Sample records for professional development effective

  1. Do less effective teachers choose professional development does it matter?

    PubMed

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

    2012-10-01

    In an ongoing effort to improve teacher quality, most states require continuing education or professional development for their in-service teachers. Studies evaluating the effectiveness of various professional development programs have assumed a normal distribution of quality of teachers participating in the programs. Because participation in many professional development programs is either targeted or voluntary, this article suggests past evaluations of the effectiveness of professional development may be subject to selection bias and policy recommendations may be premature. This article presents an empirical framework for evaluating professional development programs where treatment is potentially nonrandom, and explicitly accounts for the teacher's prior effectiveness in the classroom as a factor that may influence participation in professional development. This article controls for the influence of selection bias on professional development outcomes by generating a matched sample based on propensity scores and then estimating the program's effect. In applying this framework to the professional development program examined in this article, less effective teachers are found to be more likely to participate in the program, and correcting for this selection leads to different conclusions regarding the program's effectiveness than when ignoring teacher selection patterns.

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

    ERIC Educational Resources Information Center

    Strickland, Crystal Y.

    2013-01-01

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

  3. Teachers' perceptions of effective science, technology, and mathematics professional development and changes in classroom practices

    NASA Astrophysics Data System (ADS)

    Boriack, Anna Christine

    The purpose of this study is to examine teachers' perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. The first study investigated teachers' perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants' perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into academy activities. The results indicated that academy participants perceived effective academy activities along with a supportive school environment. Additionally, participants reported sometimes implementing technology in their classrooms. These findings suggest that several factors might influence the successful classroom implementation of professional development. The data which supports the conceptual framework shows that effective professional development may play a key role in successful classroom implementation. Future professional development activities should be designed around characteristics for effective professional development to increase the likelihood that classroom implementation might occur.

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

    ERIC Educational Resources Information Center

    Blank, Rolf K.

    2010-01-01

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

  5. Characteristics of Effective Professional Development: A Checklist

    ERIC Educational Resources Information Center

    Hunzicker, Jana

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Bechtel, Pamela A.; O'Sullivan, Mary

    2006-01-01

    There are many factors that affect the design of effective professional development (PD) programs. This review of literature focuses on some of the theoretical models used to explain teacher change, the contextual factors that impact teacher behaviors and curricular change, and the role of continuous professional development in changing teaching…

  7. Coaching in Special Education: Toward a Model of Differentiated Professional Development for Elementary School Paraeducators

    ERIC Educational Resources Information Center

    Kirk-Martinez, Jacqueline Faith

    2011-01-01

    Although there is a considerable amount of research studies about effective professional development, a literature review revealed that educators are not receiving effective professional development in order to improve instruction. What is paramount in the studies of professional development is that the traditional one-shot model does not meet the…

  8. Effect of Professional Development on Classroom Practices in Some Selected Saudi Universities

    ERIC Educational Resources Information Center

    Alghamdi, AbdulKhaliq Hajjad; Bin Sihes, Ahmad Johari

    2016-01-01

    "Scientific studies found the impact of professional development on effective classroom practices in Higher Education." This paper hypothesizes no statistically significant effect of lecturers' professional development on classroom practices in some selected Saudi Universities not as highlighted in the model. Hierarchical multiple…

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

    NASA Astrophysics Data System (ADS)

    Kubarek-Sandor, Joy

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

  10. From professional development for science teachers to student learning in science

    NASA Astrophysics Data System (ADS)

    Tinoca, Luis Fonseca

    This study investigates the effects of professional development for science teachers on student learning. It is usually expected that professional development programs positively impact student learning, however this dimension is not commonly incorporated in the programs evaluation. It is simply assumed that students will be indirectly impacted through their participating teachers in the work with their students. Two main research questions are addressed: (1) Are professional development programs effective in enhancing student learning in science? (2) What are the characteristics of the most and least effective programs? To answer these questions a meta-analysis of 37 professional development programs reporting their impact on student learning was performed. Program characteristics have been defined according to the categories defined by Loucks-Horsley et al (1998), the National Science Education Standards (NRC, 1996), as well as new categories developed by us analyzing other variables such as the programs length. A significant impact of professional development for science teachers on student learning has been found in the form of an overall correlation effect size of r = 0.22 (p < 0.001). Moreover, a Fixed Effects Model was used to differentiate between the impacts of the different characteristics of professional development programs for science teachers. In particular, programs emphasizing work on curriculum development, replacement, or implementation, scientific inquiry, pedagogical content knowledge, lasting over 6 month and with a total duration of at least 100 hours have been identified as having a larger impact on student learning. To enhance the findings vignettes have been developed based on the attained effect sizes describing possible professional development programs. Recommendations for present and future professional development programs are made based on what works best in order to maximize their impact on student learning.

  11. Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

    ERIC Educational Resources Information Center

    Malik, Sufiana Khatoon; Nasim, Uzma; Tabassum, Farkhanda

    2015-01-01

    The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level. The objectives of the study were: "to assess university level teachers'" opinion about effectiveness of professional development training with reference to quality teaching, to measure…

  12. What Makes Professional Development Effective? Results from a National Sample of Teachers.

    ERIC Educational Resources Information Center

    Garet, Michael S.; Porter, Andrew C.; Desimone, Laura; Birman, Beatrice F.; Yoon, Kwang Suk

    2001-01-01

    Used a national probability sample of 1,027 mathematics and science teachers to provide a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results identify three core features of professional development that have significant positive effects on teachers' self-reported…

  13. The Effectiveness of Using Social Communications Networks in Mathematics Teachers' Professional Development

    ERIC Educational Resources Information Center

    Hussein, Hisham Barakat

    2013-01-01

    The study aims to determine the effectiveness of using social communications networks in mathematics teachers' professional development. The main research questions was: what is the effectiveness of using social communications networks in mathematics teachers' professional development. The sub questions were: (1) what are the standards of…

  14. Effects of Online/Face-to-Face Professional Development on College Faculty Perceptions of Disabilities

    ERIC Educational Resources Information Center

    Buss, Jennifer

    2015-01-01

    This study was designed to assess the effects of participating in a professional development model that include a face-to-face and online module components. To measure the participants' self-reported knowledge and attitude before and after the professional development would provide information about possible effects of the professional…

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

    ERIC Educational Resources Information Center

    Hipp, Kristine Kiefer; Huffman, Jane Bumpers

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

  16. Planning Considerations for Afterschool Professional Development

    ERIC Educational Resources Information Center

    Bradshaw, L. Daniele

    2015-01-01

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

  17. Effective Professional Development of Teachers: A Guide to Actualizing Inclusive Schooling

    ERIC Educational Resources Information Center

    Nishimura, Trisha

    2014-01-01

    This article examines how inclusive education activities can be facilitated through coaching as a means of professional development. A review of literature on effective professional development practices is discussed, and a recent study focused on individualized peer coaching is examined.

  18. The Use of Micro-Blogging for Teacher Professional Development Support and Personalized Professional Development

    ERIC Educational Resources Information Center

    Smith, Saress Ellerbe

    2016-01-01

    The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential…

  19. Teaching professional development of science and engineering professors at a research-extensive university: Motivations, meaningfulness, obstacles, and effects

    NASA Astrophysics Data System (ADS)

    Bouwma-Gearhart, Jana

    There is a national movement to improve undergraduate science, technology, engineering, and mathematics (STEM) education. Given the percentage of academics teaching and training at research institutions, there is a parallel movement to improve the quality of teaching-focused professional development for practicing and future STEM educators at these institutions. While research into the effectiveness of teaching professional development at the postsecondary level has increased over the last 40 years, little attention has been paid to understanding faculty perceptions regarding what constitutes effective teaching professional development. Less is known about how to best meet the needs of STEM faculty at research universities and why, given that they are seldom required to engage in teaching professional development, they bother to participate at all. The higher education research community must develop theory grounded in the knowledge and practical experiences of the faculty engaged in teaching professional development. I have studied what motivates twelve research university science and engineering faculty to engage in teaching professional development in light of local supports and barriers and the resulting value of their participation. I have interpreted the experiences of my research participants to indicate that they were motivated to engage in teaching professional development to fulfill a need to bring their teaching competencies in better concordance with their professional strengths as researchers. Once engaged, my research participants increased their teaching competence and achieved more autonomy with respect to their professional practice. As they continued to engage, they internalized the values and practices associated with effective teaching professional development and adopted the commitment to continually problematize their teaching practice as more of their own. My research participants attempted to transfer their revised stance regarding teaching and teaching professional development to their student mentees and colleagues. They found certain teaching professional development types and topics to be more meaningful and of interest than others. My research findings may inform those committed to the improvement of postsecondary STEM education at research universities, including teaching professional development advocates and implementers and participating faculty members themselves.

  20. Characteristics and Models of Effective Professional Development: The Case of School Teachers in Qatar

    ERIC Educational Resources Information Center

    Abu-Tineh, Abdullah M.; Sadiq, Hissa M.

