachers' use of questions and the relationships between teachers' question-asking and students' cognitive responses: (1) teachers increasingly used multiple roles in establishing argumentative discourse as they persistently implemented an argument-based inquiry approach, and (2) as teachers used multiple roles in establishing patterns of questioning and framing classroom interactions, higher levels of student cognitive responses were promoted. This study suggests that an essential component of teacher professional development should include the study of the various roles that teachers can play when questioning for establishing dialogic interaction in argumentation and that this development should consist of ongoing training with systematic support.

Ice, Ice, Baby: A Program for Sustained, Classroom-Based K-8 Teacher Professional Development

NASA Astrophysics Data System (ADS)

Hamilton, C.

2009-12-01

Ice, Ice, Baby is a K-8 science program created by the education team at the Center for the Remote Sensing of Ice Sheets (CReSIS), an NSF-funded science and technology center headquartered at the University of Kansas. The twenty-four hands-on activities, which constitute the Ice, Ice, Baby curriculum, were developed to help students understand the role of polar ice sheets in sea level rise. These activities, presented in classrooms by CReSIS' Educational Outreach Coordinator, demonstrate many of the scientific properties of ice, including displacement and density. Student journals are utilized with each lesson as a strategy for improving students' science process skills. Journals also help the instructor identify misconceptions, assess comprehension, and provide students with a year-long science reference log. Pre- and post- assessments are given to both teachers and students before and after the program, providing data for evaluation and improvement of the Ice, Ice, Baby program. While students are actively engaged in hands-on learning about the unusual topics of ice sheets, glaciers, icebergs and sea ice, the CReSIS' Educational Coordinator is able to model best practices in science education, such as questioning and inquiry-based methods of instruction. In this way, the Ice, Ice, Baby program also serves as ongoing, in-class, professional development for teachers. Teachers are also provided supplemental activities to do with their classes between CReSIS' visits to encourage additional science lessons, reinforce concepts taught in the Ice, Ice, Baby program, and to foster teachers' progression toward more reform-based science instruction.

Ethical Leadership in Higher Education Admission: Equality vs. Equity

ERIC Educational Resources Information Center

Caldwell, Corrinne; Shapiro, Joan Poliner; Gross, Steven Jay

2007-01-01

There is no shortage of places in higher education--most noncompetitive colleges could admit more students, but institutions often struggle to get the class that they want. Professionals consider the admission process successful when they are able to configure a class that meets the institution's many missions and notions, rather than just…

75 FR 54682 - Self-Regulatory Organizations; International Securities Exchange, LLC; Notice of Filing and...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-08

... categories of market participants: (i) Market Maker; (ii) Market Maker Plus; \\4\\ (iii) Non-ISE Market Maker... charges a fee for removing liquidity to the following class of market participants: (i) Customer, (ii...) Professional. PHLX also provides a rebate for adding liquidity to the following class of market participants...

Crossing Class Lines: A Diary.

ERIC Educational Resources Information Center

Cassebaum, Anne

2001-01-01

Presents a diary of one month spent by a professional-track professor as an adjunct. Discusses the large salary decrease, the turmoil of job insecurity, and the "invisibility" of adjunct faculty. Asserts that although faculty should feel bound together by the work they have chosen, the class rift between tenure-track and adjunct faculty has…

Informing the Discussion on Evaluator Training: A Look at Evaluators' Course Taking and Professional Practice

ERIC Educational Resources Information Center

Christie, Christina A.; Quiñones, Patricia; Fierro, Leslie

2014-01-01

This classification study examines evaluators' coursework training as a way of understanding evaluation practice. Data regarding courses that span methods and evaluation topics were collected from evaluation practitioners. Using latent class analysis, we establish four distinct classes of evaluator course-taking patterns: quantitative,…

Building Students' Reasoning Skills by Promoting Student-Led Discussions in an Algebra II Class

ERIC Educational Resources Information Center

DeJarnette, Anna F.; González, Gloriana

2013-01-01

Current research and professional organizations call for greater emphasis on reasoning and sense making in algebra (Chazan, 2000; Cuoco, Goldenberg, & Mark, 1996; Harel & Sowder, 2005; National Council of Teachers of Mathematics [NCTM], 2009, 2010). This paper illustrates how students in an Algebra II class had opportunities to develop…

An algal model for predicting attainment of tiered biological criteria of Maine's streams and rivers

USGS Publications Warehouse

Danielson, Thomas J.; Loftin, Cyndy; Tsomides, Leonidas; DiFranco, Jeanne L.; Connors, Beth; Courtemanch, David L.; Drummond, Francis; Davies, Susan

2012-01-01

State water-quality professionals developing new biological assessment methods often have difficulty relating assessment results to narrative criteria in water-quality standards. An alternative to selecting index thresholds arbitrarily is to include the Biological Condition Gradient (BCG) in the development of the assessment method. The BCG describes tiers of biological community condition to help identify and communicate the position of a water body along a gradient of water quality ranging from natural to degraded. Although originally developed for fish and macroinvertebrate communities of streams and rivers, the BCG is easily adapted to other habitats and taxonomic groups. We developed a discriminant analysis model with stream algal data to predict attainment of tiered aquatic-life uses in Maine's water-quality standards. We modified the BCG framework for Maine stream algae, related the BCG tiers to Maine's tiered aquatic-life uses, and identified appropriate algal metrics for describing BCG tiers. Using a modified Delphi method, 5 aquatic biologists independently evaluated algal community metrics for 230 samples from streams and rivers across the state and assigned a BCG tier (1–6) and Maine water quality class (AA/A, B, C, nonattainment of any class) to each sample. We used minimally disturbed reference sites to approximate natural conditions (Tier 1). Biologist class assignments were unanimous for 53% of samples, and 42% of samples differed by 1 class. The biologists debated and developed consensus class assignments. A linear discriminant model built to replicate a priori class assignments correctly classified 95% of 150 samples in the model training set and 91% of 80 samples in the model validation set. Locally derived metrics based on BCG taxon tolerance groupings (e.g., sensitive, intermediate, tolerant) were more effective than were metrics developed in other regions. Adding the algal discriminant model to Maine's existing macroinvertebrate discriminant model will broaden detection of biological impairment and further diagnose sources of impairment. The algal discriminant model is specific to Maine, but our approach of explicitly tying an assessment tool to tiered aquatic-life goals is widely transferrable to other regions, taxonomic groups, and waterbody types.

Technology-Enhanced Learning in Science (TELS)

NASA Astrophysics Data System (ADS)

Linn, Marcia

2006-12-01

The overall research question addressed by the NSF-funded echnologyEnhanced Learning in Science (TELS) Center is whether interactive scientific visualizations embedded in high quality instructional units can be used to increase pre-college student learning in science. The research draws on the knowledge integration framework to guide the design of instructional modules, professional development activities, and assessment activities. This talk reports on results from the first year where 50 teachers taught one of the 12 TELS modules in over 200 classes in 16 diverse schools. Assessments scored with the knowledge integration rubric showed that students made progress in learning complex physics topics such as electricity, mechanics, and thermodynamics. Teachers encountered primarily technological obstacles that the research team was able to address prior to implementation. Powerful scientific visualizations required extensive instructional supports to communicate to students. Currently, TELS is refining the modules, professional development, and assessments based on evidence from the first year. Preliminary design principles intended to help research teams build on the findings will be presented for audience feedback and discussion.

Interactive whiteboards in third grade science instruction

NASA Astrophysics Data System (ADS)

Rivers, Grier

Strategies have been put into place to affect improvement in science achievement, including the use of Interactive Whiteboards (IWBs) in science instruction. IWBs enable rich resources, appropriate pacing, and multimodal presentation of content deemed as best practices. Professional development experiences, use of resources, instructional practices, and changes in professional behavior in science teachers were recorded. Also recorded were differences in the engagement and motivation of students in IWB classrooms versus IWB-free classrooms and observed differences in students' problem solving, critical thinking, and collaboration. Using a mixed-method research design quantitative data were collected to identify achievement levels of the target population on the assumption that all students, regardless of ability, will achieve greater mastery of science content in IWB classrooms. Qualitative data were collected through observations, interviews, videotapes, and a survey to identify how IWBs lead to increased achievement in third grade classrooms and to develop a record of teachers' professional practices, and students' measures of engagement and motivation. Comparative techniques determined whether science instruction is more effective in IWB classroom than in IWB-free classrooms. The qualitative findings concluded that, compared to science teachers who work in IWB-free settings, elementary science teachers who used IWBs incorporated more resources to accommodate learning objectives and the varied abilities and learning styles of their students. They assessed student understanding more frequently and perceived their classrooms as more collaborative and interactive. Furthermore, they displayed willingness to pursue professional development and employed different engagement strategies. Finally, teachers who used IWBs supported more instances of critical thinking and problem-solving. Quantitative findings concluded that students of all ability levels were more motivated and engaged in IWB classes. Best practices distilled included combining IWBs with handheld peripherals to maximize assessment; the determination that formal professional development is more effective than peer coaching; that effectively managing an IWB classroom is as vital as learning how to use board itself; and that IWB teachers should be able to modify resources to tailor them for the circumstances of their classroom.

The Effects of Professional Learning Communities on Student Achievement

ERIC Educational Resources Information Center

Burdett, John M.

2009-01-01

The purpose of this study was to examine data from the Early Childhood Longitudinal Study: Kindergarten Class of 1998-99 (ECLS-K) report, identify questions and statements that correlate to the dimensions of professional learning communities (PLCs), and determine the effect PLCs have on student achievement based on the ECLS-K data. In addition,…

Professional Competences of Teachers for Fostering Creativity and Supporting High-Achieving Students

ERIC Educational Resources Information Center

Hoth, Jessica; Kaiser, Gabriele; Busse, Andreas; Döhrmann, Martina; König, Johannes; Blömeke, Sigrid

2017-01-01

This paper addresses an important task teachers face in class: the identification and support of creative and high-achieving students. In particular, we examine whether primary teachers (1) have acquired professional knowledge during teacher education that is necessary to foster creativity and to teach high-achieving students, and whether they (2)…

Providing Information to Parents of Children with Mental Health Problems: A Discrete Choice Conjoint Analysis of Professional Preferences

ERIC Educational Resources Information Center

Cunningham, Charles E.; Deal, Ken; Rimas, Heather; Chen, Yvonne; Buchanan, Don H.; Sdao-Jarvie, Kathie

2009-01-01

We used discrete choice conjoint analysis to model the ways 645 children's mental health (CMH) professionals preferred to provide information to parents seeking CMH services. Participants completed 20 choice tasks presenting experimentally varied combinations of the study's 14 4-level CMH information transfer attributes. Latent class analysis…

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

ERIC Educational Resources Information Center

Snodgrass, Suzanne

2011-01-01

Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…

Optimizing Conditions of Teachers' Professional Practice to Support Students with Special Educational Needs. Teacher Voice

ERIC Educational Resources Information Center

Froese-Germain, Bernie; McGahey, Bob

2012-01-01

Across the country, teachers are working to provide individualized instruction to the students in their classes. Teachers use their professional judgement to modify teaching to suit the learning needs of students. Occasionally, this modification is required as a result of students being formally identified as having a learning exceptionality. As…

Parent Involvement as Professionalization: Professionals' Struggle for Power in Dutch Urban Deprived Areas

ERIC Educational Resources Information Center

van den Berg, Marguerite; van Reekum, Rogier

2011-01-01

Parent involvement policies have been central in the Dutch push towards educational governance. How the implementation of these policies plays out on the ground is context-dependent. The ethnic and class cleavages impacting the Dutch educational system should be taken into account. On the basis of 50 in-depth interviews with teachers, social…

Footy, Gangs and Love: Using Auto-Ethnography to Problematise Practice on a Practicum

ERIC Educational Resources Information Center

Bellamy, Roz

2017-01-01

This article was written as an auto ethnography, which allowed for a complex and personal exploration of professional standards, teachers' professional identities, neoliberal reforms, and approaches to literacy and creativity. This article reflects on a practicum which involved teaching Romeo and Juliet to two year nine classes at an all boys'…

Honing EAP Learners' Public Speaking Skills by Analyzing TED Talks

ERIC Educational Resources Information Center

Leopold, Lisa

2016-01-01

Despite the importance of public speaking skills for English for Academic Purposes (EAP) students' academic and professional success, few EAP textbooks incorporate authentic, professional speech models. Thus, many EAP instructors have turned to TED talks for dynamic speech models. Yet a single TED talk may be too long for viewing in class and may…

It takes two: the influence of dance partners on the perceived enjoyment and benefits during participation in partnered ballroom dance classes for people with Parkinson's.

PubMed

Kunkel, Dorit; Robison, Judy; Fitton, Carolyn; Hulbert, Sophia; Roberts, Lisa; Wiles, Rose; Pickering, Ruth; Roberts, Helen; Ashburn, Ann

2018-08-01

To explore the views of people with Parkinson's and their dance partners on the influence and issues surrounding dancing with an able-bodied dance partner during partnered ball room dance classes. In depth, semi-structured interviews explored purposively selected participants' experiences and views about dance classes. Fourteen people with Parkinson's and their dance partners (six spouses, two friends/relatives, five volunteers) were interviewed within a month of completing the 10-week dance class program. Data were analyzed thematically. Generally, those partnered with a spouse or an experienced dancer, or when dance couples were able to develop good rapport, gained greater enjoyment and sense of achievement from dance classes in comparison to couples who did not enjoy dancing together or had clashing approaches to dance. Managing and negotiating who would "lead" in a dance was challenging for dance couples particularly among male people with Parkinson's. People with Parkinson's experience of the dance classes were influenced by the relationship and compatibility with their dance partner. Dance partnerships may impact on recruitment, enjoyment, outcome and continued participation in dance classes. Potential effects of partnerships should be analyzed and reported in studies evaluating the outcomes of dance classes. Implications for rehabilitation We recommend that health professionals consider involving spouses in Parkinson's dance classes as this may improve recruitment, adherence, enjoyment and overall outcome of the dance classes. If volunteers are needed, aim to recruit those who already have good dancing ability, convey a love of dancing and have the sensitivity and social skills to interact positively with the person with Parkinson's. Consider dance partnership issues when advertising and promoting dance classes. Address partnership issues through open communication and by changing partners if the dance partnership is not working well.

Facial attractiveness of skeletal class I and class II malocclusion as perceived by laypeople, patients and clinicians.

PubMed

Pace, Michela; Cioffi, Iacopo; D'antò, Vincenzo; Valletta, Alessandra; Valletta, Rosa; Amato, Massimo

2018-06-01

Physical attractiveness is dependent on facial appearance. The facial profile plays a crucial role in facial attractiveness and can be improved with orthodontic treatment. The aesthetic assessment of facial appearance may be influenced by the cultural background and education of the assessor and dependent upon the experience level of dental professionals. This study aimed to evaluate how the sagittal jaw relationship in Class I and Class II individuals affects facial attractiveness, and whether the assessor's professional education and background affect the perception of facial attractiveness. Facial silhouettes simulating mandibular retrusion, maxillary protrusion, mandibular retrusion combined with maxillary protrusion, bimaxillary protrusion and severe bimaxillary protrusion in class I and class II patients were assessed by five groups of people with different backgrounds and education levels (i.e., 23 expert orthodontists, 21 orthodontists, 15 maxillofacial surgeons, 19 orthodontic patients and 28 laypeople). Straight facial profiles were judged to be more attractive than convex profiles due to severe mandibular retrusion and to mandibular retrusion combined with maxillary protrusion (all P<0.05). Convex profiles due to a slightly retruded position of the mandible were judged less attractive by clinicians than by patients and laypeople (all P<0.05). Convex facial profiles are less attractive than Class I profiles. The assessment of facial attractiveness is dependent on the assessor's education and background. Laypeople and patients are considerably less sensitive to abnormal sagittal jaw relationships than orthodontists.

Permanent work incapacity, mortality and survival without work incapacity among occupations and social classes: a cohort study of ageing men in Geneva.

PubMed

Gubéran, E; Usel, M

1998-12-01

The objective of this retrospective cohort study was to investigate the burden of disability and death in men, from middle age to age of retirement, among occupational groups and classes in Geneva. Men were included if they resided in the Canton of Geneva, were 45 years of age in 1970-1972, and were not receiving a disability pension at the start of the follow-up. The cohort of 5137 men was followed up for 20 years and linked to national registers of disability pension allowance and of causes of death. There was a steep upward trend in incidence of permanent work incapacity with lower social class for all causes as well as for the seven causes of disability studied. Compared with professional occupations (social class I), the relative risk (RR) of permanent work incapacity was 11.4 for partly skilled and unskilled occupations (class IV+V) (95% confidence interval [CI]: 5.2-28.0). The social class gradient in mortality was in the same direction as that in work incapacity although much less steep (RR class IV+V to class I = 1.6, 95% CI : 1.1-2.2). Survival without work incapacity at the time of the 65th birthday ranged from only 57% in construction workers and labourers to 89% in science and related professionals. Unemployment in Geneva was below 1.5% during almost all the study period. Medically-ascertained permanent work incapacity and survival without work incapacity have shown considerably greater socioeconomic differentials than the mortality differentials.

The Examining Your Environment through the Power of Data Project (EYE-POD) Project at NAU: Professional Development for Secondary Education Teachers Using Earth Sciences and GIS

NASA Astrophysics Data System (ADS)

Sample, J. C.; Rubino-Hare, L.; Claesgens, J.; Fredrickson, K.; Manone, M.; White, M.

2010-12-01

The EYE-POD project at Northern Arizona University is an NSF-ITEST-funded professional development program for secondary science (SS) and career technical education (CTE) teachers. The program recruited SS-CTE teacher pairs from Arizona and the surrounding region to participate in two-week workshops during Summer, 2010, and an advanced workshop ins Summer, 2011. The workshops are led by a team with distinct expertise in science content, professional development and pedagogy, GIS, and project evaluation. Learning modules and a workshop agenda are developed using the Legacy Cycle of learning. Rather than compartmentalize pedagogical, content, and GIS learning activities, they have been combined throughout the workshop timeline. Early activities focus on learning of climate and weather processes through GIS modules provided by ESRI-“Mapping our World” and “Analyzing our World”. Participants learn the technical aspects of GIS software while investigating real phenomena. The science/GIS learning activities are augmented by laboratory demonstrations and field data collection using Labquest handheld field measurement systems with a variety of probes. At the end of the first week teacher-participants presented the solution to a problem, using GIS-based climate and weather data, involving travel to various locations on Earth. The second week focused on classroom, lab, and field activities devoted to recommendations to the City of Flagstaff for development in the Rio de Flag floodplain. Teacher-participant groups presented solutions making claims and recommendations supported by evidence from georeferenced field data and other GIS data acquired from various sources. At the close of the workshop teachers were provided with GIS software, hardware for field data collection, and several reference materials to aid in curriculum development. They have been tasked with implementing two GIS-based Earth science content modules in their schools, to one science class and one CTE class. One module must involve a field-based problem at their school site. The EYE-POD team will provide support to each school team through site visits and phone consultation. As part of the project, data on learning efficacy is being collected by an independent evaluator and analyzed by a science education faculty member (summarized in companion paper by Claesgens, et al.).

Absent husbands, single wives: success, domesticity, and seminuclear families in the nineteenth-century Great Lakes world.

PubMed

Nutting, P Bradley

2010-01-01

The industrial and transportation revolutions of nineteenth-century America separated work from home (at least for the growing middle class) and intensified the development of masculine and feminine spheres devoted to success and domesticity, respectively. This development tended to reduce the husband's traditional patriarchal roles to that of provider only, while leaving the wife and mother with enhanced authority over household management and child rearing, a development with consequences for feminism. This article examines two extreme cases of separation of work from home: absent husbands, respected professional men, who left their wives alone for months or years and, while they provided financial support, surrendered all household authority to "single" wives.

Involving South Asian patients in clinical trials.