    2018-01-01

    The purpose of this study was to investigate the characteristics of effective professional development and effective models of professional development as perceived by school teachers in the State of Qatar. This study is quantitative in nature and was conducted using a survey methodology. Means, standard deviations, t-test, and one-way analysis of…

  1. Effect of an institutional development plan for user participation on professionals' knowledge, practice, and attitudes. A controlled study

    PubMed Central

    2011-01-01

    Background Governments in several countries attempt to strengthen user participation through instructing health care organisations to plan and implement activities such as user representation in administrational boards, improved information to users, and more individual user participation in clinical work. The professionals are central in implementing initiatives to enhance user participation in organisations, but no controlled studies have been conducted on the effect on professionals from implementing institutional development plans. The objective was to investigate whether implementing a development plan intending to enhance user participation in a mental health hospital had any effect on the professionals' knowledge, practice, or attitudes towards user participation. Methods This was a non-randomized controlled study including professionals from three mental health hospitals in Central Norway. A development plan intended to enhance user participation was implemented in one of the hospitals as a part of a larger re-organizational process. The plan included i.e. establishing a patient education centre and a user office, purchasing of user expertise, appointing contact professionals for next of kin, and improving of the centre's information and the professional culture. The professionals at the intervention hospital thus constituted the intervention group, while the professionals at two other hospitals participated as control group. All professionals were invited to answer the Consumer Participation Questionnaire (CPQ) and additional questions, focusing on knowledge, practice, and attitudes towards user participation, two times with a 16 months interval. Results A total of 438 professionals participated (55% response rate). Comparing the changes in the intervention group with the changes in the control group revealed no statistically significant differences at a 0.05 level. The implementation of the development plan thus had no measurable effect on the professionals' knowledge, practice, or attitudes at the intervention hospital, compared to the control hospitals. Conclusion This is the first controlled study on the effect on professionals from implementing a development plan to enhance user participation in a mental health hospital. The plan had no effect on professionals' knowledge, practice, or attitudes. This can be due to the quality of the development plan, the implementation process, and/or the suitability of the outcome measures. PMID:22047466

  2. Effect of an institutional development plan for user participation on professionals' knowledge, practice, and attitudes. A controlled study.

    PubMed

    Rise, Marit By; Grimstad, Hilde; Solbjør, Marit; Steinsbekk, Aslak

    2011-11-02

    Governments in several countries attempt to strengthen user participation through instructing health care organisations to plan and implement activities such as user representation in administrational boards, improved information to users, and more individual user participation in clinical work. The professionals are central in implementing initiatives to enhance user participation in organisations, but no controlled studies have been conducted on the effect on professionals from implementing institutional development plans. The objective was to investigate whether implementing a development plan intending to enhance user participation in a mental health hospital had any effect on the professionals' knowledge, practice, or attitudes towards user participation. This was a non-randomized controlled study including professionals from three mental health hospitals in Central Norway. A development plan intended to enhance user participation was implemented in one of the hospitals as a part of a larger re-organizational process. The plan included i.e. establishing a patient education centre and a user office, purchasing of user expertise, appointing contact professionals for next of kin, and improving of the centre's information and the professional culture. The professionals at the intervention hospital thus constituted the intervention group, while the professionals at two other hospitals participated as control group. All professionals were invited to answer the Consumer Participation Questionnaire (CPQ) and additional questions, focusing on knowledge, practice, and attitudes towards user participation, two times with a 16 months interval. A total of 438 professionals participated (55% response rate). Comparing the changes in the intervention group with the changes in the control group revealed no statistically significant differences at a 0.05 level. The implementation of the development plan thus had no measurable effect on the professionals' knowledge, practice, or attitudes at the intervention hospital, compared to the control hospitals. This is the first controlled study on the effect on professionals from implementing a development plan to enhance user participation in a mental health hospital. The plan had no effect on professionals' knowledge, practice, or attitudes. This can be due to the quality of the development plan, the implementation process, and/or the suitability of the outcome measures.

  3. Professional Development in Technology at High Achieving Schools

    ERIC Educational Resources Information Center

    Ryan, Kevin D.

    2017-01-01

    This study analyzed educators' perception of professional development offered through schools in the area of technology implementation and tried to define its perceived effectiveness in meeting the professional development conceptual framework defined by Gardner, Baker, Vogt, and Hodel in "Four Approaches to Professional Development".…

  4. Benchmarking Professional Development Practices across Youth-Serving Organizations: Implications for Extension

    ERIC Educational Resources Information Center

    Garst, Barry A.; Baughman, Sarah; Franz, Nancy

    2014-01-01

    Examining traditional and contemporary professional development practices of youth-serving organizations can inform practices across Extension, particularly in light of the barriers that have been noted for effectively developing the professional competencies of Extension educators. With professional development systems changing quickly,…

  5. An Ethnographic Case Study of the Professional Development Model in a Successful Elementary School within a Suburban Southeast Texas School District

    ERIC Educational Resources Information Center

    Petrzelka, Valerie

    2012-01-01

    This ethnographic case study was designed to investigate a successful professional development model, perceived effective professional learning and process for determining professional development for teachers. With eighty years of research on professional development, limited research was available on the process for determining professional…

  6. The Perceived Effectiveness of Christian School Professional Development

    ERIC Educational Resources Information Center

    Hicks, Kory G.

    2012-01-01

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

  7. Providing Effective Professional Development: Lessons from the Eisenhower Program.

    ERIC Educational Resources Information Center

    Porter, Andrew C.; Garet, Michael S.; Desimone, Laura M.; Birman, Beatrice F.

    2003-01-01

    Reports on two studies evaluating the effectiveness of the federal government's Eisenhower Professional Development Program. Describes high quality professional development of in-service teachers, changes in teaching practice, six key practices identified in literature, and the relationship between district policies and the quality of professional…

  8. Teachers Know Best: Teachers' Views on Professional Development

    ERIC Educational Resources Information Center

    Bill & Melinda Gates Foundation, 2014

    2014-01-01

    To gain insights into the roadblocks to implementing effective professional development, the Bill & Melinda Gates Foundation contracted with the Boston Consulting Group in 2014 to reach more than 1,300 teachers, professional development leaders in district and state education agencies, principals, professional development providers, and…

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

    ERIC Educational Resources Information Center

    Hudson, Peter

    2013-01-01

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

  10. EFL Professional Development: Discussion of Effective Models in Literature

    ERIC Educational Resources Information Center

    Almuhammadi, Anas

    2017-01-01

    This paper explores the professional development literature in the educational setting. The different literature pieces are aligned to a framework that requires effective professional development to focus on three concepts: content, context, and process. The content focuses on the "what" question in the programs while the context aims to…

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

    ERIC Educational Resources Information Center

    Beavers, Amy

    2009-01-01

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

  12. Managerial Approaches Adopted at Schools and Their Effects on the Professional Development of Teachers

    ERIC Educational Resources Information Center

    Akbasli, Sait; Üredi, Lütfi; Ulum, Hakan

    2016-01-01

    One of the determinant factors contributing to the professional development of teachers is the school manager, since the school managers' administration manner determines the speed and capacity of development. With this study, the managerial approaches adopted at schools and their effects on teachers' professional development are aimed to be found…

  13. A Grounded Theory of Professional Learning in an Authentic Online Professional Development Program

    ERIC Educational Resources Information Center

    Teräs, Hanna; Kartoglu, Umit

    2017-01-01

    Online professional development (OPD) programs have become increasingly popular. However, participating in professional development does not always lead to profound professional learning. Previous research endeavours have often focussed on measuring user acceptance or on comparing the effectiveness of OPD with a face-to-face delivery, but there is…

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

    ERIC Educational Resources Information Center

    Brady, Linzy

    2009-01-01

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

  15. Does Professional Development Change Teaching Practice? Results from a Three-Year Study.

    ERIC Educational Resources Information Center

    Porter, Andrew C.; Garet, Michael S.; Desimone, Laura; Yoon, Kwang Suk; Birman, Beatrice F.

    This report, the third in a series of reports from the longitudinal evaluation of the Eisenhower Professional Development Program, examines the effects of professional development on improving classroom teaching practice. The Eisenhower Professional Development Program, Title II of the Elementary and Secondary Education Act, is the federal…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  17. Technology Professional Developer Conceptions and Misconceptions of Knowledge Required for the Educational Technology Specialist Certification, and Their Use of the Elements of Effective Professional Development

    ERIC Educational Resources Information Center

    Marr, John P.

    2011-01-01

    Professional development has been a focus of public education since World War II, yet, it was not until the passage of the Goals 2000: Educate America Act in 1994 that professional development became federally mandated. The infusion of educational technology at the start of Goals 2000 created a natural connection with professional development. In…

  18. Effects of Teacher Professional Development on Gains in Student Achievement: How Meta Analysis Provides Scientific Evidence Useful to Education Leaders

    ERIC Educational Resources Information Center

    Blank, Rolf K.; de las Alas, Nina

    2010-01-01

    This meta analysis study focused on identifying and analyzing research studies that measured effects of teacher professional development with a content focus on math or science. This meta analysis was carried out to address two primary questions: (1) What are the effects of content-focused professional development for math and science teachers on…

  19. Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.

    ERIC Educational Resources Information Center

    Desimone, Laura M.; Porter, Andrew C.; Garet, Michael S.; Yoon, Kwang Suk; Birman, Beatrice F.

    2002-01-01

    Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…

  20. Does It Compute?: A Study of the Long-Term Effects of Professional Development

    ERIC Educational Resources Information Center

    Frederick, Smith R.

    2012-01-01

    Research on professional development for teachers usually focuses on its effects during or immediately after the experience or on teacher's satisfaction with professional development in general. Little research focuses on the lasting impressions and influences. This qualitative study used two focus groups to gather the memories of eleven…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  2. Critical Issues in Early Childhood Professional Development

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  3. Transformative Professional Development through the Eyes of Jack Mezirow and Thomas Guskey

    ERIC Educational Resources Information Center

    Stahl, Leslie D.

    2012-01-01

    The key to improving education is the classroom teacher. Students must have skillful, highly effective teachers who have consistent access to on going professional development. NCLB offers guidelines for effective professional development. States interpret these guidelines and add their own varied legislative requirements. The current result is an…

  4. Working with What They Have: Professional Development as a Reform Strategy in Rural Schools

    ERIC Educational Resources Information Center

    Barrett, Nathan; Cowen, Joshua; Toma, Eugenia; Troske, Suzanne

    2015-01-01

    In-service teacher professional development has been used to improve teacher effectiveness. In Kentucky, the National Science Foundation funded a large professional development program called the Appalachian Math and Science Partnership (AMSP) to provide content-based professional development to teachers in rural schools. We show that students…

  5. The Investigation of Teachers' Metaphoric Perceptions about Professional Development

    ERIC Educational Resources Information Center

    Yurtseven, Nihal

    2017-01-01

    Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of…

  6. Learning from Teaching in Literacy Education: New Perspectives on Professional Development.

    ERIC Educational Resources Information Center

    Rodgers, Emily M., Ed.; Pinnell, Gay Su, Ed.