PubMed

Hussain-Gambles, M; Leese, B; Atkin, K; Brown, J; Mason, S; Tovey, P

2004-10-01

To investigate how South Asian patients conceptualise the notion of clinical trials and to identify key processes that impact on trial participation and the extent to which communication difficulties, perceptions of risk and attitudes to authority influence these decisions. Also to identify whether 'South Asian' patients are homogeneous in these issues, and which factors differ between different South Asian subgroups and finally how professionals regard the involvement of South Asian patients and their views on strategies to increase participation. A review of the literature on minority ethnic participation in clinical trials was followed by three qualitative interview studies. Interviews were taped and transcribed (and translated if required) and subjected to framework analysis. Face-to-face interviews were conducted with 25 health professionals; 60 South Asian lay people who had not taken part in a trial and 15 South Asian trial participants. Motivations for trial participation were identified as follows: to help society, to improve own health or that of family and friends, out of obligation to the doctor and to increase scientific knowledge. Deterrents were concerns about drug side-effects, busy lifestyles, language, previous bad experiences, mistrust and feelings of not belonging to British society. There was no evidence of antipathy amongst South Asians to the concept of clinical trials and, overall, the younger respondents were more knowledgeable than the older ones. Problems are more likely to be associated with service delivery. Lack of being approached was a common response. Lay-reported factors that might affect South Asian participation in clinical trials include age, language, social class, feeling of not belonging/mistrust, culture and religion. Awareness of clinical trials varied between each group. There are more similarities than differences in attitudes towards clinical trial participation between the South Asian and the general population. Important decisions, such as participation in clinical trials, are likely to be made by those family members who are fluent in English and younger. Social class appears to be more important than ethnicity, and older South Asian people and those from working class backgrounds appear to be more mistrustful. Approachable patients (of the same gender, social class and fluent in English) tend to be 'cherry picked' to clinical trials. This practice was justified because of a lack of time and resources and inadequate support. South Asian patients might be systematically excluded from trials owing to the increased cost and time associated with their inclusion, particularly in relation to the language barrier. Under-representation might also be due to passive exclusion associated with cultural stereotypes. Other characteristics such as gender, age, educational level and social class can also affect trial inclusion. Effective strategies for South Asian recruitment to clinical trials include: using multi-recruitment strategies; defining the demographic and social profiles of the population to be included; using focus groups to identify any potential barriers; consulting representative community members to provide assistance in the study; ensuring eligibility criteria are set as wide as possible; developing educational and recruitment approaches to attract ethnic minority health professionals; ensuring health professionals are adequately trained in culturally and ethnically orientated service provision; determining the most effective mass media to use in study promotion and recruitment; and targeting inner-city, single-handed practices likely to have high ethnic minority populations. Future research should consider: responses when invited to participate; the role of methodological and organisational barriers to recruitment; the complexities of recruitment from a health professional perspective; developing culturally sensitive research methods; the magnitude of the problem of under-recruitment; strategies to encourage inner-city, single-handed GP participation; and other factors affecting trial inclusion, such as age, gender, educational level and socio-cultural background.

A Case Study in the Use of Primary Literature in the Context of Authentic Learning Pedagogy in the Undergraduate Neuroscience Classroom.

PubMed

O'Keeffe, Gerard W; McCarthy, Marian M

2017-01-01

Providing opportunities for undergraduate science students to develop causal reasoning skills and the ability to think like research scientists is a crucial part of their preparation for professional practice as a scientist and/or a clinician. This has led many to question whether the traditional academic in-class lecture still has a functional role in today's undergraduate science education. Here, we performed a case study to attempt to maximize the use of in-class time to create a more authentic learning opportunity for undergraduate neuroscience students in our institution, the majority of whom go on to be research active scientists. We hypothesised that using seminal research papers as a teaching tool in a flipped classroom setting would model for neuroscience students what it means to think like a research scientist, would provide an opportunity for them to develop their causal reasoning skills and allow them to become more comfortable with the nature of professional practice (i.e., research) in the context of the discipline. We describe the design and implementation of this teaching approach to undergraduate final year neuroscience students, and evaluate their perception of it. We provide evidence that this approach models for the students what it means to reason like a research scientist, and discuss the implications of these findings for future practice. We propose that these findings will help add to the educational experience of all Neuroscience students whether they are on pre-med or on a research track.

Trends in overweight among women differ by occupational class: results from 33 low- and middle-income countries in the period 1992-2009.

PubMed

Lopez-Arana, S; Avendano, M; van Lenthe, F J; Burdorf, A

2014-01-01

There has been an increase in overweight among women in low- and middle-income countries but whether these trends differ for women in different occupations is unknown. We examined trends by occupational class among women from 33 low- and middle-income countries in four regions. Cross-national study with repeated cross-sectional demographic health surveys. Height and weight were assessed at least twice between 1992 and 2009 in 248,925 women aged 25-49 years. Interviews were conducted to assess occupational class, age, place of residence, educational level, household wealth index, parity, age at first birth and breastfeeding. We used logistic and linear regression analyses to assess the annual percent change in overweight (body mass index >25 kg m(-2)) by occupational class. The prevalence of overweight ranged from 2.2% in Nepal in 1992-1997 to 75% in Egypt in 2004-2009. In all the four regions, women working in agriculture had consistently lower prevalence of overweight, while women from professional, technical, managerial as well as clerical occupational classes had higher prevalence. Although the prevalence of overweight increased in all the occupational classes in most regions, women working in agriculture and production experienced the largest increase in overweight over the study period, while women in higher occupational classes experienced smaller increases. To illustrate, overweight increased annually by 0.5% in Latin America and the Caribbean and by 0.7% in Sub-Saharan Africa among women from professional, technical and managerial classes, as compared with 2.8% and 3.7%, respectively, among women in agriculture. The prevalence of overweight has increased in most low- and middle-income countries, but women working in agriculture and production have experienced larger increases than women in higher occupational classes.

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.

The legacy of "Joanna": the role of ethical debate in nurse preparation.

PubMed

Willsher, Kerre A

2013-04-01

The author was involved in nursing "Joanna", a neonate who was born in 1980 with a serious form of spina bifida. A scenario describing the Joanna case was introduced to two groups of students in order to enhance critical thinking skills and encourage ethical debate in the classroom. Critical thinking skills, which are essential in professional practice, include the honest appraisal of intellectual positions adopted by one's self and others, and caring about the dignity and worth of each person (Ennis 1996, cited in Robinson, 2011). The scenario was presented as a case study to two classes, one of which comprised undergraduate nursing students, the other, mature-aged retirees. The International Council of Nurses Code of Ethics (2006) was used to critically analyze the concepts of quality of life and empowerment. The qualitative raw data was collected from both groups and compared. Nurses are in a key position to identify potential ethical conflicts but need adequate supports in place in order to become empowered and advocate for patients. The differing attitudes towards Joanna and the care she received reflected the different quantities and types of life experiences available in the two class groups. Nurse education programs now accept greater numbers of students from diverse backgrounds; therefore, educators need to plan for these differences in life experience when inducting students into professional practice. The outcome of introducing the scenario into the classroom demonstrates the imperative of seeking a wide variety of perspectives to develop ethical debate and preparation for professional practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

Virginia physical science teachers' content knowledge assessment and professional development preferences

NASA Astrophysics Data System (ADS)

Hendrick, M. Georgeann

The course content for middle school physical science in Virginia is defined by the Standards of Learning. These eleven categories include topics in scientific experimentation, the nature of matter, chemistry and physics. Content knowledge is essential if teachers are to provide effective teaching, which includes analogies, illustrations, examples, and most importantly, hands-on experimentation. One means of assessing teacher content knowledge is by determining their academic major and minor. Teachers lacking a major or minor in the classes they teach are defined as "out-of-field" by Ingersoll (1996). When he examined data for middle school physical science teachers, 74% were "out-of-field." This survey study had two major facets. First, Virginia teachers were asked to assess their content knowledge in all eleven categories. They were also asked to provide descriptive and demographic data about themselves (including their academic degrees) and their schools. Secondly, the teachers were asked for their professional development preferences as well as organizational logistics including location, time, other participants, and use of technology. The survey was mailed to each school containing an eighth grade within the Commonwealth. The survey response rate was 73%. The data was analyzed descriptively and analytically, using frequency, percentages, T-tests, and ANOVA. Three major findings emerged. (1) The three areas which teachers assessed as lowest content knowledge included PS.11 (Electricity and Magnetism), PS.9 (Light), and PS.8 (Sound). These exactly match the three topics most desired for professional development. (2) Based on Ingersoll's definition, 68% of Virginia's teachers are providing "out-of-field" instruction. In addition, teachers with fewer years of teaching experience or mixed assignments, and/or those teaching in smaller, more rural schools report lower content knowledge. (3) Teachers desire professional development in all eleven categories. They are especially interested in programs which provide hands-on materials. Programs should be organized locally, enabling them to create collaborative teams. This study highlights the importance of professional development support for teachers who often lack an in-depth academic background in the physical sciences. This teacher input should inform program developers. In addition, inquiry into changing student SOL scores after teachers attend such programs could continue this line of inquiry.

12-year trends in occupational class differences in short sickness absence among young women.

PubMed

Hilla, Sumanen; Jouni, Lahti; Eero, Lahelma; Olli, Pietiläinen; Ossi, Rahkonen

2015-06-01

Socioeconomic differences in sickness absence are well established among middle-aged employees but poorly known among younger employees, in particular for shorter spells. We examined trends in occupational class differences in short sickness absence among young women. The data were obtained from the registers of the City of Helsinki, Finland, and included female employees aged 18-34 years from 2002 to 2013. Self-certified (1-3 days) sickness absence spells were examined. Occupational class was classified into four hierarchical categories. Joinpoint regression models were used to identify major changes in sickness absence trends. Short sickness absence increased until 2008, after which it decreased in all occupational classes except manual workers. Differences in sickness absence between occupational classes remained over time. Routine non-manuals had the highest amount of short sickness absence, while managers and professionals had the smallest amount. Manual workers had somewhat less short sickness absence than routine non-manuals and semi-professionals. The socioeconomic differences in short sickness absence were clear among young women but not fully consistent as routine non-manuals tended to have more sickness absence than manual workers. Preventive measures are needed to narrow socioeconomic differences in young women's sickness absence especially among routine non-manuals. © 2015 the Nordic Societies of Public Health.

Integrating Cultural Perspectives of First Generation Latino Students and Families into the College Admissions Process

ERIC Educational Resources Information Center

Rosso, Ryan R.

2011-01-01

First generation college-bound Latino students and their families are placed at a disadvantage in the college admissions process for a variety of reasons. Their cultural perspectives in relation to education and family combined with the increasingly widening gap between the working class and professional middle class has left many Latino families…

A Comparison of Professional-Level Faculty and Student Perceptions of Active Learning: Its Current Use, Effectiveness, and Barriers

ERIC Educational Resources Information Center

Miller, Cynthia J.; Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has…

Formation of a Virtual Professional Learning Community in a Combined Local and Distance Doctoral Cohort

ERIC Educational Resources Information Center

Ford, Lance; Branch, Gracie; Moore, George

2008-01-01

A phenomenological study was conducted with a group of doctoral students preparing to be technology leaders. Students and faculty participated in weekend-intensive course work in which the faculty and some students attended classes on campus, and another group of students attended classes through distance technologies. Using some of these very…

Professional Storytelling in Clinical Dental Anatomy Teaching

ERIC Educational Resources Information Center

Kieser, Jules; Livingstone, Vicki; Meldrum, Alison

2008-01-01

The aim of the present work was to see if storytelling in a clinical dental anatomy course would increase student satisfaction. We enhanced teaching by spontaneous storytelling in problem-based learning, in half of the third-year dentistry class. At the end of the course, we administered an anonymous questionnaire to the students in the class,…

Aviation Support Equipment Technician E 3 & 2. Rate Training Manual.

ERIC Educational Resources Information Center

Naval Education and Training Command, Pensacola, FL.

The training manual is designed as a self study text for use by Navy and Naval Reserve personnel preparing to meet the professional qualifications for advancement to Petty Officer Third Class and Petty Officer Second Class in the rating of Aviation Support Equipment (ASE) Technician E (Electrical). The first chapter provides information on the…

Teaching Beginning Dance Classes in Higher Education: Learning to Teach from an Expert Dance Educator

ERIC Educational Resources Information Center

You, JeongAe

2009-01-01

This qualitative case study examines the exemplary teaching approaches of an expert Korean dance educator who has been teaching beginning dance classes in higher education. The expert dance educator, possesses 28 years of teaching experience in higher education, is the recipient of a national award, is actively involved in professional activities,…

Web Pages as an Interdisciplinary Tool in English for Architects Classes.

ERIC Educational Resources Information Center

Mansilla, Paloma Ubeda

2002-01-01

Proposes the use of web pages as an interdisciplinary tool in classes of English for professional and academic purposes. Languages and computing are two areas of knowledge that the graduate of the Polytechnic University of Madrid and its School of architecture need to study in order to supplement the education received during their degree with the…

Beyond the Core: Peer Observation Brings Common Core to Vocational and Electives Classes

ERIC Educational Resources Information Center

Thurber Rasmussen, Harriette

2014-01-01

This article describes how a Washington State School District increased professional learning around the Common Core State Standards. The challenge was how to establish a way for career and technical education and electives teachers to learn and apply Common Core in their classes. Weaving Common Core literacy standards into vocational and…

A Review of Standards of Practice for Beginning Teaching. ACER Policy Briefs. Issue 4

ERIC Educational Resources Information Center

Ingvarson, Lawrence; Kleinhenz, Elizabeth

2003-01-01

This paper aims to provide a critical review and comparison of the following sets of standards of practice for teachers: (1) The Victorian Interim Teacher Class Standards (ITCS), especially Interim Teacher Class Standards for Beginning Teachers; (2) Professional Standards for Teachers; (3) The National Competencies for Beginning Teaching; (4) The…

Dutch psychogeriatric day-care centers: a qualitative study of the needs and wishes of carers.

PubMed

de Jong, Jeltsje D; Boersma, F

2009-04-01

In the past day-care facilities for people with dementia were developed with little input from the users. As these facilities play an increasingly important role in the lives of the growing number of community-living persons with dementia and their caregivers, it now seems obvious to incorporate users' perspectives when establishing or optimizing day care. This study addresses the needs and wishes of informal caregivers when providing skilled psychogeriatric day-care in the Netherlands. This is a qualitative, exploratory study, based on interviews with family caregivers and professional focus groups as the primary data source. Using data from the interviews, the needs and wishes of carers were classed into three general domains: (1) approach to care - relating to shared and tailored care and confidence in professionals as well as the facility as important themes; (2) professional expertise - relating to the carers' need for education and information regarding dementia, available resources, as well as cooperation between professionals; and (3) the day program - concerning the content and structure of the day care. The interviews with the caregivers suggest that the relationship with day-care personnel is an important aspect of psychogeriatric day-care. Caregivers have high expectations regarding the expertise of professionals, but seem to be unaware of available resources and services. Professionals should play a more active role in providing education, advice and support. Above all, the attendees must have a positive experience of the day-care facilities and its activities.

Training mid- to late-career health professionals for clinical work in low-income regions abroad.

PubMed

Harris, W Andrew; Spencer, Peter; Winthrop, Kevin; Kravitz, Jay

2014-01-01

Oregon Health & Science University (OHSU) Global Health Center has developed a unique training program-Professionals' Training in Global Health (PTGH)--for mid- and late-career health professionals wanting to perform clinical services overseas in low-income countries. A multidisciplinary, multifaceted, structured curriculum underpins the clinical retraining, with classes aimed to be practical for clinical settings in resource-poor regions of the world. Preceptorships in family medicine and emergency medicine offer specialists the opportunity to observe primary care physicians one-on-one. In addition, PTGH trainees volunteer at free medical clinics where they work under the guidance and supervision of a family physician. For those individuals who live at some distance from Portland, Oregon, the course offers live videoconferencing, as well as archived streaming for later review. As of November 2013, 79 health professionals have completed the course, with 45 graduates having subsequently volunteered on one or more overseas medical missions, for a total of 109 medical service visits to 36 countries. Pre- and post-course testing shows improvements in clinical skills and knowledge base. Professionals' Training in Global Health has a 6-year record of interprofessional training and service both overseas and at home. The course has trained physicians, nurses, nurse practitioners, physician assistants, midwives, paramedics and other health professionals. © 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.

Class Model Development Using Business Rules

NASA Astrophysics Data System (ADS)

Skersys, Tomas; Gudas, Saulius

New developments in the area of computer-aided system engineering (CASE) greatly improve processes of the information systems development life cycle (ISDLC). Much effort is put into the quality improvement issues, but IS development projects still suffer from the poor quality of models during the system analysis and design cycles. At some degree, quality of models that are developed using CASE tools can be assured using various. automated. model comparison, syntax. checking procedures. It. is also reasonable to check these models against the business domain knowledge, but the domain knowledge stored in the repository of CASE tool (enterprise model) is insufficient (Gudas et al. 2004). Involvement of business domain experts into these processes is complicated because non- IT people often find it difficult to understand models that were developed by IT professionals using some specific modeling language.

Online continuing education course enhances nutrition and health professionals' knowledge of food safety issues of high-risk populations.

PubMed

Wallner, Stephanie; Kendall, Patricia; Hillers, Virginia; Bradshaw, Eva; Medeiros, Lydia C

2007-08-01

To develop and evaluate the efficacy of an online continuing education course for professionals who provide food safety information to high-risk populations. A 2-credit graduate-level class was converted into six web-based modules (overview of foodborne illness, immunology, pregnancy, human immunodeficiency virus, cancer and transplants, and lifecycle) and offered to nutrition and health professionals. Participants had 8 weeks to complete the modules, pre and post questionnaires, and course evaluation. Those who successfully completed the protocol received six continuing education units from one of three professional associations. Change in knowledge was measured using pre and post questionnaires. Course efficacy was evaluated using a post-course questionnaire. A convenience sample of 140 registered dietitians/dietetic technicians registered, nurses, and extension educators were recruited through professional conferences and electronic mailing lists to take the course. Analysis of variance was used to evaluate differences in knowledge scores for all groups across five main effects (attempt, module, profession, age, and education). Course evaluation responses were used to assess course effectiveness. For each module, knowledge scores increased significantly (P<0.001) from pre to post questionnaire. Overall, knowledge scores increased from 67.3% before the modules to 91.9% afterwards. Course evaluation responses were favorable, and participants indicated that course objectives were met. Online continuing education courses, such as "Food Safety Issues for High Risk Populations," seem to be a convenient, effective option for dietetics professionals, nurses, and extension educators seeking knowledge about food safety issues of high-risk populations. Online learning is a promising delivery approach for the continuing education of health professionals.

Where Did You Come From? Where Will You Go? Human Evolutionary Biology Education and American Students' Academic Interests and Achievements, Professional Goals, and Socioscientific Decision-making

NASA Astrophysics Data System (ADS)

Schrein, Caitlin M.

In the United States, there is a national agenda to increase the number of qualified science, technology, engineering, and maths (STEM) professionals and a movement to promote science literacy among the general public. This project explores the association between formal human evolutionary biology education (HEB) and high school science class enrollment, academic achievement, interest in a STEM degree program, motivation to pursue a STEM career, and socioscientific decision-making for a sample of students enrolled full-time at Arizona State University. Given a lack of a priori knowledge of these relationships, the Grounded Theory Method was used and was the foundation for a mixed-methods analysis involving qualitative and quantitative data from one-on-one interviews, focus groups, questionnaires, and an online survey. Theory development and hypothesis generation were based on data from 44 students. The survey instrument, developed to test the hypotheses, was completed by 486 undergraduates, age 18--22, who graduated from U.S. public high schools. The results showed that higher exposure to HEB was correlated with greater high school science class enrollment, particularly for advanced biological science classes, and that, for some students, HEB exposure may have influenced their enrollment, because the students found the content interesting and relevant. The results also suggested that students with higher K--12 HEB exposure felt more prepared for undergraduate science coursework. There was a positive correlation between HEB exposure and interest in a STEM degree and an indirect relationship between higher HEB exposure and motivation to pursue a STEM career. Regarding a number of socioscientific issues, including but not limited to climate change, homosexuality, and stem cell research, students' behaviors and decision-making more closely reflected a scientific viewpoint---or less-closely aligned to a religion-based perspective---when students had greater HEB exposure, but this was sometimes contingent on students' lifetime exposure to religious doctrine and acceptance of general evolution or human evolution. This study has implications for K--12 and higher education and justifies a paradigm shift in evolution education research, such that more emphasis is placed on students' interests, perceived preparation for continued learning, professional goals and potential contributions to society rather than just their knowledge and acceptance.

What Experiences Help Students Become Scientists? A Comparative Study of Research and Other Sources of Personal and Professional Gains for STEM Undergraduates

ERIC Educational Resources Information Center

Thiry, Heather; Laursen, Sandra L.; Hunter, Anne-Barrie

2011-01-01

In this study of curricular and co-curricular learning in STEM disciplines at four liberal arts colleges, comparative analysis of 62 interviews with graduating seniors demonstrates that out-of-class experiences fostered many intellectual, personal, and professional gains. Undergraduate research, in particular, helped to shape science identities…

When "Teaching a Class of Daemons, Dragons and Trainee Teachers"--Learning the Pedagogy of the Virtual Classroom

ERIC Educational Resources Information Center

Woollard, John

2012-01-01

Virtual worlds can offer opportunities to further extend the experience, skills and understanding of professionals, in this case pre-service teachers. Based on the empirical evidence provided by professional, pre-service teachers, this paper describes the social and emotional aspects of being and learning in a virtual world and the implications…

Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students

ERIC Educational Resources Information Center

Demir, Erdal

2016-01-01

The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which…

Motivation for Attending Higher Education from the Perspective of Early Care and Education Professionals

ERIC Educational Resources Information Center

Huss-Keeler, Rebecca; Peters, Michelle; Moss, Joy Marie

2013-01-01

The field of early care and education has been challenged to raise the level of quality for young children by increasing the number of practitioners with college degrees. The purpose of this study was to explore the perceptions of early care and education professionals working in the field and enrolled in community college early childhood classes,…

Latina Teachers in Los Angeles: Navigating Race/Ethnic and Class Boundaries in Multiracial Schools

ERIC Educational Resources Information Center

Flores, Glenda Marisol

2011-01-01

This is the first major study of the professional lives and workplace experiences of Latina teachers who work in urban, multiracial schools. While there is a plethora of research on Latina immigrant women working in factories, the informal economy and low skill-jobs in the U.S., the work experiences of college-educated Latina professionals, with a…

The Work Calls for Men: The Social Construction of Professionalism and Professional Education for Librarianship

ERIC Educational Resources Information Center

Stauffer, Suzanne M.