    This collection of papers describes what is known about the effective professional development of literacy educators. The 11 papers are: (1) "Professional Development Scenarios: What Is and Might Be" (Emily Rodgers and Gay Su Pinnell); (2) "A National Overview of Professional Development Programs in Reading" (Marie Tejero Hughes, Michele Mits…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  8. Improving Teachers' Assessment Literacy through Professional Development

    ERIC Educational Resources Information Center

    Koh, Kim H.

    2011-01-01

    This study examined the effects of professional development on teachers' assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development…

  9. Teachers as Researchers: Supporting Professional Development.

    ERIC Educational Resources Information Center

    Gennaoui, Michele; Kretschmer, Robert E.

    1996-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2018-04-01

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

  11. Exploring the Multimedia Landscape from a Training and Professional Development Perspective.

    ERIC Educational Resources Information Center

    Fankhauser, Rae; Lopaczuk, Helmut

    The move by training and educational institutions in Australia toward the use of multimedia to facilitate effective and cost effective training and professional development has grown at a substantial pace. This paper focuses on the impact of multimedia on the areas of training and professional development. Benefits of the technology are described,…

  12. The Impact of Professional Development and Student and Teacher Characteristics on the Quality of Postsecondary Goals

    ERIC Educational Resources Information Center

    Doren, Bonnie; Flannery, K. Brigid; Lombardi, Allison R.; Kato, Mimi McGrath

    2013-01-01

    This study examined (a) the main effects of professional development on the quality of postsecondary goals in employment and postsecondary education/training, (b) the main effects of student and teacher characteristics on goal quality, and (c) whether professional development moderated the relationship between the impact of these characteristics…

  13. An Ethnographic Intervention Using the Five Characteristics of Effective Teacher Professional Development

    ERIC Educational Resources Information Center

    Patahuddin, Sitti Maesuri

    2010-01-01

    This paper is aimed to describe an ethnographic intervention study of supporting a Low Use Internet (LUI) teacher to use the Internet for his professional development. Five characteristics of effective professional development were identified and applied. This description is followed by a reflection on the process to get a deeper insight about…

  14. Teachers' Perceptions of the Effectiveness of Peer-to-Peer Collaboration for Professional Development

    ERIC Educational Resources Information Center

    Wyman, Kimberly A.

    2011-01-01

    The purpose of this study was to investigate participating teachers' (PTs) perceptions on the effectiveness of collaborating with a peer for purposes of professional development. As the primary researcher, I wanted to investigate how my colleagues (PTs) perceived peer-to-peer collaboration as a method of professional development. As well, I wanted…

  15. Designing Continuous Professional Development Programmes for Teachers: A Literature Review

    ERIC Educational Resources Information Center

    Luneta, K.

    2012-01-01

    Continuous professional development is essential for upgrading and updating teachers because the rate of social and educational change makes pre-service training an inadequate basis for long term professional competence. The design of these continuous professional development programmes must be informed by an effective needs analysis that…

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

    ERIC Educational Resources Information Center

    Doolittle, Gini; Sudeck, Maria; Rattigan, Peter

    2008-01-01

    If professional learning communities offer opportunities for improving the teaching and learning process, then developing strong professional development school (PDS) partnerships establish an appropriate framework for that purpose. PDS partnerships, however, can be less than effective without proper planning and discussion about the aims of those…

  17. MOOCs for Teacher Professional Development: Reflections, and Suggested Actions

    ERIC Educational Resources Information Center

    Misra, Pradeep Kumar

    2018-01-01

    Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement…

  18. Implementing a Process to Measure Return on Investment for Nursing Professional Development.

    PubMed

    Garrison, Elisabeth; Beverage, Jodie

    Return on investment (ROI) is one way to quantify the value that nursing professional development brings to the organization. This article describes a process to begin tracking ROI for nursing professional development. Implementing a process of tracking nursing professional development practitioners' ROI increased awareness of the financial impact and effectiveness of the department.

  19. An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development

    ERIC Educational Resources Information Center

    Green, Marybeth; Cifuentes, Lauren

    2008-01-01

    In this study we examined the effects of online follow-up and online peer interaction following a face-to face professional development workshop on attitudes towards that professional development and completion of a professional development task. School librarians were invited to work online on a three page plan outlining interventions a library…

  20. Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development

    ERIC Educational Resources Information Center

    Voerman, Lia; Meijer, Paulien C.; Korthagen, Fred; Simons, Robert Jan

    2015-01-01

    This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers…

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

    ERIC Educational Resources Information Center

    Koch, Margaret-Ann

    2014-01-01

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

  2. Scaling up Professional Learning: Technical Expectations and Adaptive Challenges

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  3. Harnessing the Power of Learning Management Systems: An E-Learning Approach for Professional Development.

    PubMed

    White, Meagan; Shellenbarger, Teresa

    E-learning provides an alternative approach to traditional professional development activities. A learning management system may help nursing professional development practitioners deliver content more efficiently and effectively; however, careful consideration is needed during planning and implementation. This article provides essential information in the selection and use of a learning management system for professional development.

  4. Redefining Professional Development. Newsletter

    ERIC Educational Resources Information Center

    Center for Comprehensive School Reform and Improvement, 2006

    2006-01-01

    The research on effective professional development is consistent across many studies. Researchers Willis Hawley and Linda Valli (Westchester Institute for Human Services Research, n.d.), in their synthesis of the professional development literature, find that high-quality teacher development is as follows: (1) Informed by research on teaching and…

  5. Classroom Effects of an Early Childhood Educator Professional Development Partnership

    ERIC Educational Resources Information Center

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

    2011-01-01

    We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

  6. Professional development strategies for teaching urban biology teachers to use concept maps effectively

    NASA Astrophysics Data System (ADS)

    McGregor Petgrave, Dahlia M.

    Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

  7. Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Prekindergarten Programs

    ERIC Educational Resources Information Center

    Downer, Jason T.; Pianta, Robert C.; Fan, Xitao; Hamre, Bridget K.; Mashburn, Andrew; Justice, Laura

    2011-01-01

    As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity building in early childhood education. In this article, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on…

  8. Developing a modern standard to define and assess professionalism in trainees.

    PubMed

    Schwartz, Ann C; Kotwicki, Raymond J; McDonald, William M

    2009-01-01

    Assessing professionalism in medical education poses many challenges. The authors discuss common themes and principles in managing professionalism in medical education. The authors review the development of standards of professionalism in medical education. They define educational goals for professionalism and also discuss the practical problems with assessing professionalism and addressing it with the trainees. Strategies for remediation of unprofessional conduct are outlined. Given the importance of role models in the development of professional behavior, maintaining an environment that fosters professionalism is an implicit feature of teaching professionalism. Professionalism should be a part of the objectives for each course and clinical rotation, using clearly defined goals and objectives. Assessment of professionalism should begin early and be conducted frequently, giving trainees the opportunity to change. A formal mentoring system can be an effective mechanism to develop role models and teach professionalism. Teaching professionalism through formal curricula is paramount in helping develop new generations of compassionate and responsible physicians. Additional strategies such as consistent role modeling of professional behaviors are also needed to encourage the development of professional physicians.

  9. Effect of Faculty Member's Use of Twitter as Informal Professional Development during a Preservice Teacher Internship

    ERIC Educational Resources Information Center

    Mills, Michael

    2014-01-01

    Educators have increasingly turned to Twitter as a means for receiving professional development and building and sustaining professional learning communities. This paper reports the results of a study of 82 undergraduate preservice teachers and their attitudes regarding Twitter as a medium for informal professional development support during their…

  10. Teachers' Perceptions of the Effectiveness of Professional Development

    ERIC Educational Resources Information Center

    Sanders, Deborah

    2014-01-01

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

  11. The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher's Professional Development: Another Digital Divide?

    ERIC Educational Resources Information Center

    Annetta, Leonard A.; Minogue, James

    2004-01-01

    The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. "Interactive television" (ITV), the title…

  12. Effects of Making Sense of SCIENCE[TM] Professional Development on the Achievement of Middle School Students, Including English Language Learners. Final Report. NCEE 2012-4002

    ERIC Educational Resources Information Center

    Heller, Joan I.

    2012-01-01

    This study evaluated an approach to professional development for middle school science teachers by closely examining one grade 8 course that embodies that approach. Using a cluster-randomized experimental design, the study tested the effectiveness of the Making Sense of SCIENCE[TM] professional development course on force and motion (Daehler,…

  13. The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis

    ERIC Educational Resources Information Center

    Turner, Julianne C.; Christensen, Andrea; Kackar-Cam, Hayal Z.; Fulmer, Sara M.; Trucano, Meg

    2018-01-01

    Professional learning communities can be effective vehicles for teacher learning and instructional improvement, partly because they help change professional culture. However, little is known about "how" these changes occur. We used activity systems analysis to investigate the development of professional learning communities and their…

  14. The Effectiveness of the Changing Education through the Arts Professional Development Course for Arts Specialists

    ERIC Educational Resources Information Center

    Kobialka, Gayla Dale

    2012-01-01

    The purpose of this study was to evaluate the effectiveness of the Kennedy Center's Changing Education Through the Arts (CETA) arts integration professional development course for arts specialists. Guiding questions included: (a) What specific beliefs and attitudes of CETA music teachers were influenced by the CETA professional development…

  15. Challenging Teachers' Practice through Learning: Reflections on the Enhancing Effective Practice in Special Education Programme of Research and Professional Practice

    ERIC Educational Resources Information Center

    Bourke, Roseanna

    2006-01-01

    When teachers participate in professional development and learning opportunities it enables them to reconceptualise their assessment and teaching practices with the support of facilitators and researchers. National programmes of professional development and research, such as the three year Enhancing Effective Practice in Special Education (EEPiSE)…

  16. Vocational Teacher Professional Development. Practice Application Brief No. 11.

    ERIC Educational Resources Information Center

    Brown, Bettina Lankard

    Teacher shortages, new technologies, and vocational certification demands are directing attention to the need for professional development of vocational education (VE) teachers. VE teachers can use various strategies to enhance their performance and effectiveness through professional development. Worksite experiences give VE teachers opportunities…

  17. Professional development for teaching in higher education

    NASA Astrophysics Data System (ADS)

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

    2011-10-01

    Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.