2016-01-01

The leaders of the library profession in the United States in the 19th century were white, middle-class, college-educated men. They attempted to construct librarianship in the United States as an equivalent profession to the other white, masculine professions of their day. They also created education for librarianship in the same mold. They…

Students' Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

ERIC Educational Resources Information Center

Demir, Erdal

2015-01-01

The purpose of the study is to examine the relationship between professional personality competencies of physical education teachers working in high schools and gender, school type, and class variables of students. The study was organised according to the screening model. The study was carried out in a total of 17 schools, 16 state and one…

Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2012-01-01

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of classes they teach. Data collection was via an online survey composed of subscales from two validated instruments, as well as one open-ended question asking students to compare the same class taught by a professor versus a GTA. Quantitative and qualitative results indicated that some student instructional perceptions are specific to instructor type, and not class type. For example, regardless of type of class, professors are perceived as being confident, in control, organized, experienced, knowledgeable, distant, formal, strict, hard, boring, and respected. Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching. Overall, undergraduates seem to perceive professors as having more knowledge and authority over the curriculum, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA professional development programs. PMID:22665591

"Friending Facebook?" A minicourse on the use of social media by health professionals.

PubMed

George, Daniel R

2011-01-01

Health professionals are working in an era of social technologies that empower users to generate content in real time. This article describes a 3-part continuing education minicourse called "Friending Facebook?" undertaken at Penn State Hershey Medical Center that aimed to model the functionality of current technologies in health care and encourage discussion about how health professionals might responsibly utilize social media. Fifteen health professionals participated in the course and provided written evaluation at its conclusion. The course instructor took field notes during each of the 3 classes to document emergent themes. The course received uniformly positive evaluations, and participants identified several current tools perceived as being potentially useful in their professional lives, including news aggregators, Google Alerts, and--if used responsibly--social networking sites such as Facebook. Developing innovative and appropriate programming that teaches to emerging social media technologies and ideologies will be crucial to helping the health professions adapt to a new, networked era. Medical institutions would do well to foster interprofessional-and perhaps even intergenerational-conversations to share not only the dangers and risks of social media, but also the opportunities that are emerging out of a rapidly evolving online world. Copyright © 2010 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Evaluation of postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning: a descriptive study.

PubMed

Currey, Judy; Oldland, Elizabeth; Considine, Julie; Glanville, David; Story, Ian

2015-02-01

The aim of this study was to evaluate postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning (TBL). A descriptive pre and post interventional design was used. Study data were collected by surveys and observation. University postgraduate critical care nursing programme. Students' attitudes to learning within teams (Team Experience Questionnaire) and student engagement (observed and self-reports). Twenty-eight of 32 students agreed to participate (87% response rate). There were significant changes in students' attitudes to learning within teams including increases in overall satisfaction with team experience, team impact on quality of learning, team impact on clinical reasoning ability and professional development. There was no significant increase in satisfaction with peer evaluation. Observation and survey results showed higher student engagement in TBL classes compared with standard lecturing. Postgraduate critical care nursing students responded positively to the introduction of TBL and showed increased engagement with learning. In turn, these factors enhanced nurses' professional skills in teamwork, communication, problem solving and higher order critical thinking. Developing professional skills and advancing knowledge should be core to all critical care nursing education programmes to improve the quality and safety of patient care. Copyright © 2014 Elsevier Ltd. All rights reserved.

“Markings” of a Class

PubMed Central

Mather, James M.; Anderson, Donald O.; Cox, Albert R.; Williams, Donald H.

1965-01-01

In 1954 the first class in medicine graduated from the University of British Columbia. This class of 57 men and three women left a statistical trail behind them which began before they entered medical school, and which now has extended 10 years into their professional postgraduate careers. This first class was made up largely of British Columbians of older age than subsequent classes. The overall achievement and aptitude of the class was high, as measured by premedical grades, intelligence tests and Medical College Admission Test scores. Interest tests at the time of admission indicated that the members of the class had major interest levels in the fields of science and social service or humanitarianism. The subsequent medical school performance of the class was exceptional. Of the class, 63.4% interned in teaching hospitals. By 1964 only 53.4% of the graduates were engaged in general practice. Most of the graduates are now practising in British Columbia. PMID:14278023

An Authentic Research Experience in an Astronomy Education Professional Development Program: An Analysis of 8 Years of Data on the NASA/IPAC Teacher Archive Research Program (NITARP)

NASA Astrophysics Data System (ADS)

Rebull, Luisa; Roberts, Tracy; Laurence, Wendi; Fitzgerald, Michael; French, Debbie; Gorjian, Varoujan; Squires, Gordon

2018-01-01

The NASA/IPAC Teacher Archive Research Program (NITARP) partners small groups of educators with a research astronomer for a year-long authentic research project. This program aligns well with the characteristics of high-quality professional development (PD) programs and has worked with a total of 103 educators since 2005. In this poster, we explore surveys obtained from 74 different educators, at up to four waypoints during the course of 13 months, incorporating data from the class of 2010 through the class of 2017. The reasons educators participate are mapped onto a continuum ranging from more inward-focused to more outward-focused; NITARP has had more outward-focused educators than inward-focused, though there is a bias against the extremes on either end of the continuum. This insight into teacher motivations has implications for how the educators are supported during the NITARP year. Three-quarters of the educators self-report some or major changes in their understanding of the nature of science. The program provides educators with experience collaborating with astronomers and other educators, and forges a strong link to the astronomical research community; the NITARP community of practice encourages and reinforces these linkages. During the experience, educators get comfortable with learning complex new concepts, with ~40% noting in their surveys that their approach to learning has changed. Educators are provided opportunities for professional growth; at least 12% have changed career paths substantially in part due to the program, and 11% report that the experience was “life changing.” At least 60% are including richer, more authentic science activities in their classrooms. This work illuminates what benefits the program brings to its participants, and serves as a model for similar PD programs in other STEM subjects.

Reflection on Cuboid Net with Mathematical Learning Quality

NASA Astrophysics Data System (ADS)

Sari, Atikah; Suryadi, Didi; Syaodih, Ernawulan

2017-09-01

This research aims to formulate an alternative to the reflection in mathematics learning activities related to the activities of the professionalism of teachers motivated by a desire to improve the quality of learning. This study is a qualitative study using the Didactical Design research. This study was conducted in one of the elementary schools. The data collection techniques are triangulation with the research subject is teacher 5th grade. The results of this study indicate that through deep reflection, teachers can design learning design in accordance with the conditions of the class. Also revealed that teachers have difficulty in choosing methods of learning and contextual learning media. Based on the implementation of activities of reflection and make the learning design based on the results of reflection can be concluded that the quality of learning in the class will develop.

Flight Planning Branch NASA Co-op Tour

NASA Technical Reports Server (NTRS)

Marr, Aja M.

2013-01-01

This semester I worked with the Flight Planning Branch at the NASA Johnson Space Center. I learned about the different aspects of flight planning for the International Space Station as well as the software that is used internally and ISSLive! which is used to help educate the public on the space program. I had the opportunity to do on the job training in the Mission Control Center with the planning team. I transferred old timeline records from the planning team's old software to the new software in order to preserve the data for the future when the software is retired. I learned about the operations of the International Space Station, the importance of good communication between the different parts of the planning team, and enrolled in professional development classes as well as technical classes to learn about the space station.

The development of the architectural form of a tower derived from a traditional and philosophical symbol, realized by solutions of high-class technologies. The case of the Bitexco Financial Tower

NASA Astrophysics Data System (ADS)

Van Khai, Tran

2018-03-01

The Bitexco Financial Tower, majestically standing tall in the heart of Ho Chi Minh City, Vietnam, rejects the box-shaped, abstract forms of modernism, incorporating an innovative idea of contemporary architecture. Based on the inspiration from the Bitexco Group, a renowned architect designedthe tower that became an iconic landmark of the city in the form of a lotus bud, one of the most iconic symbols of Vietnamese culture since ancient times. High class structural system solution designed by top international professional teams enable the building to rise high with its graceful, statuesque design of the lotus flower shape. CNNGo recently ranked the Bitexco Financial Tower fifth in their listing of the world's 20 most-iconic skyscrapers.

Improvement in self-reported confidence in nurses’ professional skills in the emergency department

PubMed Central

2013-01-01

Background The aim of this study was to assess nurses’ self-reported confidence in their professional skills before and after an extensive Emergency Department (ED) reform in Kanta-Häme Central Hospital. Methods Emergency nurses participated in transitional training commencing two years before the establishment of the new organization in 2007. Training was followed by weekly practical educational sessions in the new ED. During this process nurses improved their transition skills, defined house rules for the new clinic and improved their knowledge of new technology and instruments. The main processes involving critically ill ED patients were described and modelled with an electronic flow chart software. During the transitional training nurses compiled lists of practical skills and measures needed in the ED. These were updated after feedback from physicians in primary and secondary care and head physicians in Kanta-Häme Central Hospital. The final 189-item list comprised 15 different categories, each containing from 4 to 35 items. Based on the work described above, a questionnaire was developed to reflect ED nurses’ skills in clinical measures but also to estimate the need for professional education and practical training. Nurses working in the ED were asked to fill the questionnaire in January 2007 (response rate 97%) and in January 2011 (response rate 98%). Results Nurses’ self-reported confidence in their professional skills improved significally in eight classes out of fifteen. These classes were cannulations, urinary catheterizations, patient monitoring, cardiac patients, equipment, triage and nurse practising, psychiatric patients as well as infection risk. Best results were noted in urinary catheterizations, patient monitoring and infection risk. When studying the group of nurses participating in both surveys in 2007 and 2011, improvements were observed in all fifteen categories. All but two of these changes were significant (p<0.05). Conclusions During an extensive reform of emergency services, we noted a significant improvement in the professional skills of nurses. This improvement was especially consistent among nurses working in the ED during the whole transition process. Nurses’ education and training program in the ED may be successfully put into practice when based on co-operation between nurses and physicians dedicated to emergency services. PMID:23497683

Improvement in self-reported confidence in nurses' professional skills in the emergency department.

PubMed

Rautava, Veli-Pekka; Palomäki, Erika; Innamaa, Tapio; Perttu, Mika; Lehto, Päivi; Palomäki, Ari

2013-03-05

The aim of this study was to assess nurses' self-reported confidence in their professional skills before and after an extensive Emergency Department (ED) reform in Kanta-Häme Central Hospital. Emergency nurses participated in transitional training commencing two years before the establishment of the new organization in 2007. Training was followed by weekly practical educational sessions in the new ED. During this process nurses improved their transition skills, defined house rules for the new clinic and improved their knowledge of new technology and instruments. The main processes involving critically ill ED patients were described and modelled with an electronic flow chart software.During the transitional training nurses compiled lists of practical skills and measures needed in the ED. These were updated after feedback from physicians in primary and secondary care and head physicians in Kanta-Häme Central Hospital. The final 189-item list comprised 15 different categories, each containing from 4 to 35 items. Based on the work described above, a questionnaire was developed to reflect ED nurses' skills in clinical measures but also to estimate the need for professional education and practical training. Nurses working in the ED were asked to fill the questionnaire in January 2007 (response rate 97%) and in January 2011 (response rate 98%). Nurses' self-reported confidence in their professional skills improved significally in eight classes out of fifteen. These classes were cannulations, urinary catheterizations, patient monitoring, cardiac patients, equipment, triage and nurse practising, psychiatric patients as well as infection risk. Best results were noted in urinary catheterizations, patient monitoring and infection risk. When studying the group of nurses participating in both surveys in 2007 and 2011, improvements were observed in all fifteen categories. All but two of these changes were significant (p<0.05). During an extensive reform of emergency services, we noted a significant improvement in the professional skills of nurses. This improvement was especially consistent among nurses working in the ED during the whole transition process. Nurses' education and training program in the ED may be successfully put into practice when based on co-operation between nurses and physicians dedicated to emergency services.

Podocytes Are Nonhematopoietic Professional Antigen-Presenting Cells

PubMed Central

Burkard, Miriam; Ölke, Martha; Daniel, Christoph; Amann, Kerstin; Hugo, Christian; Kurts, Christian; Steinkasserer, Alexander; Gessner, André

2013-01-01

Podocytes are essential to the structure and function of the glomerular filtration barrier; however, they also exhibit increased expression of MHC class II molecules under inflammatory conditions, and they remove Ig and immune complexes from the glomerular basement membrane (GBM). This finding suggests that podocytes may act as antigen-presenting cells, taking up and processing antigens to initiate specific T cell responses, similar to professional hematopoietic cells such as dendritic cells or macrophages. Here, MHC–antigen complexes expressed exclusively on podocytes of transgenic mice were sufficient to activate CD8+ T cells in vivo. In addition, deleting MHC class II exclusively on podocytes prevented the induction of experimental anti-GBM nephritis. Podocytes ingested soluble and particulate antigens, activated CD4+ T cells, and crosspresented exogenous antigen on MHC class I molecules to CD8+ T cells. In conclusion, podocytes participate in the antigen-specific activation of adaptive immune responses, providing a potential target for immunotherapies of inflammatory kidney diseases and transplant rejection. PMID:23539760

Graduates' characteristics and professional situation: a follow-up of five classes graduated from the Malmö model.

PubMed

Bengmark, Daniel; Nilner, Maria; Rohlin, Madeleine

2007-01-01

This study describes some characteristics of graduates of the five first classes from the Malmö dental programme, their overall experience of the programme, and their professional situation. Of 166 graduates (graduated 1995-1999) who were invited to participate, 128 responded (response rate 77%). The questionnaire queried participant characteristics, undergraduate education, and professional situation. The median age of the respondents at graduation was 26 years (range: 24-43 years, female: 56%). One-fourth of the respondents were born outside Sweden.Two-thirds of the respondents answered that they enrolled in the dental education because they wanted to become a dentist. Most respondents (97%) were working as a dentist, and a majority (82%) worked full-time. The respondents thought their dental education had prepared them well for their profession. About one-third of the respondents worked outside Sweden; the majority had been born outside of Sweden. The respondents' satisfaction with their professional situation, which was high overall, correlated to how much they were able to influence their work situation. About one-fourth expressed interest in specialist training. Respondents differed on the topic of research education: 64% of the female graduates and 42% of the male graduates were interested. We conclude that the respondents were satisfied with their professional situation as a dentist and that most were interested in postgraduate education.

A course for developing interprofessional skills in pre-professional honor students using humanities and media.

PubMed

Poirier, Therese I; Stamper-Carr, Connie; Newman, Kate

2017-09-01

To design and implement an undergraduate honors course for pre-health professional students that develops interpersonal skills through use of a variety of humanities. A three credit hour course in an honors seminar sequence was developed by pharmacy practice faculty and with input from faculty in mass communications, philosophy, applied communication studies and history. The course utilized a variety of media such as literature, film, and podcasts to foster student discussion about a variety of health-related topics. Topics included public health, stigmatization, portrayals of health care providers, patient experiences, health care ethics, aging, and death and dying. Students were assessed using pre-class assignments and reflective writings as well as a formal written and oral presentation on a selected health-related book. A quasi-experimental design was used to assess the impact of the course on desired course outcomes. The first course offering was to 22 undergraduate pre-health professional honors students. Pre- and post-course surveys on students' perceptions and students' reflective writings revealed achievement of desired course outcomes. Post-course evaluations also revealed positive perceptions about the course. The design of this course provided an outlet for students to read and enjoy various forms of media, while also meeting its goal of exposing students to a variety of humanities. The course allowed students to think critically about various health care issues, and to begin to develop interpersonal skills. The course could be adapted for pharmacy by developing affective domains of the Accreditation Council for Pharmacy Education (ACPE) Standards. Copyright © 2017 Elsevier Inc. All rights reserved.

From Widowhood to Wickedness: The Politics of Class and Gender in New York City Private Charity, 1799-1860.

ERIC Educational Resources Information Center

Gilman, Amy

1984-01-01

Vast changes took place in urban benevolence toward poor females in the first half of the nineteenth century. Agencies started by upper-class women as private organizations to support needy women became agencies run by salaried, professional, male charity workers whose job it was to train and discipline poor females. (RM)

Empirical Manifestations of Power among Adult Learners in Online Discussions

ERIC Educational Resources Information Center

Jun, JuSung

2007-01-01

This study examined the nature of power manifestations in a specific online learning setting. The two online classes selected for this study were Master's level courses in a professional school at a large state university in the United States. A total of 1340 postings were made in the two classes over the span of the semester. To test the research…

Professionalizing the PTO: Race, Class, and Shifting Norms of Parental Engagement in a City Public School

ERIC Educational Resources Information Center

Posey-Maddox, Linn

2013-01-01

A growing number of parents--particularly middle- and upper-middle-class parents--are working to fill budgetary gaps through their fundraising, grant writing, and volunteerism in urban public schools. Yet little is known about how this may shape norms and practices related to parental engagement within particular schools. Drawing from a case study…

Tradevman 1 & C. Naval Education and Training Command. Rate Training Manual and Nonresident Career Course. Revised.

ERIC Educational Resources Information Center

Naval Education and Training Command, Washington, DC.

Designed as a self-study text for enlisted personnel of the Navy and Naval Reserve, this rate training manual presents information that is directly related to the professional standards for advancement to Petty Officer Third Class and Petty Officer Second Class in the Tradevman (TD) rating. (Tradevmen install, repair, modify, and maintain…

The interaction between reflection and practice in the professional development of a secondary education science teachers: Case study

NASA Astrophysics Data System (ADS)

Vazquez Bernal, Bartolome

The work that we describe here is a case study of two secondary education science teachers about how action-oriented reflection and action itself interact, and their influence on professional development. The study was carried out from two different viewpoints: a study with a qualitative orientation on the one hand, using diverse data collection and analysis instruments, and collaborative action research on the other, to form the backbone of professional development. In our theoretical outline, we stress the concepts of reflection which sustain the theoretical-practical dialectic, and of complexity which is seen to be a progression hypothesis of central importance, and in which we distinguish three dimensions: technique, practice, and criticism. The reflection data collection instruments were the teacher's diaries and memos, transcriptions of the work group meetings, questionnaires, and interviews. For the classroom practice the ethnographic notes and extracts from the videotapes of the class sessions, and other documentary sources such. The fundamental instrument for data analysis, both for reflection and practice, was the System of Categories that includes six analytical frames: ideological, teacher education, psychological, contextual, epistemological, and curricular. We also used third-order instruments for the representation, such as complexity spheres for reflection and practice and the reflection-practice integration horizon, which allowed the evolution of the teachers to be viewed over the course of the two school years that the research lasted, as well as giving an overall representation of the integration of reflection and practice. The results showed the teachers to be in transition from a technical to a practical dimension, with both her reflection and her classroom practice in the process of becoming more complex, and with the two being closely integrated. It was also found that she had a hard core of obstacles impeding her professional development. We believe that the action-research program has had a very positive impact on the professional development of all the participating teachers. The results, however, far from meaning the end of the process, are merely the beginning of a new cycle in the action-research process, now with far solider starting data.

Suitable Work for Women? Roles, Relationships and Changing Identities of "Other Adults" in the Early Years Classroom

ERIC Educational Resources Information Center

Barkham, Jo

2008-01-01

This article explores some of the issues around the agenda for workforce reform as it applies to professionals who work in early years classrooms (4-7 year olds), who work alongside class teachers in supporting learning. Their changing roles, responsibilities and professional identities are examined through a small scale case study of four women,…

Professional Dialogue among Elementary School English Teachers in Taiwan: Current Challenges and Issues

ERIC Educational Resources Information Center

Chien, Chin-Wen

2018-01-01

Elementary school English teachers in Taiwan are required to have a formal professional dialogue regularly and engage in purposeful discussions about the curriculum and classroom practice (Ministry of Education. [1998]. "Small-Size Class Plan." http://163.19.62.3/smlass/E983A8E8A888E58A%83.htm). This study used a questionnaire to…

Academic and Professional Career Outcomes of Medical School Graduates Who Failed USMLE Step 1 on the First Attempt

ERIC Educational Resources Information Center

McDougle, Leon; Mavis, Brian E.; Jeffe, Donna B.; Roberts, Nicole K.; Ephgrave, Kimberly; Hageman, Heather L.; Lypson, Monica L.; Thomas, Lauree; Andriole, Dorothy A.

2013-01-01

This study sought to determine the academic and professional outcomes of medical school graduates who failed the United States Licensing Examination Step 1 on the first attempt. This retrospective cohort study was based on pooled data from 2,003 graduates of six Midwestern medical schools in the classes of 1997-2002. Demographic, academic, and…

What Experiences in Medical School Trigger Professional Identity Development?

PubMed

Kay, Denise; Berry, Andrea; Coles, Nicholas A

2018-04-02

Phenomenon: This qualitative inquiry used conceptual change theory as a theoretical lens to illuminate experiences in medical school that trigger professional identity formation. According to conceptual change theory, changes in personal conceptualizations are initiated when cognitive disequilibrium is introduced. We sought to identify the experiences that trigger cognitive disequilibrium and to subsequently describe students' perceptions of self-in-profession prior to the experience; the nature of the experience; and, when applicable, the outcomes of the experience. This article summarizes findings from portions of data collected in a larger qualitative study conducted at a new medical school in the United States that utilizes diverse pedagogies and experiences to develop student knowledge, clinical skills, attitudes, and dispositions. Primary data sources included focus groups and individual interviews with students across the 4 years of the curriculum (audio data). Secondary data included students' comments from course and end-of-year evaluations for the 2013-2017 classes (text data). Data treatment tools available in robust qualitative software, NVivo 10, were utilized to expedite coding of both audio and text data. Content analysis was adopted as the analysis method for both audio and text data. We identified four experiences that triggered cognitive disequilibrium in relationship to students' perceptions of self-in-profession: (a) transition from undergraduate student to medical student, (b) clinical experiences in the preclinical years, (c) exposure to the business of medicine, and (d) exposure to physicians in clinical practice. Insights: We believe these experiences represent vulnerable periods of professional identity formation during medical school. Educators interested in purposefully shaping curriculum to encourage adaptive professional identity development during medical school may find it useful to integrate educational interventions that assist students with navigating the disequilibrium that is introduced during these periods.

The Tutorial Education Program on the Formation of the New Milenium's Meteorologist: 20 Years of Project Experience at Universidade Federal de Pelotas - Brazil

NASA Astrophysics Data System (ADS)

Foster, P.

2012-12-01

The Programa de Educação Tutorial (Tutorial Education Program), also known as "PET", has the objective to finance students with potential, encouraging and providing extracurricular activities in order to promote the integration with the academic market and the development of study programs in graduate school, preparing a professional that in the future will operate in a global market, transforming and fighting for the professional interests of their class. The design of the program dates back to 1970 and is based on the model of learning and guidance to form the student. The groups are composed gradually, through an annual selection. The deployment and implementation of the groups consider the inclusion of new members in different stages of their school program, working in an integrated manner. To apply, students must submit satisfactory academic performance, without failures on any course and commit to devote a minimum of twenty hours per week to the program activities. Deployed at Universidade Federal de Pelotas - Brazil, in 1991, the group has contributed to the training of students of Meteorology through the concept of teaching-research-extension activities. We believe that PET has been of utmost importance in the training of the new millennium's professional, given that the objectives of this program seek to provide an excellent level of academic training to undergraduates, encouraging their entry into the graduate studies; stimulating the improvement of the quality of teaching degree through the development of new practices and teaching experience; multiplying the activities developed by scholars and increase their interactions with program's faculty and other students of the institution. With the highly competitive market requiring specialized professionals, the high investment in students with potential can be reversed for the benefit of the profession.

Graduate Ethics Curricula for Future Geospatial Technology Professionals (Invited)

NASA Astrophysics Data System (ADS)

Wright, D. J.; Dibiase, D.; Harvey, F.; Solem, M.

2009-12-01

Professionalism in today's rapidly-growing, multidisciplinary geographic information science field (e.g., geographic information systems or GIS, remote sensing, cartography, quantitative spatial analysis), now involves a commitment to ethical practice as informed by a more sophisticated understanding of the ethical implications of geographic technologies. The lack of privacy introduced by mobile mapping devices, the use of GIS for military and surveillance purposes, the appropriate use of data collected using these technologies for policy decisions (especially for conservation and sustainability) and general consequences of inequities that arise through biased access to geospatial tools and derived data all continue to be challenging issues and topics of deep concern for many. Students and professionals working with GIS and related technologies should develop a sound grasp of these issues and a thorough comprehension of the concerns impacting their use and development in today's world. However, while most people agree that ethics matters for GIS, we often have difficulty putting ethical issues into practice. An ongoing project supported by NSF seeks to bridge this gap by providing a sound basis for future ethical consideration of a variety of issues. A model seminar curriculum is under development by a team of geographic information science and technology (GIS&T) researchers and professional ethicists, along with protocols for course evaluations. In the curricula students first investigate the nature of professions in general and the characteristics of a GIS&T profession in particular. They hone moral reasoning skills through methodical analyses of case studies in relation to various GIS Code of Ethics and Rules of Conduct. They learn to unveil the "moral ecologies" of a profession through actual interviews with real practitioners in the field. Assignments thus far include readings, class discussions, practitioner interviews, and preparations of original case studies. Curricula thus far are freely available via gisprofessionalethics.org.

Expecting motherhood? Stratifying reproduction in twenty-first century Scottish abortion practice

PubMed Central

Beynon-Jones, Siân M.

2015-01-01

This article illustrates how Scottish health professionals involved in contemporary abortion provision construct stratified expectations about women’s reproductive decision-making. Drawing on 42 semi-structured interviews I reveal the contingent discourses through which health professionals constitute the ‘rationality’ of the female subject who requests abortion. Specifically, I illustrate how youth, age, parity and class are mobilised as criteria through which to distinguish ‘types’ of patient whose requests for abortion are deemed particularly understandable or particularly problematic. I conceptualise this process of differentiation as a form of ‘stratified reproduction’ (Colen, 1995; Ginsburg and Rapp, 1995) and argue that it is significant for two reasons. Firstly, it illustrates the operation of dominant discourses concerning abortion and motherhood in twenty-first century Britain. Secondly, it extends the forms of critique which feminist scholarship has, to date, developed of the regulation of abortion provision in the UK. PMID:25774067

Profession, market and class: nurse migration and the remaking of division and disadvantage.

PubMed

Smith, Pam; Mackintosh, Maureen

2007-12-01

This article aims to analyse the part played by successive waves of nurse migration in changing patterns of division and disadvantage within nursing. We argue that migration has in part acted to reinforce disadvantage based on class and gender, race and ethnicity and identify the influence of changes in nursing structure and commercialization of care in these processes. BACKGROUND, DESIGN AND METHODS: The historical analysis of division within nursing and the impact of migration are based on secondary sources (literature review) and primary research undertaken by ourselves and colleagues. The paper develops a concept of 'remaking' disadvantage drawing on analysis in social history of the interplay between agency and economic position in the 'making' of class. It uses the extended case method to focus on the residential care sector, showing how global and national influences operate at the frontline of service delivery. We show how social class and gender, race and ethnicity have interacted and are reflected in the division of labour within nursing. We demonstrate how the employment conditions of nurse migrants have reinforced patterns of disadvantage. The case study of the residential care home sector deepens our analysis of intersecting sources of professional disadvantage including aspects of commercialization, in a sector where they have severe effects for vulnerable staff and patients. In the UK, migrant professional nurses have repeatedly acted both as a highly valued labour force on whom patients and clients rely and as involuntary contributors to remaking disadvantage. This situation is sustained by the current international labour market and rising commercialization which facilitate nurse migration and the segmentation of care work based on a 'pecking order' of specialties that reinforce existing divisions of social class, gender and race within nursing. Migrant nurses play a key role in the delivery of 'frontline' care to patients. The role many currently play reinforces disadvantage within nursing in ways that are problematic for the profession, patients and clients. The recognition and valuing of their skills is critical to the promotion of their own morale which in turn has an impact on their relationship with colleagues and the delivery of patient and client care.

Profit is a dirty word: the development of the public baths and wash-houses in Britain 1847-1915.

PubMed

Sheard, S

2000-04-01

Researh on sanitary reform in nineteenth-century Britain has focused mainly on the introduction of large-sanitary infrastructure, especially waterworks and sewage systems. Other sanitary measures such as the provision of public baths and wash-houses have been ignored, or discussed in the limited context of working-class responses to middle-class sanitarianism. Yet by 1915 public baths and wash-houses were to be found in nearly every British town and city. A detailed analysis of these 'enterprises' can provide a useful way of understanding the changing priorities of public health professionals and urban authorities as well as the changing attitudes of the working classes. Connections between personal cleanliness and disease evolved during the century, particularly after the formation of germ theory in the 1880s. This paper demonstrates how the introduction of public baths and wash-houses in Liverpool, Belfast, and Glasgow was initially a direct response to sanitary reform campaigns. It also shows that the explicit public health ideology of these developments was constantly compromised by implicit concerns about municipal finance and the potential profit that such enterprises could generate. This city-based analysis shows that this conflict hindered the full sanitary benefit which these schemes potentially offered.

Studying Biotechnological Methods Using Animations: The Teacher's Role

NASA Astrophysics Data System (ADS)

Yarden, Hagit; Yarden, Anat

2011-12-01

Animation has great potential for improving the way people learn. A number of studies in different scientific disciplines have shown that instruction involving computer animations can facilitate the understanding of processes at the molecular level. However, using animation alone does not ensure learning. Students sometimes miss essential features when they watch only animations, mainly due to the cognitive load involved. Moreover, students seem to attribute a great deal of authority to the computer and may develop misconceptions by taking animations of abstract concepts too literally. In this study, we attempted to explore teachers' perceptions concerning the use of animations in the classroom while studying biotechnological methods, as well as the teachers' contribution to the enactment of animations in class. Thirty high-school biotechnology teachers participated in a professional development workshop, aimed at investigating how teachers plan for and support learning with animation while studying biotechnological methods in class. From that sample, two teachers agreed to participate in two case studies aimed at characterizing teachers' contribution to the enactment of animations in class while studying biotechnological methods. Our findings reveal marked teacher contribution in the following three aspects: establishing the "hands-on" point of view, helping students deal with the cognitive load that accompanies the use of animation, and implementing constructivist aspects of knowledge construction while studying using animations.

Instructional analysis of lecture video recordings and its application for quality improvement of medical lectures.

PubMed

Baek, Sunyong; Im, Sun Ju; Lee, Sun Hee; Kam, Beesung; Yune, So Joung; Lee, Sang Soo; Lee, Jung A; Lee, Yuna; Lee, Sang Yeoup

2011-12-01

The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school. The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency. Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students. Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development. Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.

Systematization of nursing care and the formation of professional identity.

PubMed

Gutiérrez, Maria Gaby Rivero de; Morais, Sheila Coelho Ramalho Vasconcelos

2017-04-01

The aim of this study is to explore arguments that broaden the understanding of possible links between the organization of nursing care and the structuring of professional identity. For that purpose, some aspects related to these themes are addressed, highlighting issues regarding differences in the concepts of the organization of nursing care and the nursing process, as well as the performance of this activity and its possible impact on the establishment of its relationship with the professional identity. Emphasis is given to the need to stimulate the debate on the subject by nursing professionals involved in the training of human resources and the provision of care, as well as in class entities, in order to deepen understanding of these concepts as significant elements for strengthening our professional identity.

Engineering and management experience at Texas A&M Transportation Institute

NASA Astrophysics Data System (ADS)

Chowdhury, Arif Tahjibul

This manuscript presents the author's engineering and management experience during his internship in the Materials and Pavements (M&P) Division at the Texas A&M Transportation Institute (TTI), and is a record of study for the Doctor of Engineering at Texas A&M University. Through this internship, he met his established internship objectives of gaining technical knowledge as well as knowledge and skills in project management, organizational communication, and quality management of pavement condition data, and of attaining professional development. In meeting these objectives, the author describes the history, mission, and organizational structure of his workplace. He also presents his experience of developing and delivering a two-week training course on pavement design and construction in Kosovo. Participating in a number of professional development training courses and other activities prepared him for working as an engineering manager. These activities include Delta-T leadership training, an instructor development course, a time management and organizational skills course, and the M&P Division lecture series. Leadership and skills learned through the Delta-T program were beneficial for the employee as well as the employer. For the class project, the author and his teammates performed a study dealing with improving TTI's deliverables. The Delta-T team composed a report summarizing their efforts of examining the current state of TTI's project deliverables, the deliverables' shortcomings, and potential enhancements to expand the deliverables' appeal to additional types of potential users outside the traditional research community. The team also developed a prototype web-based model of deliverables and presented some implementation recommendations. Participating in the Texas Department of Transportation's (TxDOT's) pavement surface distress data collection program enabled the author to become familiar with pavement distress data quality management and thus attain the technical and nontechnical skills required for project management. He noticed some areas for improvement in TxDOT's rater's manual, rater's training class, and acceptance criteria for visual distress data.

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

NASA Astrophysics Data System (ADS)

Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

2017-06-01

Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher's time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

The Differences between Novice and Expert Group-Piano Teaching Strategies: A Case Study and Comparison of Beginning Group Piano Classes

ERIC Educational Resources Information Center

Pike, Pamela D.

2014-01-01

This case study compares the teaching strategies employed by a novice and an expert instructor of two beginning children's group-piano classes. In the United States, there is a century-long tradition of teaching piano to children in groups, and group teaching is championed in pedagogy texts and at professional educator conferences throughout…

The Fate of the Underclass in the Managerial Age: The Law of the Progressive Elimination of Surplus Population.

ERIC Educational Resources Information Center

Darity, William, Jr.

With a change in emphasis of our economy from heavy industry, such as steel, to a computer and electronics base, there has emerged a new managerial class of professionals in administrative and technical positions. The underlying motivation of this class is not the pursuit of profit, but rather control of the economy and establishment of a perfect…

Prevalence and correlates of physical fitness testing in U.S. schools--2000.

PubMed

Morrow, James R; Fulton, Janet E; Brener, Nancy D; Kohl, Harold W

2008-06-01

Because of the perceived lack of youth physical fitness and/or concerns for increased obesity, physical education teachers are interested in youth fitness and physical activity levels. Statewide mandates are being developed that require school-based teachers to complete physical fitness testing. Data from the nationally representative School Health Policies and Programs Study 2000 were analyzed to investigate the prevalence of fitness testing and the professional characteristics of fitness test users. Data were collected with teachers of either randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools (N = 1,564). The prevalence of fitness test use is 65% across all school levels. Variables associated with physical fitness test usage were professionally oriented. Results showed that teachers in secondary schools (odds ratio [OR] = 2.25, 95% confidence interval [CI] = I.18-4.27), those with degrees in physical education/kinesiology-related disciplines (OR = 2.01, 95% CI = 1.11-3.63), and those who had completed staff development on physical fitness testing (OR = 3.22, 95% CI = 1.86-5.60) were more likely than respondents without these characteristics to engage in physical fitness testing. Results changed little when separate analyses were conducted for classes/courses in districts requiring versus not requiring fitness testing. Financial variables, including fitness-oriented facilities available, metropolitan location, and discretionary expenditures per student, were not associated with fitness test use. Results provided national prevalence of school-based physical fitness testing use in the U. S. and conveyed information about those who currently use physical fitness tests.

A Case Study in the Use of Primary Literature in the Context of Authentic Learning Pedagogy in the Undergraduate Neuroscience Classroom

PubMed Central

O’Keeffe, Gerard W.; McCarthy, Marian M.

2017-01-01

Providing opportunities for undergraduate science students to develop causal reasoning skills and the ability to think like research scientists is a crucial part of their preparation for professional practice as a scientist and/or a clinician. This has led many to question whether the traditional academic in-class lecture still has a functional role in today’s undergraduate science education. Here, we performed a case study to attempt to maximize the use of in-class time to create a more authentic learning opportunity for undergraduate neuroscience students in our institution, the majority of whom go on to be research active scientists. We hypothesised that using seminal research papers as a teaching tool in a flipped classroom setting would model for neuroscience students what it means to think like a research scientist, would provide an opportunity for them to develop their causal reasoning skills and allow them to become more comfortable with the nature of professional practice (i.e., research) in the context of the discipline. We describe the design and implementation of this teaching approach to undergraduate final year neuroscience students, and evaluate their perception of it. We provide evidence that this approach models for the students what it means to reason like a research scientist, and discuss the implications of these findings for future practice. We propose that these findings will help add to the educational experience of all Neuroscience students whether they are on pre-med or on a research track. PMID:29371836

Physics instructors are not blank slates either: An exploratory study of introductory physics instruction

NASA Astrophysics Data System (ADS)

Mitchell, Willyetta Adele

2009-11-01

The purpose of the study was to investigate the views of the nature of science and the classroom practices of instructors who teach introductory physics at a research intensive university. A study of this nature is necessary because calls to change how science is taught have been made since the 1800's, yet the methods of instruction have remained virtually unchanged. The conflict between how science is taught and how students learn science can be remedied by effective professional development at the university. However, training on the change process is virtually nonexistent in teacher education programs and in teacher professional development workshops at all levels. The Views About Science Survey (VASS) was first administered to a sample of twenty-nine physics instructors and graduate assistants who have taught introductory physics courses within the last five years. To assess instructional practices in introductory physics at a research extensive university, a purposeful, stratified sample of 56 classes was observed. The interactions between the students and teachers were analyzed using the Flanders Interaction Analysis. The findings suggest that the physics instructors hold a mixed view of the nature of science. The instructors' views do not necessarily indicate how they teach physics. The results also showed that the professors reported that they use elements of effective teaching practices throughout their instruction. The results of the classroom observations revealed that non interactive lecture is the dominate instructional method used. The Flander's confirms that the majority of the class time is spent with the teacher talking and the student passively listening.

Data Portfolio: instructional materials provide particle physics data in high school classrooms

NASA Astrophysics Data System (ADS)

Bardeen, Marjorie G.

2016-04-01

We discuss Data Portfolio (DP), a new suite of activities that provide experimental particle physics data to high school students and a professional development program for their teachers. DP is a website resource with a broad range of instructional materials that allows teachers to select activities of the correct level and scope for their students. Activities range from introductory to survey, investigation and exploration. DP incorporates existing elements such as masterclasses and e-Labs along with new ways of introducing students to physics concepts that underlie the data measurements and investigations. Evaluators have determined that these elements are in line with the latest standards and effective instructional models. To be successful, teachers need to be confident to use the materials, comfortable to step back so students can guide their own learning, and clever to convince administrators that they are meeting school and district requirements. Professional development workshops accompany the DP where participants experience some of these activities as their students would and plan how to use them in their classes. The first weeklong DP workshop was held in July at Fermilab. We have also held outreach workshops in conjunction with ILC workshops around the world. DP is a product of QuarkNet, a long-term professional development program embedded in the U.S. particle physics research community and funded by the National Science Foundation and the U.S. Department of Energy and supported by universities and labs across the country.

Population-focused nursing: advocacy for vulnerable populations in an RN-BSN program.

PubMed

Jones, Melissa; Smith, Paul

2014-01-01

The purpose of this article is to describe an innovative learning activity for online RN-BSN students designed to foster advocacy for vulnerable populations. The Vulnerable Population Advocacy Assignment, included as a component of the online Population-Focused Nursing class, provides students with the opportunity to identify and develop an awareness of issues impacting vulnerable populations and to advocate for policy changes that will influence the health of individuals, families, and populations. RN-BSN students build on previous knowledge and skills in professional communication and advocacy as they develop a policy statement designed to address health disparities impacting local, national, and global populations. © 2014 Wiley Periodicals, Inc.

Sharing Polar Science with Secondary Students: Polartrec and Beyond

NASA Astrophysics Data System (ADS)

Herrmann, N. E.

2014-12-01

This session will provide a variety of resources and lesson ideas for educators interested in effectively communicating polar science. Ms. Herrmann will share evidence of the direct impacts on secondary students that resulted from her collaboration with polar scientists in both the Arctic and Antarctic. Ms. Herrmann's interest in polar science began in 2009, when she worked as a field assistant in Kangerlussuaq, Greenland for scientists examining the effects of climate change on caribou. In 2011, she was selected to participate in PolarTREC (Teachers and Researchers Exploring and Collaborating), a professional development program for teachers and researchers, funded by NSF and coordinated by the Arctic Research Consortium of the United States (ARCUS). The opportunity provides teachers opportunities to collaborate with scientists and to share real world science with students. Ms. Herrmann will discuss her experience working with researchers at Palmer Station, Antarctica and how it led to her continued professional development with the Palmer Station Research Experience for Teachers (RET) program and with Polar Eduators (PEI), including a recent Master Class she presented with Dr. Richard Alley. She will also discuss her development of a program called Polar Ambassadors, in which older students become mentors to younger students in the field of polar science.

Preparing Future Practitioners to Engage in the Scholarship of Teaching and Learning: A Collective Case Study Approach to Understanding the Formal Student Affairs Master's Curriculum

ERIC Educational Resources Information Center

Ribera, Tony

2012-01-01

Student affairs professionals have been called to apply pedagogical methods to promote student learning in the out-of-class setting and show evidence of their contributions to student learning. To fulfill their professional responsibilities, practitioners should enter the student affairs profession with a basic understanding of ways to gather,…

Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

NASA Astrophysics Data System (ADS)

Pusparini, F.; Riandi, R.; Sriyati, S.

2017-09-01

The purpose of this study is to describe pre-service teacher’s learning during lecturing Animal Physiology and investigate it’s impact on pre-service teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

NASA Astrophysics Data System (ADS)

Pusparini, F.; Riandi, R.; Sriyati, S.

2017-09-01

The purpose of this study is to describe preservice teacher’s learning during lecturing Animal Physiology and investigate it’s impact on preservice teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

[Hepatox: database on hepatotoxic drugs].