  18. 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.

  19. Preschool Teachers' Attitudes toward Internet Applications for Professional Development in Taiwan

    ERIC Educational Resources Information Center

    Chen, Ru-Si

    2016-01-01

    This study focuses on preschool teachers' attitudes toward integrated Internet applications for professional development by a survey in Taiwan. The researcher developed a survey questionnaire consisting of five factors: usefulness, effectiveness, behavioral intention, Internet connection, and professional competence. This study analyzed the survey…

  20. Evaluating the Effectiveness of a Large-Scale Professional Development Programme

    ERIC Educational Resources Information Center

    Main, Katherine; Pendergast, Donna

    2017-01-01

    An evaluation of the effectiveness of a large-scale professional development (PD) programme delivered to 258 schools in Queensland, Australia is presented. Formal evaluations were conducted at two stages during the programme using a tool developed from Desimone's five core features of effective PD. Descriptive statistics of 38 questions and…

  1. Team-Based Professional Development Interventions in Higher Education: A Systematic Review.

    PubMed

    Gast, Inken; Schildkamp, Kim; van der Veen, Jan T

    2017-08-01

    Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.

  2. 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.

  3. Developing Teachers as the Learning Profession: Findings from the State of Educators' Professional Learning in Canada Study

    ERIC Educational Resources Information Center

    Campbell, Carol; Osmond-Johnson, Pamela; Faubert, Brenton

    2016-01-01

    Teachers' professional development and learning is of high interest in educational reform internationally. We present findings from the "State of Educators' Professional Learning in Canada" study. We identify ten features proposed for effective professional learning: evidence-informed subject specific and pedagogical content knowledge a…

  4. An Examination of Mississippi Public School Teachers' Perceptions of the Effectiveness of Their Professional Development Experiences in Raising Student Achievement

    ERIC Educational Resources Information Center

    Rushing, Daniel Martin

    2012-01-01

    The purpose of this study is to provide insight into the elements needed to produce a high quality professional development program for teachers. The researcher sought to determine possible factors that had a significant relationship to Mississippi public school teachers' perceptions of the effectiveness of their professional development…

  5. A comprehensive survey of government auditors' self-efficacy and professional development for improving audit quality.

    PubMed

    Lee, Shue-Ching; Su, Jau-Ming; Tsai, Sang-Bing; Lu, Tzu-Li; Dong, Weiwei

    2016-01-01

    Government audit authorities supervise the implementation of government budgets and evaluate the use of administrative resources to ensure that funding is used wisely, economically, and effectively. A quality audit involves reviewing policies according to international standards and perspectives, and provides insight, predictions, and warnings to related organizations. Such practice can reflect the effectiveness of a government. Professional development and self-efficacy have strong influence upon the performance of auditors. To further understand the factors that may enhance their performance and to ultimately provide practical recommendations for the audit authorities, we have surveyed about 50 % of all the governmental auditors in Taiwan using the stratified random sampling method. The result showed that any auditing experience and professionalization can positively influence the professional awareness. Also, acquired knowledge and skillset of an auditor can effectively improve ones professional judgment. We also found that professional development (including organizational culture and training opportunities) and self-efficacy (including profession and experience as well as trends and performance) may significantly impact audit quality. We concluded that to retain auditors, audit authorities must develop an attractive future outlook emphasizing feedback and learning within an organization. Our study provides a workable management guidelines for strengthening the professional development and self-efficacy of audit authorities in Taiwan.

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

    ERIC Educational Resources Information Center

    Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Maher, Jessica Middlemis; 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…

  7. Professional Development: What Works. Second Edition

    ERIC Educational Resources Information Center

    Zepeda, Sally J.

    2012-01-01

    This top-selling book will serve as the compass and road map to your school's professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional…

  8. The Principal as Professional Development Leader

    ERIC Educational Resources Information Center

    Lindstrom, Phyllis H.; Speck, Marsha

    2004-01-01

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

  9. Micro-Cycle Teaching Experiments as a Vehicle for Professional Development

    ERIC Educational Resources Information Center

    Billings, Esther M. H.; Kasmer, Lisa

    2015-01-01

    This study used design experiments, specifically micro-cycle teaching experiments (MTE) as a catalyst for practice-based professional development. The MTE incorporated research-based characteristics of effective professional development: it was embedded in the teachers' daily work of planning and enacting lessons, co-constructed with the…

  10. All Together Now: Authentic University-School Partnerships for Professional Development

    ERIC Educational Resources Information Center

    Crawford, Patricia A.; Roberts, Sherron Killingsworth; Hickman, Rosemary

    2008-01-01

    Opportunities for professional development can benefit the practice of teaching, the learning of students, and the culture of schooling. Thus, considerable attention has been given to effective professional development programs and many reform agendas have made such initiatives a priority (No Child Left Behind, 2002; National Board for…

  11. Professional Development to Increase Teacher Behavior-Specific Praise: A Single-Case Design Replication

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; Grasley-Boy, Nicolette M.; MacSuga-Gage, Ashley S.

    2018-01-01

    Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in-service professional development. In this study, we replicated a targeted professional development approach that included a brief one-on-one training session and emailed visual…

  12. Including Teachers in the Design of Collaborative Professional Development

    ERIC Educational Resources Information Center

    Jensen, Christopher M.

    2014-01-01

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

  13. Enhancing Professional Development for Teachers: Potential Uses of Information Technology, Report of a Workshop

    ERIC Educational Resources Information Center

    National Academies Press, 2007

    2007-01-01

    Teachers, like other professionals, need to stay informed about new knowledge and technologies. Yet many express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programs they have experienced have been self-initiated. "Enhancing Professional…

  14. Job-Embedded Professional Development Policy in Michigan: Can It Be Successful?

    ERIC Educational Resources Information Center

    Owens, Michael A.; Pogodzinski, Ben; Hill, William E.

    2016-01-01

    This paper evaluates Michigan's recently implemented job-embedded professional development policy using criteria of relevance, focus, goal orientation and social scope. The authors assert that while Michigan's policy does address all four criteria detailing effective professional development, there are limitations in the policy that may impact the…

  15. Beyond "Job-Embedded": Ensuring That Good Professional Development Gets Results

    ERIC Educational Resources Information Center

    National Institute for Excellence in Teaching, 2012

    2012-01-01

    Two recent studies by Biancarosa et al. and by Saunders et al. have finally demonstrated that "job-embedded, sustained professional development" can significantly improve student achievement. But there's a catch. In both studies, effective professional development (PD) strategies were successful only under certain circumstances or only in some…

  16. Teachers' Perceptions of Online Professional Development in Literacy

    ERIC Educational Resources Information Center

    Garbe, Amber Yudchitz

    2012-01-01

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

  17. Effective Professional Development Planning: The Wisconsin PDP

    ERIC Educational Resources Information Center

    Fischer, John A.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Whitworth, Brooke A.; Chiu, Jennifer L.

    2015-01-01

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

  19. Influence of Recent Developments in Computer Technology on Professional Development in Vocational Education. Final Report.

    ERIC Educational Resources Information Center

    Passmore, David Lynn

    Intended for developers of vocational education professionals and for educators making decisions about the usefulness of personal computers in education, this report deals with the effects of the personal computing revolution on professional development of vocational educators. The two major papers and published opinion pieces that make up this…

  20. Offering a Geoscience Professional Development Program to Promote Science Education and Provide Hands-on Experiences for K-12 Science Educators

    ERIC Educational Resources Information Center

    Fakayode, Sayo O.; Pollard, David A.; Snipes, Vincent T.; Atkinson, Alvin

    2014-01-01

    Development of an effective strategy for promoting science education and professional development of K-12 science educators is a national priority to strengthen the quality of science, technology, engineering, and mathematics (STEM) education. This article reports the outcomes of a Geoscience Professional Development Program (GPDP) workshop…

  1. Effects of the professional identity development programme on the professional identity, job satisfaction and burnout levels of nurses: A pilot study.

    PubMed

    Sabancıogullari, Selma; Dogan, Selma

    2015-12-01

    The aim of this study was to evaluate the effects of the Professional Identity Development Program on the professional identity, job satisfaction and burnout levels of registered nurses. This study was conducted as a quasi-experimental one with 63 nurses working in a university hospital. Data were gathered using the Personal Information Questionnaire, the Professional Self Concept Inventory, Minnesota Job Satisfaction Inventory and the Maslach Burnout Inventory. The Professional Identity Development Program which consists of ten sessions was implemented to the study group once a week. The Program significantly improved the professional identity of the nurses in the study group compared to that of the control group. During the research period, burnout levels significantly decreased in the study group while those of the control group increased. The programme did not create any significant differences in the job satisfaction levels of the nurses. The programme had a positive impact on the professional identity of the nurses. It is recommended that the programme should be implemented in different hospitals with different samples of nurses, and that its effectiveness should be evaluated. © 2014 Wiley Publishing Asia Pty Ltd.

  2. Factors That Develop Effective Professional Learning Communities in Taiwan

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  3. Effective Strategies for Developing Academic English: Professional Development and Teacher Practices

    ERIC Educational Resources Information Center

    Bowers, Erica; Fitts, Shanan; Quirk, Mathew; Jung, Woo

    2010-01-01

    The development of academic English and advanced literacy is crucial for student success, especially for English language learners. In this study, researchers used a survey to investigate which instructional strategies 108 fourth- and fifth-grade teachers learned in professional development and found to be effective for providing English learners…

  4. Team-Based Professional Development Interventions in Higher Education: A Systematic Review

    PubMed Central

    Gast, Inken; Schildkamp, Kim; van der Veen, Jan T.