PubMed

Quinton, A; Latry, P; Biour, M

1993-01-01

Hepatox is a data base on the hepatotoxic drugs file published every year in Gastroentérologie Clinique et Biologique. The program was developed under Omnis 7 for Apple computers, and under Visual Basic Professional Toolkit and Code Base for IBM PC and compatibles computers. The data base includes forms of 866 drugs identified by their approved name and those of their 1,300 corresponding proprietary names in France; drugs are distributed among 104 pharmacological classes. It is possible to have instantaneously access to the card of a drug identified by its approved name. Acceding to a drug identified by its proprietary name gives a list of the approved name of its components; going from a name of this list to the correspondent card of hepatoxicity is immediate. It is easy to extract lists of drugs responsible of a type of hepatic injury, and a table of types of hepatic injuries induced by the drugs of a pharmacological class.

Associations between school-level environment and science classroom environment in secondary schools

NASA Astrophysics Data System (ADS)

Dorman, Jeffrey P.; Fraser, Barry J.; McRobbie, Campbell J.

1995-09-01

This article describes a study of links between school environment and science classroom environment. Instruments to assess seven dimensions of school environment (viz., Empowerment, Student Support, Affiliation, Professional Interest, Mission Consensus, Resource Adequacy and Work Pressure) and seven dimensions of classroom environment (viz., Student Affiliation, Interactions, Cooperation, Task Orientation, Order & Organisation, Individualisati n and Teacher Control) in secondary school science classrooms were developed and validated. The study involved a sample of 1,318 students in 64 year 9 and year 12 science classes and 128 teachers of science in Australian secondary schools. Using the class mean as the unit of analysis for student data, associations between school and classroom environment were investigated using simple, multiple and canonical correlational analyses. In general, results indicated weak relationships between school and classroom environments and they reinforced the view that characteristics of the school environment are not transmitted automatically into science classrooms.

Using gaming to help nursing students understand ethics.

PubMed

Metcalf, Barbara L; Yankou, Dawn

2003-05-01

The authors developed an ethics game that uses specially designed ethical situations for students to consider. Two students argue a course of action based on the scenario and defend that action using content discussed in class. Substantive issues include decision-making models, values as they pertain to the situation, professional responsibilities, ethical principles, social expectations, and legal requirements. Points are awarded based on how compelling each argument is. All students have an opportunity to participate. The benefits of using the game are that students gain confidence in their ability to defend an ethical decision, are able to see ethical situations from more than one perspective, and have an opportunity to clarify values. In addition, ethical principles and decision-making models are brought to life in a fun way. Difficulties involved in using the game include class size and limited time between the students learning course content and using it in the game.

The World Nuclear University Alumni Assembly

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

White-Horton, Jessica L; Lynch, Patrick D; Gilligan, Kimberly V

The World Nuclear University Summer Institute was established by the World Nuclear Association in 2005 as a program for future leaders in the nuclear field. Since the Summer Institute s inception in 2005, a total of some 800 fellows from more than 70 countries have participated in the program. In 2012, the World Nuclear University held its first ever alumni event at the IAEA in Vienna, Austria, and at that time, the precedent was set that the reunion would be held biennially. The 2014 alumni assembly was held at Oak Ridge National Laboratory from March 31 April 4, 2014. Themore » event offered three separate areas of opportunities for the participating alumni: professional development, leadership, and peer-to-peer engagement. The professional development consisted of training groups, while the leadership will involve discussions with invited leaders, including members of the Blue Ribbon Commission. The peer-to-peer engagement not only give past fellows a chance to reconnect with their own classmates, but it allowed for further international engagement, between the speakers and alumni, as well as between the classes themselves.« less

Instructional support and implementation structure during elementary teachers' science education simulation use

NASA Astrophysics Data System (ADS)

Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

2016-07-01

This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students' simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants' pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers' instructional simulation use during professional development or in teacher preparation programs.

The alcohol policy environment, enforcement and consumption in the United States.

PubMed

Erickson, Darin J; Lenk, Kathleen M; Toomey, Traci L; Nelson, Toben F; Jones-Webb, Rhonda

2016-01-01

Many studies of alcohol policies examine the presence or absence of a single policy without considering policy strength or enforcement. We developed measures for the strength of 18 policies (from Alcohol Policy Information System) and levels of enforcement of those policies for the 50 US states, and examined their associations with alcohol consumption. We grouped policies into four domains (underage alcohol use, provision of alcohol to underage, alcohol serving, general availability) and used latent class analysis to assign states to one of four classes based on the configuration of policies-weak except serving policies (6 states), average (29 states), strong for underage use (11 states) and strong policies overall (4 states). We surveyed 1082 local enforcement agencies regarding alcohol enforcement across five domains. We used multilevel latent class analysis to assign states to classes in each domain and assigned each state to an overall low (15 states), moderate (19 states) or high (16 states) enforcement group. Consumption outcomes (past month, binge and heavy) came from the Behavioral Risk Factor Surveillance System. Regression models show inverse associations between alcohol consumption and policy class, with past month alcohol consumption at 54% in the weakest policy class and 34% in the strongest. In adjusted models, the strong underage use policy class was consistently associated with lower consumption. Enforcement group did not affect the policy class and consumption associations. Results suggest strong alcohol policies, particularly underage use policies, may help to reduce alcohol consumption and related consequences. [Erickson DJ, Lenk KM, Toomey TL, Nelson TF, Jones-Webb R. The alcohol policy environment, enforcement, and consumption in the United States. Drug Alcohol Rev 2015;●●:●●-●●]. © 2015 Australasian Professional Society on Alcohol and other Drugs.

Creation of an active learning healthcare communications course using simulations relevant to pharmacy practice.

PubMed

Collier, Izabela A; Baker, David M

2017-07-01

The purpose of this project was to design and develop a health care communications course built around practice-like simulations and active learning in the first year of a professional pharmacy program. A three-credit health care communications course was divided into one didactic (two hours per week) and three simulation components (one hour per week). The simulation components consisted of one written patient education pamphlet, three group presentations, and three one-on-one patient counseling sessions. This was accomplished by breaking the class of approximately 75 students into eight separate sections, each consisting of 8-10 students and one instructor. Each week four sections were devoted to counseling role-plays: half in the role of pharmacists and half as patients. The other four sections were devoted to hour-long professional group presentations-half in the presenting group and half as audience. The students' performance in the simulated counseling sessions and group presentations has been tracked and analyzed to determine if the simulated exercises had a positive impact on the students' active communications skills. Consistently, over the first four years of the implementation of the course, students' communications skills, as measured by faculty assessments, in both professional group presentations and one-on-one counseling sessions significantly improved. Incorporation of active-learning simulation exercises into a healthcare communications course has a positive impact on the development of students' communications skills. This creates a foundation upon which students can build over the remainder of the professional program and into their future careers. Copyright © 2017 Elsevier Inc. All rights reserved.

Trends in overweight among women differ by occupational class: Results from 33 low and middle income countries in the period 1992–2009

PubMed Central

Lopez-Arana, Sandra; Avendano, Mauricio; van Lenthe, Frank J; Burdorf, Alex

2013-01-01

Objective There has been an increase in overweight among women in low- and middle-income countries, but whether these trends differ for women in different occupations is unknown. We examined trends by occupational class among women from 33 low- and middle-income countries in four regions. Design Cross-national study with repeated cross-sectional demographic health surveys (DHS). Subjects Height and weight were assessed at least twice between 1992 and 2009 in 248,925 women aged 25–49 years. Interviews were conducted to assess occupational class, age, place of residence, educational level, household wealth index, parity, and age at first birth and breastfeeding. We used logistic and linear regression analyses to assess the annual percent change (APC) in overweight (BMI > 25 kg/m2) by occupational class. Results The prevalence of overweight ranged from 2.2% in Nepal in 1992–1997 to 75% in Egypt in 2004–2009. In all four regions, women working in agriculture had consistently lower prevalence of overweight, while women from professional, technical, managerial as well as clerical occupational classes had higher prevalence. Although the prevalence of overweight increased in all occupational classes in most regions, women working in agriculture and production experienced the largest increase in overweight over the study period, while women in higher occupational classes experienced smaller increases. To illustrate, overweight increased annually by 0.5% in Latin America and the Caribbean and by 0.7% in Sub-Saharan Africa among women from professional, technical, and managerial classes, as compared to 2.8% and 3.7%, respectively, among women in agriculture. Conclusion The prevalence of overweight has increased in most low and middle income countries, but women working in agriculture and production have experienced larger increases than women in higher occupational classes. PMID:23649471

The Maristán stigma scale: a standardized international measure of the stigma of schizophrenia and other psychoses.

PubMed

Saldivia, Sandra; Runte-Geidel, Ariadne; Grandón, Pamela; Torres-González, Francisco; Xavier, Miguel; Antonioli, Claudio; Ballester, Dinarte A; Melipillán, Roberto; Galende, Emiliano; Vicente, Benjamín; Caldas, José Miguel; Killaspy, Helen; Gibbons, Rachel; King, Michael

2014-06-18

People with schizophrenia face prejudice and discrimination from a number of sources including professionals and families. The degree of stigma perceived and experienced varies across cultures and communities. We aimed to develop a cross-cultural measure of the stigma perceived by people with schizophrenia. Items for the scale were developed from qualitative group interviews with people with schizophrenia in six countries. The scale was then applied in face-to-face interviews with 164 participants, 103 of which were repeated after 30 days. Principal Axis Factoring and Promax rotation evaluated the structure of the scale; Horn's parallel combined with bootstrapping determined the number of factors; and intra-class correlation assessed test-retest reliability. The final scale has 31 items and four factors: informal social networks, socio-institutional, health professionals and self-stigma. Cronbach's alpha was 0.84 for the Factor 1; 0.81 for Factor 2; 0.74 for Factor 3, and 0.75 for Factor 4. Correlation matrix among factors revealed that most were in the moderate range [0.31-0.49], with the strongest occurring between perception of stigma in the informal network and self-stigma and there was also a weaker correlation between stigma from health professionals and self-stigma. Test-retest reliability was highest for informal networks [ICC 0.76 [0.67 -0.83

Nursing the dying: implications of Kübler-Ross' staging theory.

PubMed

Germain, C P

1980-01-01

Society's failure to value the work of nurses, the professionals most frequently involved in the care of the dying, is attributed to a cultural definition of nursing as a second-class occupation and the public's need to deny the realities of the suffering and indignities often associated with the process of dying. Efforts within the field of nursing to improve the care of the dying, by shifting emphasis from a narrow physical focus to a more holistic patient and family focus, preceded the past decade's contributions of Elisabeth Kübler-Ross. Although her staging theory has been cited as having limitations in development and in interpretation, Kübler-Ross' influence towards increasing awareness of the needs of the dying and others experiencing major losses has been substantial as evidenced by many references to staging theory in nursing literature, by a marked increase in attention to holistic care of the dying in the basic and continuing education programs of nursing, and by specialty role development in nursing care of the dying. This decade has also witnessed the major growth of professionalism in nursing, including strides towards professional autonomy. Conflict with the traditional pattern of medical dominance and bureacratic constraints in institutions is inevitable, especially when the medical goal of cure is not attainable. Change to an interdisciplinary model of care is viewed as essential for optimal care of the dying and their families.

The Maristán stigma scale: a standardized international measure of the stigma of schizophrenia and other psychoses

PubMed Central

2014-01-01

Background People with schizophrenia face prejudice and discrimination from a number of sources including professionals and families. The degree of stigma perceived and experienced varies across cultures and communities. We aimed to develop a cross-cultural measure of the stigma perceived by people with schizophrenia. Method Items for the scale were developed from qualitative group interviews with people with schizophrenia in six countries. The scale was then applied in face-to-face interviews with 164 participants, 103 of which were repeated after 30 days. Principal Axis Factoring and Promax rotation evaluated the structure of the scale; Horn’s parallel combined with bootstrapping determined the number of factors; and intra-class correlation assessed test-retest reliability. Results The final scale has 31 items and four factors: informal social networks, socio-institutional, health professionals and self-stigma. Cronbach’s alpha was 0.84 for the Factor 1; 0.81 for Factor 2; 0.74 for Factor 3, and 0.75 for Factor 4. Correlation matrix among factors revealed that most were in the moderate range [0.31-0.49], with the strongest occurring between perception of stigma in the informal network and self-stigma and there was also a weaker correlation between stigma from health professionals and self-stigma. Test-retest reliability was highest for informal networks [ICC 0.76 [0.67 -0.83

Development and evaluation of an educational intervention program for pre-professional adolescent ballet dancers: nutrition for optimal performance.

PubMed

Doyle-Lucas, Ashley F; Davy, Brenda M

2011-06-01

The purpose of this investigation was to develop, implement, and evaluate a theoretically based nutritional education intervention through a DVD lecture series (three 30-minute classes) in summer intensive programs for pre-professional, adolescent ballet dancers. Objectives of this intervention program were to increase knowledge of basic sports nutrition principles and the Female Athlete Triad and promote self-efficacy for adopting healthier dietary habits. Dancers ranging from 13 to 18 years old who were attending summer intensive programs affiliated with professional ballet companies were recruited. Group One (n = 231) participated in the nutrition education program, while Group Two the control participants (n = 90) did not. Assessments of the participants' dietary status consisted of a demographic questionnaire, a Sports Nutrition Knowledge and Behavior Questionnaire, and a Food Frequency Questionnaire. The intervention group was assessed at baseline, immediately post-program, and at six weeks post-program. The control group was assessed at baseline and at six weeks post-baseline. The intervention program was effective at increasing nutrition knowledge, perceived susceptibility to the Female Athlete Triad, and self-efficacy constructs. Improvements in dietary intake were also observed among intervention group participants. To improve overall health and performance nutrition education should be incorporated into the training regimens of adolescent dancers. This potentially replicable DVD-based program may be an effective, low-cost mechanism for doing that.

A course on professional development for astronomy graduate students

NASA Astrophysics Data System (ADS)

Friel, Eileen D.

2014-01-01

There is increasingly wide-spread recognition in astronomy that professional training must broaden beyond its traditional approaches to academic classes and research. Many recent community advisory reports, including the National Academy of Sciences Decadal survey, Astro2010, recommend that graduate education accommodate the variety of career paths taken by graduates, taking into account the wide range of activities scientists engage in and the skills necessary to succeed in career options both inside and outside academia and specific scientific disciplines. In response to this need, Indiana University has recently offered a new graduate seminar in astronomy to provide this broader perspective and to prepare students for a variety of career paths after graduate school. The course uses a mixture of class discussion on selected topics supplemented by short readings, activities that prepare students for seeking employment and practice some necessary skills, and discussions with astronomers who have followed a variety of career paths. An important part of the seminar is the practical preparation of complete applications for typical positions students are likely to pursue following graduation, and the revision of these applications to be appropriate for a non-traditional career path. The goal of the course is to make students aware of the many options for careers that will be available to them and the skills that will be important for their success, and to equip students with strategies for following a personally satisfying career path.

Changes in occupational class differences in leisure-time physical activity: a follow-up study.

PubMed

Seiluri, Tina; Lahti, Jouni; Rahkonen, Ossi; Lahelma, Eero; Lallukka, Tea

2011-03-01

Physical activity is known to have health benefits across population groups. However, less is known about changes over time in socioeconomic differences in leisure-time physical activity and the reasons for the changes. We hypothesised that class differences in leisure-time physical activity would widen over time due to declining physical activity among the lower occupational classes. We examined whether occupational class differences in leisure-time physical activity change over time in a cohort of Finnish middle-aged women and men. We also examined whether a set of selected covariates could account for the observed changes. The data were derived from the Helsinki Health Study cohort mail surveys; the respondents were 40-60-year-old employees of the City of Helsinki at baseline in 2000-2002 (n = 8960, response rate 67%). Follow-up questionnaires were sent to the baseline respondents in 2007 (n = 7332, response rate 83%). The outcome measure was leisure-time physical activity, including commuting, converted to metabolic equivalent tasks (MET). Socioeconomic position was measured by occupational class (professionals, semi-professionals, routine non-manual employees and manual workers). The covariates included baseline age, marital status, limiting long-lasting illness, common mental disorders, job strain, physical and mental health functioning, smoking, body mass index, and employment status at follow-up. Firstly the analyses focused on changes over time in age adjusted prevalence of leisure-time physical activity. Secondly, logistic regression analysis was used to adjust for covariates of changes in occupational class differences in leisure-time physical activity. At baseline there were no occupational class differences in leisure-time physical activity. Over the follow-up leisure-time physical activity increased among those in the higher classes and decreased among manual workers, suggesting the emergence of occupational class differences at follow-up. Women in routine non-manual and manual classes and men in the manual class tended to be more often physically inactive in their leisure-time (<14 MET hours/week) and to be less often active (>30 MET hours/week) than those in the top two classes. Adjustment for the covariates did not substantially affect the observed occupational class differences in leisure-time physical activity at follow-up. Occupational class differences in leisure-time physical activity emerged over the follow-up period among both women and men. Leisure-time physical activity needs to be promoted among ageing employees, especially among manual workers.

High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science

NASA Astrophysics Data System (ADS)

Lesinski-Roscoe, Rachel A.

This qualitative study sought to gain an understanding of science teachers' perceptions of reform and their role in implementing reform and science-based literacy practices in the classroom, as well as gain an understanding of science teachers' knowledge of disciplinary literacy as the implied framework of reform (i.e., the Next Generation Science Standards). Four focal participants from a suburban, middle-class high school district comprised of two high schools participated in semi-structured interviews, observations, and a stimulated recall task and interview. Data analysis revealed some of the Discourse memberships in which participants claimed membership and the tensions that resulted from those memberships. From this data, a theory emerged of the role of third space in navigating these tensions, and a model for developing a third space is presented, which literacy professionals can reference when working to develop collaborative relationships with science teachers in order to scaffold science-specific literacy practices for student engagement. The information in this study prompts future research regarding the ability of science teachers and literacy professionals to navigate Discourses in a Field Code Changed third space using a disciplinary literacy approach to developing curriculum in order to apprentice students into the discipline of science and develop a citizenry of scientifically literate individuals.

Using social marketing to increase recruitment of pregnant smokers to smoking cessation service: a success story.

PubMed

Lowry, R J; Hardy, S; Jordan, C; Wayman, G

2004-06-01

To explore what it is like to be a pregnant smoker in Sunderland and to inform the development of a Smoking Cessation Programme; to use qualitative techniques to develop a cessation programme tailored to pregnant smokers. The intervention follows years of social marketing research and development in Sunderland, Wearside, UK. Information derived from nine focus groups (mainly with women from deprived areas, social class C2D and E) provided insights into the issues facing smoking pregnant women. This information was then used to overcome barriers to smoking cessation using the principles of social marketing. The number of women recruited into a specially designed smoking cessation support initiative was compared with women recruited into comparable groups in the North East. Recruitment of pregnant (and non-pregnant) smokers to the new NHS smoking cessation programme in Sunderland has increased during the intervention phase compared with neighbouring Primary Care Trust areas (in which different smoking cessation interventions targeted at pregnant women were being undertaken). This innovative intervention has been successful in generating ideas, guiding development of a customer-friendly service and encouraging women to come forward for smoking cessation support during their pregnancy. The target population have welcomed the approach, and health professionals have enjoyed and benefited from the role play with professional actors.

The new collaborative path in medical device development: the medical device innovation consortium.

PubMed

Kampfrath, Thomas; Cotten, Steven W

2013-10-01

The United States medical device market is the world's largest with over $100 billion in sales in 2011. Despite robust industry growth, the efficiency of the FDA approval process for moderate-risk (Class II) and high-risk devices (Class III) requiring 510(k) submission or pre-market approval (PMA) has been criticized. Recently, the FDA's Center for Devices and Radiological Health (CDRH) announced the creation of a Medical Device Innovation Consortium (MDIC), a public-private partnership (PPP) to share knowledge in regulatory science. Overarching goals include creating a forum for the exchange of ideas among the FDA, industry, and non-profit entities; providing monetary investments for project proposals prioritized by key working groups; and developing tools that support cost effective innovation, data-driven methodology, and implementation strategies. Clinical chemists and clinical laboratory scientists have several unique opportunities to contribute to the MDIC. These laboratory professionals have invaluable experience with the real-life performance of a variety of medical devices and their expertise can recognize unmet needs and contribute towards the acceleration of device development. Copyright © 2013 The Canadian Society of Clinical Chemists. Published by Elsevier Inc. All rights reserved.

Improving the professionalism of post-certification teacher through academic supervision in vocational schools

NASA Astrophysics Data System (ADS)

Satyawati, Sophia Tri; Widyanto, I. Putu; Suemy

2017-03-01

This paper examines the principal's efforts in improving the professionalism of post-certification teachers through academic supervision in vocational school. The certification of educators is expected to improve the professionalism of teachers, there are significant changes between the before and after receiving the certificate of educators. One of the efforts made by the principal on increasing the professionalism of teachers is to carry out academic supervision completely and continuously. This paper examines about how principals at vocational schools carry out the programmed academic supervision, and continuing through mentoring, evaluation and coaching. Academic supervision is performed by individual supervision techniques which includes: classroom or practical visit, classroom or practical observation, individual meetings, inter-class or practical places visit, and self-assessment.

"Comets, Origins, and Life:” Promoting Interdisciplinary Science in Secondary and Middle Schools in the Washington, DC and Saint Louis, MO Metro Areas

NASA Astrophysics Data System (ADS)

Bonev, Boncho; Gibb, E. L.; Brewer, G.; Novak, R.; Mandell, A. M.; Seaton, P.; Price, J.; Long, T.; Bahar, S.; Edwards, S. S.

2010-10-01

Developing a full-year program to support secondary and middle school science education is a key part of the "broader impact” component of NSF Grant AST- 0807939 (PI/Co-PI Bonev/Gibb). This program is realized at two stages: (1) a professional development course for teachers is offered during the summer; (2) during the subsequent academic year we collaborate with educators in lessons planning or curriculum development as demanded in their particular schools. We successfully offered the course “ Comets, Origins, and Life: Interdisciplinary Science in the Secondary Classroom ” (45 contact hours; 3 credits) in the summers of 2009 and 2010 at the Catholic University of America. This class demonstrates how a complex hypothesis - for the delivery of water and prebiotic organic matter to early Earth - is being tested by integrating astronomy, physics, chemistry, biology, and Earth and planetary science. Collaborations with participants from the 2009 class include curriculum development within the Earth Science program in Prince Georges county, MD and strengthening science in Washington DC public schools. Our next step is to offer our class in the Saint Louis, MO area. The main challenge in our work with educators is not to present them with "interesting information", but to fit what we offer within the very particular curriculum expectations of their school districts. These curriculum expectations often vary from district to district and sometimes from year to year. We gratefully acknowledge the support by the NSF, allowing to fully integrate our research area into education. We also gratefully acknowledge our collaborations with the Goddard Center for Astrobiology and the Howard B. Owens Science Center (both in MD) in developing our class curriculum. Educators interested in this program can contact Boncho Bonev (bonev@cua.edu; for the Washington DC and Baltimore, MD areas) and Erika Gibb (gibbe@umsl.edu; for the Saint Louis, MO area).

The Paradox of Success at a No-Excuses School

PubMed Central

Golann, Joanne W.

2016-01-01

No recent reform has had so profound an effect as no-excuses schools in increasing the achievement of low-income, black and Hispanic students. In the past decade, no-excuses schools—whose practices include extended instructional time, data-driven instruction, ongoing professional development, and a highly structured disciplinary system—have emerged as one of the most influential urban school-reform models. Yet almost no research has been conducted on the everyday experiences of students and teachers inside these schools. Drawing from 18 months of ethnographic fieldwork inside one no-excuses school and interviews with 92 school administrators, teachers, and students, I argue that even in a school promoting social mobility, teachers still reinforce class-based skills and behaviors. Because of these schools’ emphasis on order as a prerequisite to raising test scores, teachers stress behaviors that undermine success for middle-class children. As a consequence, these schools develop worker-learners—children who monitor themselves, hold back their opinions, and defer to authority—rather than lifelong learners.i I discuss the implications of these findings for market-based educational reform, inequality, and research on noncognitive skills. PMID:27226655

Variations on an old theme: maternity for women with a very successful professional career.

PubMed

Rocha-Coutinho, Maria Lúcia

2008-05-01

In this study, relationships of middle-class women from Rio de Janeiro with their family and work are presented. A series of events during the 20th century have changed woman's identity, previously centered on the roles of mother and wife, so that, there are now other options for women. Carioca girls are currently educated to compete, seek greater professional growth, and value their independence. However, some social discourses still reinforce women's former role the in the family. The notion that the mother-child unit is basic, universal, and, psychologically, the most appropriate, both for the child's healthy development and the mother's wholeness, is still firmly rooted. Motherhood is therefore one of the most complex and problematic matters for modern Carioca woman. Fifteen women with successful professional careers, residents of the city of Rio de Janeiro, varying in age from 30 to 40, and with children from 6 months to 3 years of age, were interviewed. The interviews had an invisible structure, were recorded and transcribed. The discourse of the resultant texts was analyzed, using the categories I established. In this project, I focus on the results of the analysis of the category "View of Maternity" of the interviewed women.

Performable Case Studies in Ethics Education.

PubMed

Robeson, Richard; King, Nancy M P

2017-09-12

Bioethics education often includes the study of short stories, novels, plays, and films, because such materials present case examples that can highlight relevant issues and questions especially vividly for a wide range of students. In addition, creative writing is widely used in the education of health professional students and in continuing education settings for health professionals. There are very few academic or professional disciplines that do not use case studies, but the case study in dialogic form has not been standard practice for thousands of years. Dramatic arts casuistry-the creation and performance of short case studies designed specifically to raise bioethics issues for discussion-represents an application of literature and the medical humanities that is both unique and uniquely valuable. This essay describes the development and history of a course that has been successfully taught to medical students and graduate bioethics students, in which the class researches, writes, and performs a case study designed to elicit reflection and discussion about a topic and set of bioethics issues of current interest to both academic and general audiences. The model is also suited to the presentation and discussion of existing case studies, both live and via on-demand audio.

Performable Case Studies in Ethics Education

PubMed Central

Robeson, Richard; King, Nancy M. P.

2017-01-01

Bioethics education often includes the study of short stories, novels, plays, and films, because such materials present case examples that can highlight relevant issues and questions especially vividly for a wide range of students. In addition, creative writing is widely used in the education of health professional students and in continuing education settings for health professionals. There are very few academic or professional disciplines that do not use case studies, but the case study in dialogic form has not been standard practice for thousands of years. Dramatic arts casuistry—the creation and performance of short case studies designed specifically to raise bioethics issues for discussion—represents an application of literature and the medical humanities that is both unique and uniquely valuable. This essay describes the development and history of a course that has been successfully taught to medical students and graduate bioethics students, in which the class researches, writes, and performs a case study designed to elicit reflection and discussion about a topic and set of bioethics issues of current interest to both academic and general audiences. The model is also suited to the presentation and discussion of existing case studies, both live and via on-demand audio. PMID:28895903

Substance use predictors of victimization profiles among homeless youth: a latent class analysis.

PubMed

Bender, Kimberly; Thompson, Sanna; Ferguson, Kristin; Langenderfer, Lisa

2014-02-01

Although a substantial body of literature demonstrates high prevalence of street victimization among homeless youth, few studies have investigated the existence of victimization classes that differ on the type and frequency of victimization experienced. Nor do we know how substance use patterns relate to victimization classes. Using latent class analysis (LCA), we examined the existence of victimization classes of homeless youth and investigated substance use predictors of class membership utilizing a large purposive sample (N=601) recruited from homeless youth-serving host agencies in three disparate regions of the U.S. Results of the LCA suggest the presence of three distinct victimization profiles - youth fit into a low-victimization class, a witness class, or a high-victimization class. These three victimization classes demonstrated differences in their substance use, including rates of substance abuse/dependence on alcohol and/or drugs. The presence of distinct victimization profiles suggests the need for screening and referral for differential services. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Pre-Practicum Training in Professional Psychology to Close the Research-Practice Gap: Changing Attitudes Towards Evidence-Based Practice

PubMed Central

Bearman, Sarah Kate; Wadkins, Melanie; Bailin, Abby; Doctoroff, Greta

2014-01-01

Despite the rapid proliferation of mental health interventions with proven benefit for youth, empirically supported interventions (ESIs) are underutilized in most service settings. Treatment outcome studies in these community-based settings suggest that the majority of youth do not show improvement, underscoring the importance of addressing the gap between research and practice. Clinician attitudes toward evidence-based practice (EBP) may limit the use of ESIs, and efforts to address these attitudes with post-graduate training pose significant challenges. Pre-practicum training in EBP may address these challenges by familiarizing students with the framework of EBP as well as with the current youth treatment evidence base and the theories and strategies of well-supported interventions. We describe a required EBP course within a professional psychology doctoral program. Forty-two students in two class cohorts completed a measure of attitudes toward EBP prior to the first class and after the final class lecture. Students were predominantly Caucasian women with bachelor's degrees. As expected, over the course of the class, student attitudes became significantly more favorable toward EBP. Students who had previously received a master's degree had more favorable attitudes prior to the class, and students with a prior bachelor's degree showed the greatest change in attitude. The results support the use of pre-practicum training in EBP to improve attitudes toward EBP, which may lead to use of effective practices with clients following training. PMID:25745525

Anatomy and histology as socially networked learning environments: some preliminary findings.

PubMed

Hafferty, Frederic W; Castellani, Brian; Hafferty, Philip K; Pawlina, Wojciech

2013-09-01

An exploratory study to better understand the "networked" life of the medical school as a learning environment. In a recent academic year, the authors gathered data during two six-week blocks of a sequential histology and anatomy course at a U.S. medical college. An eight-item questionnaire captured different dimensions of student interactions. The student cohort/network was 48 first-year medical students. Using social network analysis (SNA), the authors focused on (1) the initial structure and the evolution of informal class networks over time, (2) how informal class networks compare to formal in-class small-group assignments in influencing student information gathering, and (3) how peer assignment of professionalism role model status is shaped more by informal than formal ties. In examining these latter two issues, the authors explored not only how formal group assignment persisted over time but also how it functioned to prevent the tendency for groupings based on gender or ethnicity. The study revealed an evolving dynamic between the formal small-group learning structure of the course blocks and the emergence of informal student networks. For example, whereas formal group membership did influence in-class questions and did prevent formation of groups of like gender and ethnicity, outside-class questions and professionalism were influenced more by informal group ties where gender and, to a much lesser extent, ethnicity influence student information gathering. The richness of these preliminary findings suggests that SNA may be a useful tool in examining an array of medical student learning encounters.

Pre-Practicum Training in Professional Psychology to Close the Research-Practice Gap: Changing Attitudes Towards Evidence-Based Practice.

PubMed

Bearman, Sarah Kate; Wadkins, Melanie; Bailin, Abby; Doctoroff, Greta

2015-02-01

Despite the rapid proliferation of mental health interventions with proven benefit for youth, empirically supported interventions (ESIs) are underutilized in most service settings. Treatment outcome studies in these community-based settings suggest that the majority of youth do not show improvement, underscoring the importance of addressing the gap between research and practice. Clinician attitudes toward evidence-based practice (EBP) may limit the use of ESIs, and efforts to address these attitudes with post-graduate training pose significant challenges. Pre-practicum training in EBP may address these challenges by familiarizing students with the framework of EBP as well as with the current youth treatment evidence base and the theories and strategies of well-supported interventions. We describe a required EBP course within a professional psychology doctoral program. Forty-two students in two class cohorts completed a measure of attitudes toward EBP prior to the first class and after the final class lecture. Students were predominantly Caucasian women with bachelor's degrees. As expected, over the course of the class, student attitudes became significantly more favorable toward EBP. Students who had previously received a master's degree had more favorable attitudes prior to the class, and students with a prior bachelor's degree showed the greatest change in attitude. The results support the use of pre-practicum training in EBP to improve attitudes toward EBP, which may lead to use of effective practices with clients following training.

Interns Add "Class" to State's Newsrooms.

ERIC Educational Resources Information Center

Cripe, Dennis

1994-01-01

Describes a program cosponsored by the Indiana High School Press Association and the Hoosier State Press Association which offered one-month paid summer internships for nine Indiana high-school journalism advisors in professional newspapers. (SR)

25 CFR 522.4 - Approval requirements for class II ordinances.

Code of Federal Regulations, 2011 CFR

2011-04-01

... supplies, services, or concessions for more than $25,000 in any year (except contracts for professional legal or accounting services) shall be specifically included within the scope of the audit conducted...

25 CFR 522.4 - Approval requirements for class II ordinances.

Code of Federal Regulations, 2013 CFR

2013-04-01

... supplies, services, or concessions for more than $25,000 in any year (except contracts for professional legal or accounting services) shall be specifically included within the scope of the audit conducted...

25 CFR 522.4 - Approval requirements for class II ordinances.

Code of Federal Regulations, 2012 CFR

2012-04-01

... supplies, services, or concessions for more than $25,000 in any year (except contracts for professional legal or accounting services) shall be specifically included within the scope of the audit conducted...

25 CFR 522.4 - Approval requirements for class II ordinances.

Code of Federal Regulations, 2014 CFR

2014-04-01

... supplies, services, or concessions for more than $25,000 in any year (except contracts for professional legal or accounting services) shall be specifically included within the scope of the audit conducted...

25 CFR 522.4 - Approval requirements for class II ordinances.

Code of Federal Regulations, 2010 CFR

2010-04-01

... supplies, services, or concessions for more than $25,000 in any year (except contracts for professional legal or accounting services) shall be specifically included within the scope of the audit conducted...

Profiles in coping: responses to sexual harassment across persons, organizations, and cultures.

PubMed

Cortina, Lilia M; Wasti, S Arzu

2005-01-01

This study explicates the complexity of sexual harassment coping behavior among 4 diverse samples of working women: (a) working-class Hispanic Americans, (b) working-class Anglo Americans, (c) professional Turks, and (d) professional Anglo Americans. K-means cluster analysis revealed 3 common harassment coping profiles: (a) detached, (b) avoidant negotiating, and (c) support seeking. The authors then tested an integrated framework of coping profile determinants, involving social power, stressor severity, social support, and culture. Analysis of variance, chi-square, and discriminant function results identified significant determinants at each of the 4 levels of this ecological model. These findings underscore the importance of focusing on whole patterns of experience--and considering influences at the level of the individual employee and multiple levels of the surrounding context--when studying how women cope with workplace sexual harassment.

Physical activity promotion by health practitioners: a distance-learning training component to improve knowledge and counseling.

PubMed

Florindo, Alex A; Andrade, Douglas R; Guerra, Paulo H; Mota, Jorge; Crone, Diane; Mafra, Ana C C N; Bracco, Mario M

2018-03-01

Aim To report an evaluation of health professionals' participation in a distance-learning physical activity training course developed in a low socio-economic region of São Paulo city, Brazil. In countries with public universal health systems, physical activity promotion in primary health care settings can reap results, particularly given that such interventions have the potential to reach a large percentage of the population. However, few studies proposed physical activity training for health professionals in low- and middle-income countries. Brazil is a continental country and has the Unified Health System which incorporates family health teams in over 85% of Brazilian cities. The physical activity training was part of the fifth module of an educational intervention throughout a distance-learning course focusing on health professionals at M'Boi Mirim district in São Paulo city. The training totaled 3 h and had five themes of physical activity: (1) concepts, definitions benefits; (2) evaluation; (3) recommendation; (4) interventions; (5) physical activity counseling. The opinion of health professionals was evaluated after training by two open questions. Findings Out of 106 professionals who took part of the course, only 22.6% (n=24) had accessed the fifth module. These professionals were predominantly female (79.2%), nurses (66.7%) and aged 30 years or older. Responses highlighted the course approach focused on physical activity for improving patient's quality of life and well-being, disease prevention and health improvements. Regarding the themes for improvement, the health professionals identified that there was a need to experience physical activity classes first-hand, and the need to link physical activity counseling to the local venues that provide structured physical activity programs. We recommend that further training courses can be conducted based on this model for health professionals to promote physical activity to the community in Brazil.

Geoethics and the Role of Professional Geoscience Societies

NASA Astrophysics Data System (ADS)

Kieffer, S. W.; Palka, J. M.; Geissman, J. W.; Mogk, D. W.

2014-12-01

Codes of Ethics (Conduct) for geoscientists are formulated primarily by professional societies and the codes must be viewed in the context of the Goals (Missions, Values) of the societies. Our survey of the codes of approximately twenty-five societies reveals that most codes enumerate principles centered on practical issues regarding professional conduct of individuals such as plagiarism, fabrication, and falsification, and the obligation of individuals to the profession and society at large. With the exception of statements regarding the ethics of peer review, there is relatively little regarding the ethical obligations of the societies themselves. In essence, the codes call for traditionally honorable behavior of individual members. It is striking, given that the geosciences are largely relevant to the future of Earth, most current codes of societies fail to address our immediate obligations to the environment and Earth itself. We challenge professional organizations to consider the ethical obligations to Earth in both their statements of goals and in their codes of ethics. Actions by societies could enhance the efforts of individual geoscientists to serve society, especially in matters related to hazards, resources and planetary stewardship. Actions we suggest to be considered include: (1) Issue timely position statements on topics in which there is expertise and consensus (some professional societies such as AGU, GSA, AAAS, and the AMS, do this regularly, yet others not at all.); (2) Build databases of case studies regarding geoethics that can be used in university classes; (3) Hold interdisciplinary panel discussions with ethicists, scientists, and policy makers at annual meetings; (4) Foster publication in society journals of contributions relating to ethical questions; and (5) Aggressively pursue the incorporation of geoethical issues in undergraduate and graduate curricula and in continuing professional development.

Health Maintenance Education and Services for Senior Adults: Program Resume: Project S.M.I.L.E. [Services to Maintain Independent Living for the Elderly].

ERIC Educational Resources Information Center

Menker, Barbara W.

The program to provide basic health information and skills for older persons was sponsored by the city of Palo Alto with the cooperation of 14 health agencies. Weekly morning classes featured 12 topics ranging from exercise to coping with cancer and were presented by health professionals in as nontechnical a manner as possible. The classes were…

Medical thrillers: doctored fiction for future doctors?

PubMed

Charpy, Jean-Pierre

2014-12-01

Medical thrillers have been a mainstay of popular fiction since the late 1970s and still attract a wide readership today. This article examines this specialized genre and its core conventions within the context of professionally-based fiction, i.e. the class of thrillers written by professionals or former professionals. The author maps this largely unchartered territory and analyzes the fictional representations of doctors and medicine provided in such novels. He argues that medical thrillers, which are not originally aimed at specialized readers and sometimes project a flawed image of medicine, may be used as a pedagogical tool with non-native learners of medical English.

Impact of non-physician health professionals' BMI on obesity care and beliefs.

PubMed

Bleich, Sara N; Bandara, Sachini; Bennett, Wendy L; Cooper, Lisa A; Gudzune, Kimberly A

2014-12-01

Examine the impact of non-physician health professional body mass index (BMI) on obesity care, self-efficacy, and perceptions of patient trust in weight loss advice. A national cross-sectional Internet-based survey of 500 US non-physician health professionals specializing in nutrition, nursing, behavioral/mental health, exercise, and pharmacy collected between January 20 and February 5, 2014 was analyzed. Normal-BMI professionals were more likely than overweight/obese professionals to report success in helping patients achieve clinically significant weight loss (52% vs. 29%, P = 0.01). No differences by health professional BMI about the appropriate patient body weight for weight-related care (initiate weight loss discussions and success in helping patients lose weight), confidence in ability to help patients lose weight, or in perceived patient trust in their advice were observed. Most health professionals (71%) do not feel successful in helping patients lose weight until they are morbidly obese, regardless of BMI. Normal-BMI non-physician health professionals report being more successful than overweight and obese health professionals at helping obese patients lose weight. More research is needed to understand how to improve self-efficacy for delivering obesity care, particularly among overweight and class I obese patients. © 2014 The Obesity Society.

Construction, implementation, and evaluation of an undergraduate biology laboratory teaching model

NASA Astrophysics Data System (ADS)

Tarrant, Todd M.

This dissertation documents a time series study in which an undergraduate non-majors biology laboratory was revised, leading to the development of a new teaching model. The course model was developed at a large Midwestern university enrolling about 827 students in 32 sections per semester and using graduate teaching assistants as primary instructors. The majority of the students consisted of freshman and sophomores, with the remainder being juniors and seniors. This dissertation explains the rationale leading to the development and implementation of this educational model using graduate teaching assistants as the primary course instructors and embedded course assessment as evidence of its success. The major components of this model include six major items including: learning community, course design, GTA professional development, course delivery, assessment, and the filter. The major aspects of this model include clear links between instruction, GTA professional development, embedded assessment (student and GTA), course revision, student perceptions, and performance. The model includes the following components: Formal and informal discourse in the learning community, teaching assistant professional development, the use of multiple assessment tools, a filter to guide course evaluation, and redirection and delivery of course content based on embedded formal course assessment. Teaching assistants receive both initial and ongoing professional development throughout the semester in effective instructional pedagogy from an instructor of record. Results for three years of operation show a significant increase in student biology content knowledge and the use of scientific process/critical thinking skills with mean improvement in student performance of 25.5% and 18.9% respectively. Mean attendance for ISB 208L is 95% for the six semesters of this study showing students regularly attend the laboratory classes and remain in the course with a completion rate of 93%. Additionally, grade point averages have remained high (mean of 3.3 for ISB 208L) while question cognitive level used on course assignments and tests has increased each semester while assignment weight has remained constant. Students indicate through SIRS data that the course is relevant to their lives, emphasizes understanding of ideas, concepts, and encourages students to think about the relationship between science and society. This study is significant in that it provides a description of a field tested working model for all aspects of a course that has large student enrollment, uses graduate teaching assistants as primary instructors, embedded course assessment, ongoing professional development, and general applicability in being transferable to other courses.

End-of-life ethics and disability: differing perspectives on case-based teaching.