    2017-01-01

    Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level. PMID:28989192

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

    PubMed

    Roman, Leah A

    2014-07-01

    For health promotion professionals, social media offers many ways to engage with a broader range of colleagues; participate in professional development events; promote expertise, products, or services; and learn about career-enhancing opportunities such as funding and fellowships. Previous work has recommended "building networking into what you are already doing." This article provides updated and new social media resources, as well as practical examples and strategies to promote effective use of social media. Social media offers health promotion professionals cost-effective opportunities to enhance their career by building communities of practice, participating in professional development events, and enriching classroom learning. Developing the skills necessary to use social media for networking is important in the public health workforce, especially as social media is increasingly used in academic and practice settings. © 2014 Society for Public Health Education.

  6. MyTeachingPartner: A Professional Development Intervention for Teacher Self-Efficacy

    ERIC Educational Resources Information Center

    Jamil, Faiza M.

    2012-01-01

    MyTeachingPartner (MTP) is an interactive, web-based professional development format created at the Center for Advanced Studies in Teaching and Learning (CASTL) at the University of Virginia (Hadden & Pianta, 2006). The MTP model is based on the understanding that effective teacher professional development requires opportunities for teachers…

  7. Voices of Worth-Listening to Teachers: A Phenomenological Study of Professional Development and Instructional Change

    ERIC Educational Resources Information Center

    Roberts, Jennifer A.

    2009-01-01

    The purpose of this phenomenological study was to describe and explain teachers' perceptions about effective professional development as well as to identify the environmental factors that affect the teacher participants' ability to engage in and implement various behaviors and beliefs transferred from the professional development experience. Four…

  8. Teacher Self-Efficacy and Cultural Proficiency: Program Evaluation for EL MAR Professional Development

    ERIC Educational Resources Information Center

    Davis, Catherine Hofius

    2014-01-01

    Many classroom teachers across the United States struggle to teach English language learners (ELLs) effectively, despite professional development in ELL strategies. This national problem is reflected in a rural middle school, the focus of this study. To address the academic needs of low-performing ELLs, the professional development model,…

  9. An Introduction to the Standards for Preparation and Professional Development for Teachers of Engineering

    ERIC Educational Resources Information Center

    Reimers, Jackson E.; Farmer, Cheryl L.; Klein-Gardner, Stacy S.

    2015-01-01

    The past 30 years have yielded a mature body of research regarding effective professional development for teachers of science and mathematics, leading to a robust selection of professional development programs for these teachers. The current emphasis on connections among science, technology, engineering, and mathematics underscores the need for…

  10. A Professional Development on Autism Spectrum Disorders for Special Education Teachers

    ERIC Educational Resources Information Center

    Murphy, LaShunda

    2016-01-01

    This study examined the effects of a 2-day professional development for special education teachers of students who have Autism Spectrum Disorders (ASDs). The professional development included general knowledge of ASDs and teaching strategies that could be used in the classroom to assist children with ASDs. This study also ascertained teachers'…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Kafyulilo, Ayoub Cherd

    2013-01-01

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

  13. Using the mTSES to Evaluate and Optimize mLearning Professional Development

    ERIC Educational Resources Information Center

    Power, Robert; Cristol, Dean; Gimbert, Belinda; Bartoletti, Robin; Kilgore, Whitney

    2016-01-01

    The impact of targeted professional development activities on teachers' perceptions of self-efficacy with mobile learning remains understudied. Power (2015a) used the Mobile Teacher's Sense of Efficacy Scale (mTSES) survey instrument to measure the effects of a mobile learning themed professional development course on teachers' confidence with and…

  14. Increasing Implementation of Effective Teaching: A Professional Development Model of Least-to-Most Supports for Special Educators

    ERIC Educational Resources Information Center

    McCollow, Meaghan M.

    2013-01-01

    Professional development serves as means of transferring skills and knowledge to in-service educators (Reid, 2010) and of aiding practitioners in maintaining a current knowledge base (Grimes, Kurns, & Tilly, 2006; Jacobson, 1990). Much remains unanswered regarding how to enhance professional development and increase implementation of…

  15. Examining the Design Features of a Communication-Rich, Problem-Centred Mathematics Professional Development

    ERIC Educational Resources Information Center

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

    2018-01-01

    While there is considerable scholarship describing principles for effective professional development, there have been few attempts to examine these principles in practice. In this paper, we identify and examine the particular design features of a mathematics professional development experience provided for middle grades teachers over 14 weeks. The…

  16. Effective Professional Development for E-Learning: What Do the Managers Think?

    ERIC Educational Resources Information Center

    Wilson, Amy

    2012-01-01

    Introducing new methods of teaching and learning requires an institutional approach to professional development in order to cater for the different levels and requirements of staff. The increase in e-learning use has prompted many institutions to adopt a whole organisation approach to professional development for lecturers. This paper proposes to…

  17. Prevalent Approaches to Professional Development in State 4-H Programs

    ERIC Educational Resources Information Center

    Smith, Martin H.; Worker, Steven M.; Schmitt-McQuitty, Lynn; Meehan, Cheryl L.; Lewis, Kendra M.; Schoenfelder, Emily; Brian, Kelley

    2017-01-01

    High-quality 4-H programming requires effective professional development of educators. Through a mixed methods study, we explored professional development offered through state 4-H programs. Survey results revealed that both in-person and online delivery modes were used commonly for 4-H staff and adult volunteers; for teen volunteers, in-person…

  18. Professional Development of Principals: A Path to Effective Secondary School Administration in Nigeria

    ERIC Educational Resources Information Center

    Ibara, Emmanuel C.

    2014-01-01

    The article examines the professional development of secondary school principals in Nigeria. Drawing from vast review of literature on professional development and appointment of school principals in other countries, the article canvasses the position that secondary schools in Nigeria should be administered by skilled personnel who have the…

  19. Effect of Teachers' Professional Development from Mathforward™ on Students' Math Achievement

    ERIC Educational Resources Information Center

    Hill, Kristina K.; Bicer, Ali; Capraro, Robert M.

    2017-01-01

    MathForward™, developed in 2004-2005 in cooperation with the Richardson (TX) Independent School District, was implemented nationwide in 2007. The program integrates TI technology and professional development while focusing on student achievement and teacher efficacy. This study investigated the effect of the MathForward™ program on student…

  20. The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection

    ERIC Educational Resources Information Center

    Buschang, Rebecca Ellen

    2012-01-01

    This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

  1. The Sustainability of a Teacher Professional Development Programme for Beginning Urban Teachers

    ERIC Educational Resources Information Center

    Gaikhorst, Lisa; Beishuizen, Jos J. J.; Zijlstra, Bonne J. H.; Volman, Monique L. L.

    2017-01-01

    This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were…

  2. Do Online Web Resources Help Professionals to Work More Effectively? A Case Study Based on Three Sites

    ERIC Educational Resources Information Center

    Chambers, Gary N.; Threlfall, John; Roper, Tom

    2012-01-01

    This article contains important messages for all those with an interest in enhancing the effectiveness of professional development supported by websites. It is informed by the findings of a Training and Development Agency for Schools (TDA) funded evaluation of the use and effectiveness of three websites whose development the TDA had supported.…

  3. Teamwork on Assessments Creates Powerful Professional Development

    ERIC Educational Resources Information Center

    McTighe, Jay; Emberger, Marcella

    2006-01-01

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

  4. Role of the U.S. Military in the Professionalization of the Armed Forces of Liberia

    DTIC Science & Technology

    2015-06-12

    professionalizing the AFL. The GEF states, “Partner nations provide for their own security, contribute effectively to broader regional or global security...facilitates the development of important professional and personal relationships that effectively strengthen military alliances and the international...Forces of Liberia (AFL) presents a developing opportunity to contribute to the broader U.S. interests. However, in order to ensure stability within

  5. Distance learning: the future of continuing professional development.

    PubMed

    Southernwood, Julie

    2008-10-01

    The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.

  6. Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs

    PubMed Central

    Downer, Jason; Pianta, Robert; Fan, Xitao; Hamre, Bridget; Mashburn, Andrew; Justice, Laura

    2012-01-01

    As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers’ classrooms. High levels of support for teachers’ implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children’s literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs. PMID:23144591

  7. Using the Communication in Science Inquiry Project Professional Development Model to Facilitate Learning Middle School Genetics Concepts

    ERIC Educational Resources Information Center

    Baker, Dale R.; Lewis, Elizabeth B.; Uysal, Sibel; Purzer, Senay; Lang, Michael; Baker, Perry

    2011-01-01

    This study describes the effect of embedding content in the Communication in Inquiry Science Project professional development model for science and language arts teachers. The model uses four components of successful professional development (content focus, active learning, extended duration, participation by teams of teachers from the same school…

  8. Teachers' Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future

    ERIC Educational Resources Information Center

    Armour, Kathleen M.; Duncombe, Rebecca

    2004-01-01

    There is a growing recognition that teachers' learning, and effective policies and structures to support it, should be at the heart of government polices to improve standards in education (Day, 1999). In England, the continuing professional development (CPD) landscape for teachers is changing; and professional development in physical education…

  9. The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students

    ERIC Educational Resources Information Center

    Paprzycki, Peter; Tuttle, Nicole; Czerniak, Charlene M.; Molitor, Scott; Kadervaek, Joan; Mendenhall, Robert

    2017-01-01

    This study investigates the effect of a Framework-aligned professional development program at the PreK-3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around…

  10. Impact of the Teacher Study Group Professional Development Program on Student Vocabulary and Observed Teaching Practice: A Replication in First Grade Classrooms

    ERIC Educational Resources Information Center

    Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Taylor, Mary Jo

    2013-01-01

    The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…

  11. Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, and Resources [with CD-ROM

    ERIC Educational Resources Information Center

    Winton, Pamela J., Ed; McCollum, Jeanette A., Ed.; Catlett, Camille, Ed.