PubMed

Kaufert, Joseph; Wiebe, Rhonda; Schwartz, Karen; Labine, Lisa; Lutfiyya, Zana Marie; Pearse, Catherine

2010-05-01

The way in which medical professionals engage in bioethical issues ultimately reflects the type of care such patients are likely to receive. It is therefore critical for doctors and other health care professionals to have a broad understanding of disability. Our purpose in this paper is to explore ways of teaching bioethical issues to first year medical students by integrating alternative approaches. Such approaches include (a) the use of the narrative format, (b) the inclusion of a disability perspective, and (c) the presentation and facilitation of classes by people with disabilities. We consider how these new kinds of presentations are evaluated by students, faculty, people with disabilities and professional ethicists. We hope new knowledge may provide health care professionals with a greater understanding of the perspectives of patients with disabilities, who are confronted by conflicting ethical values and frameworks for decision-making in their interaction with such professionals.

Professional Development in Climate Science Education as a Model for Navigating the Next Generations Science Standards - A High School Science Teacher's Perspective

NASA Astrophysics Data System (ADS)

Manning, C.; Buhr, S. M.

2012-12-01

The Next Generation Science Standards attempt to move the American K12 education system into the 21st century by focusing on science and engineering practice, crosscutting concepts, and the core ideas of the different disciplines. Putting these standards into practice will challenge a deeply entrenched system and science educators will need significant financial support from state and local governments, professional development from colleges and universities, and the creation of collegial academic networks that will help solve the many problems that will arise. While all of this sounds overwhelming, there are proven strategies and mechanisms already in place. Educators who tackle challenging topics like global climate change are turning to scientists and other like-minded teachers. Many of these teachers have never taken a class in atmospheric science but are expected to know the basics of climate and understand the emerging science as well. Teachers need scientists to continue to reach out and provide rigorous and in-depth professional development opportunities that enable them to answer difficult student questions and deal with community misconceptions about climate science. Examples of such programs include Earthworks, ICEE (Inspiring Climate Education Excellence) and ESSEA (Earth System Science Education Alliance). Projects like CLEAN (Climate Literacy and Energy Awareness Network) provide excellent resources that teachers can integrate into their lessons. All of these benefit from the umbrella of documents like Climate Literacy: The Essential Principles of Climate Science. Support from the aforementioned networks has encouraged the development of effective approaches for teaching climate science. From the perspective of a Geoscience master teacher and instructional coach, this presentation will demonstrate how scientists, researchers, and science education professionals have created models for professional development that create long-term networks supporting teachers who are willing to change how science is being taught right now. There will be specific examples of clearly written, evidence-based tools that address the general public's lack of critical climate knowledge and help to identify and change students' misconceptions. Specific content areas that continue to be overlooked as "common knowledge" but that need to be addressed in both pre- and in-service teacher instruction, textbooks, and online resources will be identified.

Science/art - art/science: case studies of the development of a professional art product

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

Sesko, S.C.; Marchant, M.

1997-02-24

Objective was to follow the cognitive and creative processes demonstrated by student research participants as they integrated a developing knowledge of ``big`` science, as practiced at LLNL, into a personal and idiosyncratic visual, graphical, or multimedia product. The participants, all non-scientists, involved in this process, attended a series of design classes, sponsored by LLNL at the Art Center College of Design in Pasadena CA. As a result of this study, we have become interested in the possibility of similar characteristics between scientists and artists. We have also become interested in the different processes that can be used to teach sciencemore » to non-scientists, so that they are able to understand and portray scientific information.« less

Integrating ethics in design through the value-sensitive design approach.

PubMed

Cummings, Mary L

2006-10-01

The Accreditation Board of Engineering and Technology (ABET) has declared that to achieve accredited status, 'engineering programs must demonstrate that their graduates have an understanding of professional and ethical responsibility.' Many engineering professors struggle to integrate this required ethics instruction in technical classes and projects because of the lack of a formalized ethics-in-design approach. However, one methodology developed in human-computer interaction research, the Value-Sensitive Design approach, can serve as an engineering education tool which bridges the gap between design and ethics for many engineering disciplines. The three major components of Value-Sensitive Design, conceptual, technical, and empirical, exemplified through a case study which focuses on the development of a command and control supervisory interface for a military cruise missile.

Biomes.

ERIC Educational Resources Information Center

Web Feet K-8, 2001

2001-01-01

This annotated subject guide to Web sites and additional resources focuses on biomes. Specifies age levels for resources that include Web sites, CD-ROMs and software, videos, books, audios, and magazines; includes professional resources; and presents a relevant class activity. (LRW)

Developing and teaching the virtue-ethics foundations of healthcare whistle blowing.

PubMed

Faunce, Thomas

2004-10-01

Healthcare whistle blowing, despite the benefits it has brought to healthcare systems in many developed countries, remains generally regarded as a pariah activity by many of the most influential healthcare professionals and regulatory institutions. Few if any medical schools or law department health law and bioethics classes, teach whistle blowing in a formal sense. Yet without exception, public inquiries initiated by healthcare whistle blowers have validated their central allegations and demonstrated that the whistle blowers themselves were sincere in their desire to implement the fundamental virtues and principles of medical ethics, bioethics and public health law. In many jurisdictions, the law, this time remarkably in advance of professional opinion, has offered legislative protection for reasonable allegations of whistleblowers made in good faith and in the public interest concerning a substantial and imminent threat to public safety. One reason for this paradoxical position, explored here, is that healthcare whistle blowing lacks a firm virtue-based theoretical bioethical and jurisprudential foundation. The hypothesis discussed is that the lack of this bioethical and jurisprudential substrate has contributed to a situation where healthcare whistle blowing suffers in terms of institutional support due to its lack of academic legitimacy. This article commences the process of redressing this imbalance by attempting to lay the theoretical foundations for healthcare whistle blowing. As a case study, this article concludes by discussing the Personal and Professional Development course at the ANU Medical School where healthcare whistle blowing is a formal part of a virtue-based curriculum that emphasises the foundational importance of conscience. Illustrative elements of that program are discussed.

The Effectiveness of Professional Development in Teaching Writing-to-Learn Strategies for Science: An Evaluative Case Study

NASA Astrophysics Data System (ADS)

Kravchuk, Deborah A.

With the adoption of the Common Core Learning Standards and the release of the Next Generation Science Standards, New York State students are expected to write in science classes with science writing assessments becoming an indicator of grade level literacy proficiency. The introduction of these assessments raises questions concerning the readiness of teachers to help students learn the skills needed in order to be successful on standardized tests. While such mandates stress the need for incorporating writing into the classroom, few secondary science teachers receive content-specific training in how to teach writing strategies; rather, they often receive the same professional development as their non-science colleagues. This evaluative case study examined how eight secondary science teachers in the Hyde Park Central School District perceived student outcomes as they focused on identifying the challenges encountered and overcome by transferring writing-to-learn (WTL) strategies into the classroom. Targeted professional development (PD) allowed the group of eight secondary science teachers to research WTL strategies, practice them in the classroom, and assess their success through personal and collegial reflection. The results of this study showed a positive correlation between introducing low-stakes writing in the science classroom and increased student understanding of the content presented, that short low-stakes writing prompts helped the students focus on thinking and organizing their thoughts in the science settings (Totten, 2005), and that the secondary science teachers participating in this study perceived the inclusion writing in the classroom to have a positive effect on student outcomes.

Providing Effective Professional Development for Teachers through the Lunar Workshops for Educators

NASA Astrophysics Data System (ADS)

Canipe, Marti; Buxner, Sanlyn; Jones, Andrea; Hsu, Brooke; Shaner, Andy; Bleacher, Lora

2014-11-01

In order to integrate current scientific discoveries in the classroom, K-12 teachers benefit from professional development and support. The Lunar Workshops for Educators is a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO) and conducted by the LRO Education and Public Outreach (E/PO) Team. The Lunar Workshops for Educators, have provided this professional development for teachers for the last five years. Program evaluation includes pre- and post- content tests and surveys related to classroom practice, daily surveys, and follow-up surveys conducted during the academic year following the summer workshops to assess how the knowledge and skills learned at the workshop are being used in the classroom. The evaluation of the workshop shows that the participants increased their overall knowledge of lunar science and exploration. Additionally, they gained knowledge about student misconceptions related to the Moon and ways to address those misconceptions. The workshops impacted the ways teachers taught about the Moon by providing them with resources to teach about the Moon and increased confidence in teaching about these topics. Participants reported ways that the workshop impacted their teaching practices beyond teaching about the Moon, encouraging them to include more inquiry and other teaching techniques demonstrated in the workshops in their science classes. Overall, the program evaluation has shown the Lunar Workshops for Educators are effective at increasing teachers’ knowledge about the Moon and use of inquiry-based teaching into their classrooms. Additionally, the program supports participant teachers in integrating current scientific discoveries into their classrooms.

'A very valuable fusion of classes': British professional and volunteer nurses of the First World War.

PubMed

Hallett, Christine E

2014-06-01

Public perceptions of the work of nurses and VAD-volunteers in the First World War have been heavily influenced by a small number of VAD-writings. The work of trained, professional nurses in supporting and supervised the work of VADs has been largely overlooked. This paper examines several of the writings of both volunteers and professionals, and emphasises the overlooked supervisory, managerial and clinical work of trained nurses. In this centenary year of the First World War's opening months, the paper also explores the ways in which the British mass-media--notably the BBC--have chosen to cling to a romantic image of the untrained nurse, whilst at the same time acknowledging the significance of trained, professional nursing. Copyright © 2014 Elsevier Ltd. All rights reserved.

Prioritizing conservation potential of arid-land montane natural springs and associated riparian areas

USGS Publications Warehouse

Thompson, B.C.; Matusik-Rowan, P. L.; Boykin, K.G.

2002-01-01

Using inventory data and input from natural resource professionals, we developed a classification system that categorizes conservation potential for montane natural springs. This system contains 18 classes based on the presence of a riparian patch, wetland species, surface water, and evidence of human activity. We measured physical and biological components of 276 montane springs in the Oscura Mountains above 1450 m and the San Andres Mountains above 1300 m in southern New Mexico. Two of the 18 classes were not represented during the inventory, indicating the system applies to conditions beyond the montane springs in our study area. The class type observed most often (73 springs) had a riparian patch, perennial surface water, and human evidence. We assessed our system in relation to 13 other wetland and riparian classification systems regarding approach, area of applicability, intended users, validation, ease of use, and examination of system response. Our classification can be used to rapidly assess priority of conservation potential for isolated riparian sites, especially springs, in arid landscapes. We recommend (1) including this classification in conservation planning, (2) removing deleterious structures from high-priority sites, and (3) assessing efficiency and use of this classification scheme elsewhere. ?? 2002 Elsevier Science Ltd.

A study on Korean nursing students' educational outcomes

PubMed Central

Oh, Kasil; Lee, Hyang-Yeon; Lee, Sook-Ja; Kim, In-Ja; Choi, Kyung-Sook; Ko, Myung-Sook

2011-01-01

The purpose of this study was to describe outcome indicators of nursing education including critical thinking, professionalism, leadership, and communication and to evaluate differences among nursing programs and academic years. A descriptive research design was employed. A total of 454 students from four year baccalaureate (BS) nursing programs and two three-year associate degree (AD) programs consented to complete self-administered questionnaires. The variables were critical thinking, professionalism, leadership and communication. Descriptive statistics, χ2-test, t-tests, ANOVA, and the Tukey test were utilized for the data analysis. All the mean scores of the variables were above average for the test instruments utilized. Among the BS students, those in the upper classes tended to attain higher scores, but this tendency was not identified in AD students. There were significant differences between BS students and AD students for the mean scores of leadership and communication. These findings suggested the need for further research to define properties of nursing educational outcomes, and to develop standardized instruments for research replication and verification. PMID:21602914

Firearms training: what is actually taught?

PubMed

Hemenway, David; Rausher, Steven; Violano, Pina; Raybould, Toby A; Barber, Catherine W

2017-10-07

Firearm safety instructors and public health professionals are natural allies in the quest to prevent firearm injuries. We audited basic firearm classes to provide information that can help familiarise public health professionals and others with the content covered. With the advice of expert instructors, we created an audit form. Volunteers audited 20 basic firearm classes in seven north-eastern states. All trainers covered a wide variety of safety issues. Some specific basics were covered in 90+% of the classes, including how to safely load/unload a gun, keeping your finger off the trigger until ready to shoot, and being aware of your target and what is behind it. In 50%-75% of the classes, the trainer covered topics such as operating a safety, clearing jams and cartridge malfunctions, and recommended storing guns unloaded and locked when not in use. Few instructors covered firearm suicide prevention (10%) or domestic violence (10%). Most encouraged gun ownership, gun carrying, gun use in self-defence and membership in a gun rights group. From a public health standpoint, we would like to see more instructors covering topics such as firearm suicide and alternatives to gun use in self-defence, and to recommend safer storage of firearms. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Home | The National Academies of Sciences, Engineering, and Medicine |

Science.gov Websites

Johnson Foundation Health Policy Fellows Logo Eight health professionals have been selected for the 2016 -2017 class of Robert Wood Johnson Foundation Health Policy Fellows at the National Academy of Medicine

Mythology.

ERIC Educational Resources Information Center

Web Feet K-8, 2001

2001-01-01

This annotated subject guide to Web sites and additional resources focuses on mythology. Specific age levels are given for resources that include Web sites, CD-ROMs and software, videos, books, audios, and magazines; offers professional resources; and presents a relevant class activity. (LRW)

Space.

ERIC Educational Resources Information Center

Web Feet K-8, 2001

2001-01-01

This annotated subject guide to Web sites and additional resources focuses on space and astronomy. Specifies age levels for resources that include Web sites, CD-ROMS and software, videos, books, audios, and magazines; offers professional resources; and presents a relevant class activity. (LRW)

The tuskegee experiment: an introduction in ethics for pre-healthcare professional students.

PubMed

Miranda, Daniel; Sanchez, David Jesse

2014-12-01

Over the past years, professional students have had extensive exposure to clinical cases during basic science classes. With this in mind, we have taken this clinical case exposure moment to be an opportune time to introduce the ethics of working with patients during biomedical research. Our goal is to present a straightforward assignment that allows for active student research into the facts of the Tuskegee Experiment of the 1900s. The assignment provides the necessary background to allow for a student-centered discussion on the ethical issues of the events and ramifications of what happened. Thus, in educating a class on the event's happenings, one concomitantly creates a platform for meaningful discussion on the principles and ethics of patient care. We have found that an ethics-infused event such as the Tuskegee Experiment is an excellent way to introduce students to these topics.

The Tuskegee Experiment: An Introduction in Ethics for Pre-Healthcare Professional Students†

PubMed Central

Miranda, Daniel; Sanchez, David Jesse

2014-01-01

Over the past years, professional students have had extensive exposure to clinical cases during basic science classes. With this in mind, we have taken this clinical case exposure moment to be an opportune time to introduce the ethics of working with patients during biomedical research. Our goal is to present a straightforward assignment that allows for active student research into the facts of the Tuskegee Experiment of the 1900s. The assignment provides the necessary background to allow for a student-centered discussion on the ethical issues of the events and ramifications of what happened. Thus, in educating a class on the event’s happenings, one concomitantly creates a platform for meaningful discussion on the principles and ethics of patient care. We have found that an ethics-infused event such as the Tuskegee Experiment is an excellent way to introduce students to these topics. PMID:25574286

What's in a Name? Impact of marketing different course titles on enrollment for online classes.

PubMed

Kemper, Kathi J; Woods, Charles; McBride, Allison

2008-12-01

Little is known about the impact of different marketing strategies on enrollment of online courses for health professionals. The authors compared one aspect of marketing, course titles, for online classes about herbs and dietary supplements (HDS). The authors marketed two titles-one knowledge-oriented, the other behavior-oriented-for each of seven online HDS classes. The two titles were (1) "Introduction to topic" (Knowledge) and (2) "Talking with patients about topic" (Behavior). The seven classes were two general (introduction and safety) and five specialty (women, children, the elderly, depression, and gastrointestinal) topics. The Area Health Education Center in northwest North Carolina marketed the classes. Altogether, 195 clinicians enrolled in an average of 7.6 classes per enrollee (1,487 total). For every class, enrollment was higher for knowledge-oriented than behavior-oriented titled classes (average of 124 versus 89 enrollees per class, P < .01). Enrollment, combining the two general classes, was also significantly higher for general than specialty classes (266 versus 191 enrollees per class, P < .01). Differences in titles and levels of generality significantly impacted enrollment rates in these online classes on an unfamiliar topic. Additional marketing research is needed to inform efforts to enroll clinicians into courses on more familiar topics.

The Collection of Data for the Research Component of the Internet-Based, ``Doctor of Astronomy'' Professional Degree Program at James Cook University

NASA Astrophysics Data System (ADS)

Millar, W.; White, G. L.; Filipović, M. D.; Hons, A.

2008-06-01

We discuss the means by which students collect, analyze and use original data to fulfill the research component of the Internet-based, professional ``Doctor of Astronomy'' degree, at the James Cook University Centre for Astronomy. We give an example of such data obtained with the 1.9 meter telescope at the South African Astronomical Observatory. We also discuss the use of such data in an introductory level astronomy class at a community college.

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.

SU-E-E-03: Shared Space Fosters Didactic and Professional Learning Across Professions for Medical and Physics Residents

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

Dieterich, S; Perks, J; Fragoso, R

Purpose: Medical Physicists and Radiation Oncologists are two professions who should be working as a team for optimal patient care, yet lack of mutual understanding about each others respective role and work environment creates barriers To improve collaboration and learning, we designed a shared didactic and work space for physics and radiation oncology residents to maximize interaction throughout their professional training. Methods: Physician and Physics residents are required to take the same didactic classes, including journal clubs and respective seminars. The residents also share an office environment among the seven physician and two physic residents. Results: By maximizing didactic overlapmore » and sharing office space, the two resident groups have developed a close professional relationship and supportive work environment. Several joint research projects have been initiated by the residents. Awareness of physics tasks in the clinic has led to a request by the physician residents to change physics didactics, converting the physics short course into a lab-oriented course for the medical residents which is in part taught by the physics residents. The physics seminar is given by both residency groups; increased motivation and interest in learning about physics has led to several medical resident-initiated topic selections which generated lively discussion. The physics long course has changed toward including more discussion among residents to delve deeper into topics and study beyond what passing the boards would require. A supportive work environment has developed, embedding the two physics residents into a larger residents group, allowing them to find mentor and peers more easily. Conclusion: By creating a shared work and didactic environment, physician and physics residents have improved their understanding of respective professional practice. Resident-initiated changes in didactic practice have led to improved learning and joint research. A strong social support system has developed, embedding physics residents into a larger peer group.« less

Engaging Science Faculty in Teacher Professional Development: Renewable Energy

NASA Astrophysics Data System (ADS)

Czajkowski, K. P.; Czerniak, C.; Struble, J.; Mentzer, G.; Brooks, L.; Hedley, M.

2011-12-01

The LEADERS Program (Leadership for Educators: Academy for Driving Economic Revitalization in Science) is an NSF funded Math and Science Partnership program that aims to link economic revitalization in the Great Lakes region with K-12 education through renewable energy technology using a project-based learning approach. The LEADERS Program brings teacher leaders together with science and education faculty from the University of Toledo. Teacher leaders, from Toledo Public and Catholic Schools, attended a six week long institute in the summers of 2010 and 2011 and offered professional development for their colleagues during the school year. The teacher leaders took two science courses during the summer of 2010 in Physics and Chemistry of Renewable Energy as well as classes in Project-Based Science and Leadership and three courses in the summer of 2011, Earth Technologies, Climate Change and Biofuels. In addition, teachers were introduced to industry leaders in renewable energies as well as conservation. This presentation will discuss the implementation of the program and focus on the involvement of science faculty. We will discuss the challenges and successes in bringing together science faculty with teachers including how the experience has changed the teaching style of the scientists.

Design and Development of a Course in Professionalism and Ethics for CDIO Curriculum in China.

PubMed

Fan, Yinghui; Zhang, Xingwei; Xie, Xinlu

2015-10-01

At Shantou University (STU) in 2008, a stand-alone engineering ethics course was first included within a Conceive-Design-Implement-Operate (CDIO) curriculum to address the scarcity of engineering ethics education in China. The philosophy of the course design is to help students to develop an in-depth understanding of social sustainability and to fulfill the obligations of engineers in the twenty-first century within the context of CDIO engineering practices. To guarantee the necessary cooperation of the relevant parties, we have taken advantage of the top-down support from the STU administration. Three themes corresponding to contemporary issues in China were chosen as the course content: engineers' social obligations, intellectual property and engineering safety criteria. Some popular pedagogies are used for ethics instruction such as case studies and group discussions through role-playing. To impart the diverse expertise of the practical professional practice, team teaching is adopted by interdisciplinary instructors with strong qualifications and industrial backgrounds. Although the assessment of the effectiveness of the course in enhancing students' sense of ethics is limited to assignment reports and class discussions, our endeavor is seen as positive and will continue to sustain the CDIO reform initiatives of STU.

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

NASA Astrophysics Data System (ADS)

Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

2013-06-01

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

User testing and stakeholder feedback contributed to the development of understandable and useful Summary of Findings tables for Cochrane reviews.