    2007-01-01

    The key to improving the early education of all young children, including those with special needs, is the effective preparation and development of the professionals who work with them. "Practical Approaches to Early Childhood Professional Development" is a comprehensive planning resource for college faculty and consultants engaged in preservice …

  12. Teachers' Perspectives of Professional Development for Effecting Change in Maori Medium Classrooms: A Mathematics Experience

    ERIC Educational Resources Information Center

    Hawera, Ngawera; Taylor, Merilyn

    2011-01-01

    In 2010 twenty-three Maori medium schools were given the opportunity for professional development with the Draft Nga Whanaketanga Rumake Maori: Pangarau (NWRM) (National Standards Maori Medium: Mathematics. The study provided a unique opportunity to listen to teachers' views about their professional development as they sought to implement national…

  13. The Effect of School Culture on the Management of Professional Development in Secondary Schools in Malaysia

    ERIC Educational Resources Information Center

    Rauf, Parwazalam Abdul; Ali, Syed Kamaruzaman Syed; Aluwi, Aliza; Noor, Nor Afizah Mohd

    2014-01-01

    This study explores the influence of school culture on the management of professional development in secondary schools in Malaysia. It illustrates how school culture influences the school professional development management. The instrument used in this study is a self-administered questionnaire involving 515 secondary school teachers. The results…

  14. Teacher Experience, Learning, and Change: An Investigation of the Effects of Long-Term Professional Development

    ERIC Educational Resources Information Center

    Coffino, Kara Lee

    2012-01-01

    As US public schools become increasingly diverse and teachers are expected to teach across cultural differences, teacher educators must consider how different professional development models shape teacher learning and practice. This study explores how a cohort of 55 P-12 teachers experienced and perceived long-term professional development focused…

  15. Exploring the Effects of Personality Type on Perceived Satisfaction with Web-Based Learning in Continuing Professional Development

    ERIC Educational Resources Information Center

    Kanuka, Heather; Nocente, Norma

    2003-01-01

    The purpose of this study was to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development. Two hundred and four real estate practitioners who participated in a Web-based professional development course…

  16. An Examination of Oregon Writing Project Teachers: A Qualitative Study of Professional Development Experiences

    ERIC Educational Resources Information Center

    Obery, Angela D.

    2012-01-01

    This qualitative study examined the influence of the 2011 Oregon Writing Project (OWP) Summer Institute (SI) on the professional development of six teachers in the following ways: 1. The development of case descriptions of teachers' personal and professional backgrounds relevant to their teaching of writing. 2. An examination of the effects of the…

  17. The Effects of Professional Development Activities on Principals' Perceived Instructional Leadership Practices: Multi-Country Data Analysis Using TALIS 2013

    ERIC Educational Resources Information Center

    Gumus, Emine; Bellibas, Mehmet Sukru

    2016-01-01

    The purpose of this study was to investigate the extent to which professional development predicts principals' instructional leadership in order to identify whether a relationship exists between the duration of principals' participation in distinct professional development activities and their perceived practice of instructional leadership while…

  18. Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners' Outcomes

    ERIC Educational Resources Information Center

    Brown, Sandra K.

    2017-01-01

    The issue of limited part-time teacher professional development and its effect on adult learners' success at an adult education center in the northeast United States was addressed in this study. At the research site, almost 50% of the teaching staff are adjuncts. Professional development opportunities have been limited, with only 1 opportunity…

  19. Treatment Effect Heterogeneity in a Science Professional Development Initiative: The Case for School Capacity

    ERIC Educational Resources Information Center

    Bruch, Sarah; Grigg, Jeffrey; Hanselman, Paul

    2010-01-01

    This study focuses on how the treatment effects of a teacher professional development initiative in science differed by school capacity. In other words, the authors are primarily concerned with treatment effect heterogeneity. As such, this paper complements ongoing evaluation of the average treatment effects of the initiative over time. The…

  20. STEM professional development: What's going on from the presenters' and participants' perspectives?

    NASA Astrophysics Data System (ADS)

    Williams, Randi

    This study was designed to explore elementary STEM professional development viewed from the presenters' and participants' perspectives. Numerous committees and educational organizations recommend investing in STEM professional development at the local, state, and national level. This investment must begin with research that inquires how STEM professional development is structured and what is needed for teacher and student success. Since there is a recent STEM education push in schools, elementary teachers need effective professional development in order to gain the necessary content, skills, confidence, and pedagogy required for those changing demands. This qualitative study embraced. Yin's case study methodology by observing short-duration STEM professional development for elementary teachers within a large metropolitan school system and an educational professional development agency. The study discussed the analysis and findings in the context of Bandura's sources of efficacy and Desimone's critical features of professional development. Data were gathered form professional development observations, presenter interviews, and participant interviews. The research questions for this study included: (a) based on Desimone's (2009) framework for professional development, what does content focused, active learning, coherence, duration, and collective participation look like in initial STEM professional development for elementary teachers? (b) are Bandura's (1997) four sources of self- efficacy: mastery experiences, vicarious experiences, social persuasion, and affective states evidenced within the short duration professional development? and (c) how do these two frameworks align between presenter and participant thoughts and actions? This study uncovered additional sources of efficacy are present in short-duration STEM professional development. These found sources include coherence, content, and active learning delivered in a definitive order. The findings of this study have implications for educators, policy makers, and developers of professional development. Future research is needed to add to the small body of literature about STEM professional development, specifically research to fully understand the structure of STEM professional development and how this differs for other areas of learning.

  1. Professional Development to Promote Teacher Adaptability

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  2. Development of High School Professional Learning Community Leaders: Effectiveness of One District's Approach

    ERIC Educational Resources Information Center

    Middendorf, Beth N.

    2013-01-01

    Research indicated leadership played a key role in successfully implementing professional learning communities (PLCs). There has been little research on pragmatic approaches to developing PLC leaders. The purpose of this study was to examine the effectiveness of the Gene School District's two-part PLC leader development: PLC Institute and ongoing…

  3. Teachers' Continuing Professional Development: Framing a Model of Outcomes

    ERIC Educational Resources Information Center

    Harland, John; Kinder, Kay

    2014-01-01

    In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers' CPD or in-service education and training (INSET). It builds on an earlier typology of INSET outcomes and compares it to two previous classification…

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

    ERIC Educational Resources Information Center

    Piggot-Irvine, Eileen

    2006-01-01

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

  5. Increasing Teachers' Use of Behavior-Specific Praise Using a Multitiered System for Professional Development

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; MacSuga-Gage, Ashley S.; Crews, Emily

    2017-01-01

    Successful instruction is contingent upon effective classroom management. Unfortunately, not all teachers are effective classroom managers and many require in-service professional development (PD) to increase their use of evidence-based classroom management skills. Although PD models have been developed and evaluated, many are resource-intensive.…

  6. Professional Competencies Development of Competitive Bachelors in Machine Engineering

    ERIC Educational Resources Information Center

    Dorozhkin, Evgenij M.; Tarasyuk, Olga V.; Sinkina, Elena A.; Deryabina, Ekaterina ?.; Sisimbaeva, Valeria S.

    2016-01-01

    The significance of the problem being investigated is conditioned by the need of introduction of considerable amendments to academic discipline content with the objective of ensuring effective education process and professional competencies development level increase of bachelors in machine engineering necessary in their professional activities…

  7. Transformative Learning-Based Mentoring for Professional Development of Teacher Educators in Information and Communication Technologies: An Approach for an Emerging Country

    ERIC Educational Resources Information Center

    Kabakci, Isil; Odabasi, H. Ferhan; Kilicer, Kerem

    2010-01-01

    Teacher educators need professional development in effective use of information and communication technologies (ICT) in order to keep up with the changes and developments in ICT and to pose as a model for teacher candidates. For the purpose of meeting teacher educators' professional development needs in ICT, it is necessary to take…

  8. The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection. CRESST Report 822

    ERIC Educational Resources Information Center

    Buschang, Rebecca E.

    2012-01-01

    This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

  9. The potential of a self-assessment tool to identify healthcare professionals' strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education.

    PubMed

    Stenov, Vibeke; Wind, Gitte; Skinner, Timothy; Reventlow, Susanne; Hempler, Nana Folmann

    2017-09-18

    Healthcare professionals' person-centered communication skills are pivotal for successful group-based diabetes education. However, healthcare professionals are often insufficiently equipped to facilitate person-centeredness and many have never received post-graduate training. Currently, assessing professionals' skills in conducting group-based, person-centered diabetes education primarily focus on experts measuring and coding skills on various scales. However, learner-centered approaches such as adequate self-reflective tools have been shown to emphasize professional autonomy and promote engagement. The aim of this study was to explore the potential of a self-assessment tool to identify healthcare professionals' strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education. The study entails of two components: 1) Field observations of five different educational settings including 49 persons with diabetes and 13 healthcare professionals, followed by interviews with 5 healthcare professionals and 28 persons with type 2 diabetes. 2) One professional development workshop involving 14 healthcare professionals. Healthcare professionals were asked to assess their person-centered communication skills using a self-assessment tool based on challenges and skills related to four educator roles: Embracer, Facilitator, Translator, and Initiator. Data were analyzed by hermeneutic analysis. Theories derived from theoretical model 'The Health Education Juggler' and techniques from 'Motivational Interviewing in Groups' were used as a framework to analyze data. Subsequently, the analysis from the field notes and interview transcript were compared with healthcare professionals' self-assessments of strengths and areas in need to effectively facilitate group-based, person-centered diabetes education. Healthcare professionals self-assessed the Translator and the Embracer to be the two most skilled roles whereas the Facilitator and the Initiator were identified to be the most challenged roles. Self-assessments corresponded to observations of professional skills in educational programs and were confirmed in the interviews. Healthcare professionals self-assessed the same professional skills as observed in practice. Thus, a tool to self-assess professional skills in facilitating group-based diabetes education seems to be useful as a starting point to promote self-reflections and identification of healthcare professionals' strengths and areas of need of professional development.