PubMed

Rosenbaum, Sarah E; Glenton, Claire; Nylund, Hilde Kari; Oxman, Andrew D

2010-06-01

To develop a Summary of Findings (SoF) table for use in Cochrane reviews that is understandable and useful for health professionals, acceptable to Cochrane Collaboration stakeholders, and feasible to implement. We gathered stakeholder feedback on the format and content of an SoF table from an advisory group of more than 50 participants and their constituencies through e-mail consultations. We conducted user tests using a think-aloud protocol method, collecting feedback from 21 health professionals and researchers in Norway and the UK. We analyzed the feedback, defined problem areas, and generated new solutions in brainstorming workshops. Stakeholders were concerned about precision in the data representation and about production feasibility. User testing revealed unexpected comprehension problems, mainly confusion about what the different numbers referred to (class reference). Resolving the tension between achieving table precision and table simplicity became the main focus of the working group. User testing led to a table more useful and understandable for clinical audiences. We arrived at an SoF table that was acceptable to the stakeholders and in principle feasible to implement technically. Some challenges remain, including presenting continuous outcomes and technical/editorial implementation.

Promoting cognitive and social aspects of inquiry through classroom discourse

NASA Astrophysics Data System (ADS)

Jin, Hui; Wei, Xin; Duan, Peiran; Guo, Yuying; Wang, Wenxia

2016-01-01

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.

Medicalization and morality in a weak state: health, hygiene and water in Dar Es Salaam, Tanzania.

PubMed

Obrist, Brigit

2004-04-01

Inspired by Foucault, many studies have examined the medicalization of everyday life in Western societies. This paper reconsiders potentials and limitations of this concept in an African city. Grounded in ethnographic research in Dar es Salaam, Tanzania, it concentrates on cleanliness, health and water in a lower middle-class neighbourhood. The findings show that women are familiar with professional health development discourses emphasizing cleanliness as a high value linked to bodily and domestic health. These discourses have been diffused in schools, clinics and other institutions during the colonial and socialist period. Women not only refer to these discourses, they try to reproduce them in daily practice and even demand them. This coercive yet voluntary nature of institutionalized discourses points to 'paradoxes of medicalization' also found in Western societies. It acquires, however, different meanings in a weak state like contemporary Tanzania which hardly manages to institutionalize medicalization through professional practice. Under such conditions, women who choose to follow health development discourses suffer a heavier practical, intellectual and emotional burden than those who are less committed. This may at least partly explain why many women assume a pragmatic stance towards the medicalization of everyday life.

Job Satisfaction among Health-Care Staff in Township Health Centers in Rural China: Results from a Latent Class Analysis

PubMed Central

Wang, Haipeng; Tang, Chengxiang; Zhao, Shichao; Meng, Qingyue; Liu, Xiaoyun

2017-01-01

Background: The lower job satisfaction of health-care staff will lead to more brain drain, worse work performance, and poorer health-care outcomes. The aim of this study was to identify patterns of job satisfaction among health-care staff in rural China, and to investigate the association between the latent clusters and health-care staff’s personal and professional features; Methods: We selected 12 items of five-point Likert scale questions to measure job satisfaction. A latent-class analysis was performed to identify subgroups based on the items of job satisfaction; Results: Four latent classes of job satisfaction were identified: 8.9% had high job satisfaction, belonging to “satisfied class”; 38.2% had low job satisfaction, named as “unsatisfied class”; 30.5% were categorized into “unsatisfied class with the exception of interpersonal relationships”; 22.4% were identified as “pseudo-satisfied class”, only satisfied with management-oriented items. Low job satisfaction was associated with specialty, training opportunity, and income inequality. Conclusions: The minority of health-care staff belong to the “satisfied class”. Three among four subgroups are not satisfied with income, benefit, training, and career development. Targeting policy interventions should be implemented to improve the items of job satisfaction based on the patterns and health-care staff’s features. PMID:28937609

Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science

NASA Astrophysics Data System (ADS)

Cavagnetto, Andy Roy

This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted of each group of students setting a question resulting in numerous questions being explored per class. A mixed method quasi-experimental design was utilized. Two grade five teachers from a small rural school district in the Midwestern United States participated, each teaching two sections of science (approximately 25 students per section). Results indicate three major findings. Instructional approach (whole class vs. small group) did not effect student achievement in science or language arts. Observational data indicated the actions and skills teachers utilized to implement the approaches were similar. Specifically, the pedagogical skills of dialogical interaction (which was found to be influenced by teacher level of control of learning and teacher content knowledge) and effective rather than efficient use of time were identified as key factors in teachers' progression toward a student-centered, teacher-managed instructional approach. Unit exams along with qualitative and quantitative teacher observation data indicated that these factors do have an impact on student achievement. Specifically increased dialogical interaction in the forms of greater student voice, and increased cognitive demands placed on students by embedding and emphasizing science argument within the student inquiry corresponded to positive gains in student achievement. Additionally, teacher's perception of student abilities was also found to influence professional growth. Finally, allowing students to set the questions for inquiry and design the experiments impact the classroom environment as teacher talk changed from giving directions toward scaffolding student thought. These results have implications for professional development and teacher education as they suggest that more time should be spent on challenging teachers to align their pedagogy with how students learn rather than simply providing strategies and lesson plans for teachers to use in the classrooms.

MODSIM World 2007 Conference and Expo: Select Papers and Presentations from the Education and Training Track

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E. (Editor); Sullivan, Shannon (Editor); Sanchez, Alicia (Editor)

2008-01-01

This NASA Conference Publication features select papers and PowerPoint presentations from the Education and Training Track of MODSIM World 2007 Conference and Expo. Invited speakers and panelists of national and international renown, representing academia, industry and government, discussed how modeling and simulation (M&S) technology can be used to accelerate learning in the K-16 classroom, especially when using M&S technology as a tool for integrating science, technology, engineering and mathematics (STEM) classes. The presenters also addressed the application ofM&S technology to learning and training outside of the classroom. Specific sub-topics of the presentations included: learning theory; curriculum development; professional development; tools/user applications; implementation/infrastructure/issues; and workforce development. There was a session devoted to student M&S competitions in Virginia too, as well as a poster session.

Alcohol marketing in televised English professional football: a frequency analysis.

PubMed

Graham, Andrew; Adams, Jean

2014-01-01

The aim of the study was to explore the frequency of alcohol marketing (both formal commercials and otherwise) in televised top-class English professional football matches. A purposive sample of six broadcasts (total = 1101 min) of televised top-class English club football matches were identified and recorded in full. A customized coding framework was used to identify and categorize all verbal and visual alcohol references in non-commercial broadcasting. The number and the duration of all formal alcohol commercials were also noted. A mean of 111 visual references and 2 verbal references to alcohol per hour of broadcast were identified. Nearly all visual references were to beer products and were primarily simple logos or branding. The majority of verbal alcohol references were related to title-sponsorship of competitions. A total of 17 formal alcohol commercials were identified, accounting for <1% of total broadcast time. Visual alcohol references in televised top-class English football matches are common with an average of nearly two per minute. Verbal references are rare and formal alcohol commercials account for <1% of broadcast time. Restriction of all alcohol sports sponsorship, as seen for tobacco, may be justified.

Formative feedback and scaffolding for developing complex problem solving and modelling outcomes

NASA Astrophysics Data System (ADS)

Frank, Brian; Simper, Natalie; Kaupp, James

2018-07-01

This paper discusses the use and impact of formative feedback and scaffolding to develop outcomes for complex problem solving in a required first-year course in engineering design and practice at a medium-sized research-intensive Canadian university. In 2010, the course began to use team-based, complex, open-ended contextualised problems to develop problem solving, communications, teamwork, modelling, and professional skills. Since then, formative feedback has been incorporated into: task and process-level feedback on scaffolded tasks in-class, formative assignments, and post-assignment review. Development in complex problem solving and modelling has been assessed through analysis of responses from student surveys, direct criterion-referenced assessment of course outcomes from 2013 to 2015, and an external longitudinal study. The findings suggest that students are improving in outcomes related to complex problem solving over the duration of the course. Most notably, the addition of new feedback and scaffolding coincided with improved student performance.

Case-oriented selection of investigation methods in direct access: A comparison between physiotherapy trainees at professional colleges and in bachelor's study courses.

PubMed

Konrad, Ralf; Geraedts, Max

2018-01-01

Objective: Direct access to physiotherapy services is currently discussed in Germany. Its introduction would mean that initial diagnoses must be made in physiotherapy practices as well. However, it was not yet investigated whether the current training in physiotherapy is sufficient for this, and whether there are differences between the training systems. This study aims to answer the question of whether trainees at the end of Bachelor's studies (BS) are more reliably able to assess the case-related suitability of examination methods than professional college students (FS). Methodology: Questionnaires were developed to assess the suitability of examination methods for diagnostic inquiries. All professional colleges and bachelor's study courses listed with the German Physiotherapy Association were asked to present the questionnaires to their final classes. Results: In 216 addressed professional colleges and 24 bachelor's study courses, the return rate was 9.26% for professional colleges and 33.33% for study courses. One hundred thirty-eight questionnaires from students in 8 study courses and 368 questionnaires from students at 20 professional colleges were evaluated. The mean of correct decisions in total (of max. 54) was 19.01 (BS) or 15.73 (FS); in structure-related and function-related examination methods (of max. 42), it was 17.22 (BS) and 14.8 (FS); in activity-related methods (of max. 12), it was 1.97 (BS) and 0.89 (FS). Out of a max. of 49 examination methods, 23.45 (BS) and 26.72 (FS) were stated as unknown. Conclusion: The university students made correct decisions on the suitability of examination methods significantly more frequently than the professional college students. However, the determined group difference is low. Overall, the results do not appear sufficient for direct access. Training would have to be adapted for this purpose.

Facilitating awareness of philosophy of science, ethics and communication through manual skills training in undergraduate education.

PubMed

Kordahl, Hilde Lund; Fougner, Marit

2017-03-01

Professional health science education includes a common theoretical basis concerning the theory of science, ethics and communication. Former evaluations by first-year students of the bachelor physiotherapy program at Oslo and Akershus University College of Applied Sciences (HiOA) show that they find it hard to understand the relation between these particular topics and future professional practice. This challenge is the starting point for a pedagogical development project that aims to develop learning contexts that highlight the relevance of these theoretical concepts. The aim of the study is to explore and present findings on the value of using Sykegrep manual skills classes as an arena in which students can be encouraged to think about, reflect on and appreciate the role and value of the philosophical perspectives that inform their practice and contributes to practise knowledge. A qualitative study with data collection through focus groups was performed and analyzed using thematic content analysis. Eighteen first-year undergraduate students, who had completed the manual skills course, participated in the study. Analysis of the data yielded three categories of findings that can be associated with aspects of philosophy of science, ethics and communication. These are as follows: 1) preconceived understanding of physiotherapy; 2) body knowledge perspectives; and 3) relational aspects of interactions. Undergraduate students' understanding and experience of philosophy of science, ethics and communication may be facilitated by peer collaboration, reflection on intimacy and touch and the ethical aspects of interaction during manual skills training. Practical classes in Sykegrep provide a basis for students' discussions about the body as well as their experiences with the body in the collaborative learning context. The students' reflections on their expectations of manual skills in physiotherapy and experiences of touch and being touched can facilitate an awareness of philosophy of science, ethics and communication. Our study will be an incitement to further develop a manual skills teaching program that incorporates philosophy of science, ethics and communication in undergraduate education.

Competitive speed eating: truth and consequences.

PubMed

Levine, Marc S; Spencer, Geoffrey; Alavi, Abass; Metz, David C

2007-09-01

The purpose of our investigation was to assess the stomachs of a world-class speed-eating champion and of a control subject during a speed-eating test in our gastrointestinal fluoroscopy suite to determine how competitive speed eaters are able to eat so much so fast. Our observations suggest that successful speed eaters expand the stomach to form an enormous flaccid sac capable of accommodating huge amounts of food. We speculate that professional speed eaters eventually may develop morbid obesity, profound gastroparesis, intractable nausea and vomiting, and even the need for a gastrectomy. Despite its growing popularity, competitive speed eating is a potentially self-destructive form of behavior.

Stereoscopic construction and practice of optoelectronic technology textbook

NASA Astrophysics Data System (ADS)

Zhou, Zigang; Zhang, Jinlong; Wang, Huili; Yang, Yongjia; Han, Yanling

2017-08-01

It is a professional degree course textbook for the Nation-class Specialty—Optoelectronic Information Science and Engineering, and it is also an engineering practice textbook for the cultivation of photoelectric excellent engineers. The book seeks to comprehensively introduce the theoretical and applied basis of optoelectronic technology, and it's closely linked to the current development of optoelectronic industry frontier and made up of following core contents, including the laser source, the light's transmission, modulation, detection, imaging and display. At the same time, it also embodies the features of the source of laser, the transmission of the waveguide, the electronic means and the optical processing methods.

Professional development training through the veterinary curriculum at the University of Minnesota.

PubMed

Kustritz, Margaret V Root; Nault, André J

2010-01-01

Veterinary education has traditionally focused on clinical skills. Success as a practicing veterinarian, however, also depends on good communication skills, emotional intelligence, and other "soft" skills that can lead to greater employee and employer satisfaction and increased practice revenue. The University of Minnesota has approached this curricular need by convening a task force and creating a series of courses aimed at improving leadership skills, teamwork, and verbal and written communication; managing conflict; and understanding ethics and personal finance. This article describes the evolution and structure of these soft-skill classes and the challenges in securing faculty and student buy-in essential for success.

School-Based Multidisciplinary Teacher Team-Building Combining On-Line Professional Development (ESSEA) and Field-Based Environmental Monitoring (GLOBE)

NASA Astrophysics Data System (ADS)

Low, R.

2003-12-01

The multidisciplinary nature of Earth system science provides a strong foundation for integrated science teaching at the K-12 level. In a Minneapolis-St. Paul based project, urban middle school teaching teams composed of language arts and math specialists as well as physical, Earth, and biological science teachers participate in the NASA Earth system science course (ESSEA) and in the international GLOBE environmental monitoring project. For students, the goal is to integrate science throughout the curriculum as well as involve classes from different subjects in a high-interest school science project. For teachers, the project provides greatly-needed classroom support and teacher team building, as well as professional development. The on-line course provides continuity and communication between the different team members. Face-to-face meetings with the instructors on site are conducted every 4 weeks. The problem-based learning approach to environmental issues developed in the ESSEA course lends itself to application to local environmental issues. New ESSEA modules developed for the project highlight environmental problems associated with flooding, introduced species, and eutrofication of lakes and rivers located near the participating schools. In addition, ESSEA participants are certified as GLOBE teachers, and assist their students in monitoring water quality. The synergistic partnership of ESSEA and GLOBE provides an attractive package upon which long-term school-based environmental monitoring projects can be based.

Development of a web database portfolio system with PACS connectivity for undergraduate health education and continuing professional development.

PubMed

Ng, Curtise K C; White, Peter; McKay, Janice C

2009-04-01

Increasingly, the use of web database portfolio systems is noted in medical and health education, and for continuing professional development (CPD). However, the functions of existing systems are not always aligned with the corresponding pedagogy and hence reflection is often lost. This paper presents the development of a tailored web database portfolio system with Picture Archiving and Communication System (PACS) connectivity, which is based on the portfolio pedagogy. Following a pre-determined portfolio framework, a system model with the components of web, database and mail servers, server side scripts, and a Query/Retrieve (Q/R) broker for conversion between Hypertext Transfer Protocol (HTTP) requests and Q/R service class of Digital Imaging and Communication in Medicine (DICOM) standard, is proposed. The system was piloted with seventy-seven volunteers. A tailored web database portfolio system (http://radep.hti.polyu.edu.hk) was developed. Technological arrangements for reinforcing portfolio pedagogy include popup windows (reminders) with guidelines and probing questions of 'collect', 'select' and 'reflect' on evidence of development/experience, limitation in the number of files (evidence) to be uploaded, the 'Evidence Insertion' functionality to link the individual uploaded artifacts with reflective writing, capability to accommodate diversity of contents and convenient interfaces for reviewing portfolios and communication. Evidence to date suggests the system supports users to build their portfolios with sound hypertext reflection under a facilitator's guidance, and with reviewers to monitor students' progress providing feedback and comments online in a programme-wide situation.

Development and Evaluation of a Continuing Education Program for Nursing Technicians at a Pediatric Cardiac Intensive Care Unit in a Developing Country.

PubMed

Borim, Bruna Cury; Croti, Ulisses A; Silveira, Patricia C; De Marchi, Carlos H; Moscardini, Airton C; Hickey, Patricia; Jenkins, Kathy

2017-11-01

The nursing profession faces continuous transformations demonstrating the importance of professional continuing education to extend knowledge following technological development without impairing quality of care. Nursing assistants and technicians account for nearly 80% of nursing professionals in Brazil and are responsible for uninterrupted patient care. Extensive knowledge improvement is needed to achieve excellence in nursing care. The objective was to develop and evaluate a continuing education program for nursing technicians at a pediatric cardiac intensive care unit (PCICU) using a virtual learning environment entitled EDUCATE. From July to September 2015, a total of 24 nursing technicians working at the PCICU at a children's hospital located in the northwestern region of São Paulo state (Brazil) fully participated in the continuing education program developed in a virtual learning environment using Wix platform, allowing access to video classes and pre- and post-training theoretical evaluation questionnaires outside the work environment. The evaluation tools recorded participants' knowledge evolution, technological difficulties, educational, and overall rating. Knowledge development was descriptively presented as positive in more than 66.7%. Content and training were considered "excellent" by most participants and 90% showed an interest in the use of technological resources. Technical difficulties were found and quickly resolved by 40% of participants including Internet access, login, and lack of technical expertise. The continuing education program using a virtual learning environment positively contributed to the improvement in theoretical knowledge of nursing technicians in PCICU.

Professionality, Preservice Teachers, and Twitter

ERIC Educational Resources Information Center

Gomez, Miguel; Journell, Wayne

2017-01-01

In this study, we explore how preservice teachers utilized Twitter during one middle grades social studies methods course. Specifically, we analyzed how various Twitter assignments--following specific accounts, weekly communication with class members, and participation in #sschats--contributed to either "restricted" or…

2005 profile : Turner-Fairbank Highway Research Center

DOT National Transportation Integrated Search

2006-01-01

Research and innovation are integral to the Federal Highway Administrations (FHWA) mission. One of the primary roles of Federal transportation professionals is to serve as innovators for a better future. This role is supported by the world-class r...

Responsibility for proving and defining in abstract algebra class

NASA Astrophysics Data System (ADS)

Fukawa-Connelly, Timothy

2016-07-01

There is considerable variety in inquiry-oriented instruction, but what is common is that students assume roles in mathematical activity that in a traditional, lecture-based class are either assumed by the teacher (or text) or are not visible at all in traditional math classrooms. This paper is a case study of the teaching of an inquiry-based undergraduate abstract algebra course. In particular, gives a theoretical account of the defining and proving processes. The study examines the intellectual responsibility for the processes of defining and proving that the professor devolved to the students. While the professor wanted the students to engage in all aspects of defining and proving, he was only successful at devolving responsibility for certain aspects and much more successful at devolving responsibility for proving than conjecturing or defining. This study suggests that even a well-intentioned instructor may not be able to devolve responsibility to students for some aspects of mathematical practice without using a research-based curriculum or further professional development.

Student and faculty member perspectives on lecture capture in pharmacy education.

PubMed

Marchand, Jon-Paul; Pearson, Marion L; Albon, Simon P

2014-05-15

To examine faculty members' and students' use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Most students and faculty members were aware of and appreciated the recordings. Students' patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students' grades or in-class engagement but noted increased absenteeism. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings.

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

PubMed Central

Pearson, Marion L.; Albon, Simon P.

2014-01-01

Objectives. To examine faculty members’ and students’ use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Methods. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Results. Most students and faculty members were aware of and appreciated the recordings. Students’ patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students’ grades or in-class engagement but noted increased absenteeism. Conclusion. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings. PMID:24850936

The Anatomy of the Global Football Player Transfer Network: Club Functionalities versus Network Properties

PubMed Central

2016-01-01

Professional association football is a game of talent. The success of a professional club hinges largely on its ability of assembling the best team. Building on a dataset of player transfer records among more than 400 clubs in 24 world-wide top class leagues from 2011 to 2015, this study aims to relate a club’s success to its activities in the player transfer market from a network perspective. We confirm that modern professional football is indeed a money game, in which larger investment spent on the acquisition of talented players generally yields better team performance. However, further investigation shows that professional football clubs can actually play different strategies in surviving or even excelling this game, and the success of strategies is strongly associated to their network properties in the football player transfer network. PMID:27253198

The Anatomy of the Global Football Player Transfer Network: Club Functionalities versus Network Properties.

PubMed

Liu, Xiao Fan; Liu, Yu-Liang; Lu, Xin-Hang; Wang, Qi-Xuan; Wang, Tong-Xing

2016-01-01

Professional association football is a game of talent. The success of a professional club hinges largely on its ability of assembling the best team. Building on a dataset of player transfer records among more than 400 clubs in 24 world-wide top class leagues from 2011 to 2015, this study aims to relate a club's success to its activities in the player transfer market from a network perspective. We confirm that modern professional football is indeed a money game, in which larger investment spent on the acquisition of talented players generally yields better team performance. However, further investigation shows that professional football clubs can actually play different strategies in surviving or even excelling this game, and the success of strategies is strongly associated to their network properties in the football player transfer network.