  10. Through the Lens of Teacher Professional Development Components: The "Dialogic Video Cycle" as an Innovative Program to Foster Classroom Dialogue

    ERIC Educational Resources Information Center

    Gröschner, Alexander; Seidel, Tina; Kiemer, Katharina; Pehmer, Ann-Kathrin

    2015-01-01

    For developing professional development (PD) programs, research suggests referring to effective components. In developing a PD program on classroom dialogue, we explored to what extent effective components could be addressed. We conducted a study with two groups. In the "Dialogic Video Cycle" (DVC), six German teachers participated in a…

  11. Improving Curriculum Development Practices in a Technical Vocational Community College: Examining Effects of a Professional Development Arrangement for Middle Managers

    ERIC Educational Resources Information Center

    Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.

    2015-01-01

    Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a professional development arrangement (PDA), with such a…

  12. The Effects of the New Hampshire Department of Education ED 512 Professional Development Master Plan and Recertification on Growth of Professional Learning Communities in Local Districts and Schools

    ERIC Educational Resources Information Center

    Forsman, Malcolm

    2010-01-01

    This quantitative study examined the effects of a New Hampshire Department of Education policy, Ed 512. This mandated state policy was designed to influence local district leadership to facilitate the development of Professional Learning Communities (PLCs) at the school level with the goal of improving instruction in the classroom. For this study…

  13. Exploring Elements That Support Teachers Engagement in Online Professional Development

    ERIC Educational Resources Information Center

    Prestridge, Sarah; Tondeur, Jo

    2015-01-01

    This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development…

  14. Module-Based Professional Development for Teachers: A Cost-Effective Philippine Experiment

    ERIC Educational Resources Information Center

    San Antonio, Diosdado M.; Morales, Nelson S.; Moral, Leo S.

    2011-01-01

    This article examines the impact of implementing module-based professional development for teachers (MBPDT) in the Philippines. A mixed-method study, experimental design with empirical surveys and an open-ended questionnaire revealed that the experimental group of teachers had greater professional content knowledge compared with the control group…

  15. Teachers' Perceived Values on the Effect of Literacy Strategy Professional Development

    ERIC Educational Resources Information Center

    Mundy, Marie-Anne; Howe, Mary E.; Kupczynski, Lori

    2015-01-01

    This study examined 299 Louisiana teachers from three school districts regarding their perceptions of the value provided by specific types of professional development (PD) including professional learning communities (PLC), demonstration lessons, and in-service as well as graduate hours in reading/literacy on implementation (frequency of use),…

  16. Does Teacher Professional Development Improve Math and Science Outcomes and Is It Cost Effective?

    ERIC Educational Resources Information Center

    Foster, John M.; Toma, Eugenia F.; Troske, SuZanne P.

    2013-01-01

    Scholars and policymakers see improving teacher quality as a key way to improve student learning. While quality may be improved in a variety of ways for pre-service teachers, professional development is one of the few avenues by which quality can be improved for those teachers already in the teaching profession. But professional development, like…

  17. Using Coaching as a Professional Development Modality to Train Teachers in the Use of Evidence-Based Practices for Students with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Hollins, Samantha Marsh

    2013-01-01

    Professional development for teachers currently working in the classroom is an important focus of educational programs and school systems. Continuous professional development is especially important for special education teachers to maintain current information related to strategies and supports that are effective in educating students with…

  18. Different Approaches to the Professional Development of Principals: A Comparative Study of New Zealand and Singapore

    ERIC Educational Resources Information Center

    Retna, Kala S.

    2015-01-01

    One of the key factors that contribute to effective management of schools is the professional development of principals. The role of the principal has become more complex with the dynamic and constant reforms in the educational environment. The present study focuses on the professional development of principals in New Zealand and Singapore. The…

  19. Is Teacher Professional Development an Effective Way to Mitigate Teachers' Gender Differences in Technology? Result from a Statewide Teacher Professional Development Program

    ERIC Educational Resources Information Center

    Li, Yi

    2016-01-01

    This study analyzed data from a statewide professional development (PD) program to investigate whether gender difference towards technology usage was mitigated after participation in the program. Teachers responded to pre- and post-questionnaires regarding their perceptions and use of technology before and after participating in PD courses.…

  20. Professional Development of Science Teachers: History of Reform and Contributions of the STS-Based Iowa Chautauqua Program

    ERIC Educational Resources Information Center

    Dass, Pradeep M.; Yager, Robert E.

    2009-01-01

    During the last quarter of a century, it became abundantly clear that the desired reforms in science teaching and learning could not be accomplished without significant professional development of in-service science teachers. Yet, there was a dearth of effective professional development models that could lead to the kind of instructional reforms…

  1. Continuing professional development: best practices.

    PubMed

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

    2014-01-01

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

  2. The impact of the introduction of market incentives on occupational health services and occupational health professionals: experiences from The Netherlands.

    PubMed

    Plomp, Harmen Nico

    2008-10-01

    This paper describes the reform of the regulations on safety and health in the Netherlands towards a more competitive market and its impact on occupational health services (OHSs) and the health professionals over the period 1994-2005. Aims are to identify the crucial factors that bring about the intended effects (such as lower disability rates) and to evaluate the outcomes from the perspective of the occupational health professional. The paper contributes to the discussion of how the professionals could define and contain their professional identity and credibility in competitive circumstances. Open interviews were completed with 12 key persons and secondary analyses were made on documents and various monitors. The reform changed the OHS safety market fundamentally. OHSs were transformed from medium sized regional units into business organizations mostly operating on a national level. Private insurance companies became key players. Only after the development of an effective social infrastructure, however, intended effects (lower absenteeism and disability) occurred. Occupational health professionals were initially opposed but by redefining their professional domain and identity, they finally succeeded in gaining negotiating power in order to preserve and develop expertise and professional integrity. The effectiveness of the introduction of market incentives depends strongly on their social embeddedness. Health professionals should adapt their strategy to the conditions of the competitive market, in order to preserve a credible and professional identity.

  3. Using a High-Performance Planning Model to Increase Levels of Functional Effectiveness Within Professional Development.

    PubMed

    Winter, Peggi

    2016-01-01

    Nursing professional practice models continue to shape how we practice nursing by putting families and members at the heart of everything we do. Faced with enormous challenges around healthcare reform, models create frameworks for practice by unifying, uniting, and guiding our nurses. The Kaiser Permanente Practice model was developed to ensure consistency for nursing practice across the continuum. Four key pillars support this practice model and the work of nursing: quality and safety, leadership, professional development, and research/evidence-based practice. These four pillars form the foundation that makes transformational practice possible and aligns nursing with Kaiser Permanente's mission. The purpose of this article is to discuss the pillar of professional development and the components of the Nursing Professional Development: Scope and Standards of Practice model (American Nurses Association & National Nursing Staff Development Organization, 2010) and place them in a five-level development framework. This process allowed us to identify the current organizational level of practice, prioritize each nursing professional development component, and design an operational strategy to move nursing professional development toward a level of high performance. This process is suggested for nursing professional development specialists.

  4. Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

    PubMed Central

    Fejzic, Jasmina; Barker, Michelle

    2015-01-01

    Background: Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE) has been increasingly used to improve students’ communication and practice skills in Health Education. Objective: Simulated learning modules (SLMs) were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i) Practice skills and (ii) Professionalism were evaluated. Methods: SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL) Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95) completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs). Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Results: Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication skills and confidence. Teacher reflections observed ecological validity of SLMs as a method to enhance professionalism and communication skills, and suggested ways to improve this teaching modality. Conclusion: Inclusion of SLMs centred on practice and professionalism was evaluated as an effective, teaching strategy by students and staff. The integration of SIMs in SLMs has potential for wider application in clinical teaching. PMID:26445619

  5. Knowledge Management in Blended Learning: Effects on Professional Development in Creativity Instruction

    ERIC Educational Resources Information Center

    Yeh, Yu-chu; Huang, Ling-yi; Yeh, Yi-ling

    2011-01-01

    The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers' professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was…

  6. SRSD in Practice: Creating a Professional Development Experience for Teachers to Meet the Writing Needs of Students with EBD

    ERIC Educational Resources Information Center

    McKeown, Debra; FitzPatrick, Erin; Sandmel, Karin

    2014-01-01

    Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective for teaching participants how to implement SRSD…

  7. Developing Empirical Benchmarks of Teacher Knowledge Effect Sizes in Studies of Professional Development Effectiveness

    ERIC Educational Resources Information Center

    Phelps, Geoffrey; Jones, Nathan; Kelcey, Ben; Liu, Shuangshuang; Kisa, Zahid

    2013-01-01

    Growing interest in teaching quality and accountability has focused attention on the need for rigorous studies and evaluations of professional development (PD) programs. However, the study of PD has been hampered by a lack of suitable instruments. The authors present data from the Teacher Knowledge Assessment System (TKAS), which was designed to…

  8. Building a Community for Science.

    ERIC Educational Resources Information Center

    Walton, Emma L.

    Professional development for effecting school change and school improvement is a community endeavor. While effective professional development requires all components of the local setting to be considered, the complexity of the educational system prohibits simple solutions. Building a community of leaders helps insure success in the change process.…

  9. Factors Influencing Development of Professional Values Among Nursing Students and Instructors: A Systematic Review

    PubMed Central

    Parandeh, Akram; Khaghanizade, Morteza; Mohammadi, Eesa; Nouri, Jamileh Mokhtari

    2015-01-01

    Introduction: Professional values are standards of behavior for performance that provide a framework for appraising beliefs and attitudes that influence behavior. Development of professional values has been a continuous and long process and it is influenced by different factors. The aim of this study is “assessing different factors influencing development of professional values among nursing students and instructors”. Method: In this systematic review, a broad research was performed to find articles from Persian and English databases: pub Med, Pro quest, Elsevier, SID, Google scholar, Ovid and Iran Doc; nursing student, instructors, ethics, professional value, ethical value and educators were used as the key words. Among 3205 achieved articles, by eliminating repeated ones, 22 articles were assessed during the period 1995–2013. Data achieved from the articles were summarized, categorized and analyzed based on the research question. Results: In this study “education and achieving professional experiences”, “Students and instructors’ perspectives on professional values”, “the role of culture in considering and developing professional special values” and “the effect of learners’ individual characteristics” were extracted as the four main themes. Conclusion: Considering the effect of educational, cultural and individual factors in developing nurses’ professional values; it is recommended to the educational and health centers to consider value-based cares in clinical environments for the patients in addition to considering the content of educational programs based on ethical values in the students’ curriculum. PMID:25716397

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

    ERIC Educational Resources Information Center

    Hargreaves, Andrew; Fullan, Michael

    2013-01-01

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

  11. Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes.

    PubMed

    Phelps, Geoffrey; Kelcey, Benjamin; Jones, Nathan; Liu, Shuangshuang

    2016-10-03

    Mathematics professional development is widely offered, typically with the goal of improving teachers' content knowledge, the quality of teaching, and ultimately students' achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect. The study drew on a large database representing five different assessments of MKT and collectively 326 professional development programs and 9,365 teachers. Results from cross-classified hierarchical growth models found that standardized average change estimates across the five assessments ranged from a low of 0.16 standard deviations (SDs) to a high of 0.26 SDs. Power analyses using the estimated pre- and posttest change estimates indicated that hundreds of teachers are needed to detect changes in knowledge at the lower end of the distribution. Even studies powered to detect effects at the higher end of the distribution will require substantial resources to conduct rigorous experimental trials. Empirical benchmarks that describe average program change and its variation provide a useful preliminary resource for interpreting the relative magnitude of effect sizes associated with professional development programs and for designing adequately powered trials. © The Author(s) 2016.

  12. Assessing the Status of Professional Learning Opportunities in EARCOS Member Schools

    ERIC Educational Resources Information Center

    Hardeman, Mark Brandon

    2016-01-01

    The purpose of this study was to assess the extent to which professional development programs within EARCOS member schools are consistent with research-based principles of effective practice. In addition, this study sought to identify the professional development opportunities that are being provided to EARCOS teachers. Finally, this study…

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

    ERIC Educational Resources Information Center

    Williams, Kim

    2009-01-01

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

  14. Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform

    ERIC Educational Resources Information Center

    Tuli, Fekede; Tynjälä, Päivi

    2015-01-01

    Continuous professional development of teachers is of growing interest globally, as it is considered vital to cope effectively with ongoing changes and to improve the quality of education. This qualitative case study explores potential and actual barriers that hinder teachers' professional development in Ethiopian schools. Data was collected via…

  15. Professional Development for Adjunct Teaching Faculty in a Research-Intensive University: Engagement in Scholarly Approaches to Teaching and Learning

    ERIC Educational Resources Information Center

    Webb, Andrea S.; Wong, Tracy J.; Hubball, Harry T.

    2013-01-01

    Research-intensive universities around the world are increasingly drawing upon leading practitioners in professional fields as adjunct faculty to deliver high quality student learning experiences in diverse undergraduate and graduate program contexts. To support effective professional development in these contexts, many universities have developed…

  16. The Impact of Professional Development to Infuse Health and Reading in Elementary Schools

    ERIC Educational Resources Information Center

    Deal, Tami Benham; Jenkins, Jayne M.; Deal, Laurence O.; Byra, Adelle

    2010-01-01

    Background: Elementary classroom teachers must overcome a number of instructional barriers, including time constraints and professional preparation, if they are to deliver effective health education and enhance health literacy among youth. Purpose: This study examined the direct impact of a long-term professional development program on integrating…

  17. Ensuring Effective Impact of Continuing Professional Development: Saudi Science Teachers' Perspective

    ERIC Educational Resources Information Center

    Qablan, Ahmad; Mansour, Nassar; Alshamrani, Saeed; Aldahmash, Abdulwali; Sabbah, Saed

    2015-01-01

    Many researchers critique that continuing professional development programs in Saudi Arabia are neither well organized nor are systematic. This study came to assess the impact of CPD opportunities in the country to better suit the professional needs of Saudi science teachers and support them in implementing the reformed instructional practices.…

  18. Experiences and Perceptions of Professional Development Facilitators in a Job-Embedded School Initiative

    ERIC Educational Resources Information Center

    Mashariki, Kaia Mariama

    2017-01-01

    Recent legislation and accountability efforts in K-12 schools have increased the need to support and maintain high-quality teachers through enhanced professional development and teacher training efforts. As districts and schools seek new and innovative ways to provide professional learning opportunities that are real-time and effective,…

  19. Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms

    ERIC Educational Resources Information Center

    Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta

    2011-01-01

    We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students'…

  20. Improving Teacher Feedback during Active Learning: Effects of a Professional Development Program

    ERIC Educational Resources Information Center

    Van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2014-01-01

    This study focuses on improving teacher feedback during active learning. Changing teachers' behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers' cognitions and practices. Effects of a specifically designed professional development program on 16 elementary…

  1. K-12 Teacher Participation in Online Professional Development

    ERIC Educational Resources Information Center

    McNamara, Catherine Louise

    2010-01-01

    Effectiveness in education is a national concern and reform efforts continue to be championed with the hope of stimulating improvement to more effectively meet the needs of all students. Many reform efforts include a focus on teacher professional development to strengthen teacher pedagogy and positively impact student achievement. Rapid expansion…

  2. Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices

    ERIC Educational Resources Information Center

    Snyder, Patricia; Hemmeter, Mary Louise; McLean, Mary; Sandall, Susan; McLaughlin, Tara; Algina, James

    2018-01-01

    We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers' implementation of embedded instruction practices and children's developmental and learning outcomes. Thirty-six preschool teachers recruited from three…

  3. Perceptions of Secondary School Teachers and Administrators on Effective Professional Development Programs

    ERIC Educational Resources Information Center

    Sherrod, Ginnie

    2014-01-01

    Effective professional development programs have been linked with rigorous state standards and district school improvement goals. Despite efforts of local districts to meet state standards and district school improvement goals, there has been limited research at the local level that has compared administrators' and teachers' perceptions of…

  4. VOLUNTEERS IN THE CHILD DEVELOPMENT CENTER PROGRAM PROJECT--HEAD START.

    ERIC Educational Resources Information Center

    Office of Economic Opportunity, Washington, DC.

    THE RECRUITMENT, SELECTION, ORIENTATION, AND EFFECTIVE USE OF VOLUNTEERS IN CHILD DEVELOPMENT CENTERS ARE DISCUSSED. VOLUNTEERS WITH PROFESSIONAL SKILLS CAN SERVE AS PHYSICIANS, NURSES, TEACHERS, AND SOCIAL WORKERS. LAY VOLUNTEERS CAN RELIEVE REGULAR STAFF MEMBERS OF ROUTINE DUTIES AND INCREASE THE EFFECTIVENESS OF PROFESSIONAL SERVICE. VOLUNTEERS…

  5. Analysis of the Problems in Language Teachers' Action Research

    ERIC Educational Resources Information Center

    Han, Ligang

    2017-01-01

    In-service language teachers' professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers' professional development. This article reports a case study of in-service English…

  6. Effectiveness of Technology Professional Development in Elementary Classrooms

    ERIC Educational Resources Information Center

    Rives, Megan Bambalis

    2012-01-01

    The purpose of this mixed methods research study was to examine the effectiveness of a professional development approach in increasing the knowledge and use of instructional technology in the classrooms of elementary teachers. The participants were comprised of 14 elementary teachers in a rural public education school district in the southeastern…

  7. Five generations in the nursing workforce: implications for nursing professional development.

    PubMed

    Bell, Julie A

    2013-01-01

    Positive patient outcomes require effective teamwork, communication, and technological literacy. These skills vary among the unprecedented five generations in the nursing workforce, spanning the "Silent Generation" nurses deferring retirement to the newest "iGeneration." Nursing professional development educators must understand generational differences; address communication, information technology, and team-building competencies across generations; and promote integration of learner-centered strategies into professional development activities.

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

    NASA Astrophysics Data System (ADS)

    Sundberg, Cheryl White

    The impact of collaboration via communication technology on follow-up to on-site professional development was the central focus of this hypothesis-generating study. The study used a combination of quantitative methodology and qualitative methodology. A convenient sample of 18 teachers was drawn from 208 teachers in an existing professional development program in science in a southeastern state. The statewide professional development program focused on energy education with a strong emphasis on using technology to enhance learning. Data sources included E-mail messages, lesson plans, photographs, workshop evaluations, surveys, and the report of an external reviewer. The study focused on two on-site workshops, February and June 2000 that were designed to model constructivist pedagogy and instruct teachers in effective utilization of computer-based laboratories in science classrooms. Follow-up to the on-site workshops was facilitated with several communication technologies (Internet, E-mail, telephone, and mail). The research found E-mail was the preferred mode for follow-up to on-site workshops because of the convenience of the medium. Barriers to effective distance professional development were time constraints, equipment failure, and lack of consistent Internet access to teachers in rural and under-served areas. Teacher characteristics of the sample, teacher efficacy, technical skill, experience, and constructivist pedagogy did not appear to impact the use of communication technologies as a means of follow-up to on-site professional development workshops. However, teacher efficacy might have negatively impacted effective implementation of calculator-based laboratory technology in the classroom. The study found E-mail was the most convenient and efficient way to facilitate follow-up to on-site professional development. Teacher characteristics (efficacy, technical skill, experience, and constructivist pedagogy) did not appear to impact the use of E-mail to facilitate follow-up to on-site professional development. Consistent access to the Internet was problematic for teachers in rural and under-served areas.

  9. The effects of a STEM professional development intervention on elementary teachers

    NASA Astrophysics Data System (ADS)

    Dailey, Deborah D.

    To improve and sustain science teaching and learning in the elementary grades, experts recommended school districts afford time in the day for science instruction, secure the necessary resources for an investigative classroom, and provide teachers with increased professional development opportunities that target content knowledge, pedagogical skills, and confidence in teaching science (e.g. Buczynski & Hansen, 2010; Brand & Moore, 2011; NSB, 2010). In particular, researchers recommended teachers receive quality professional development that is sustained over time and embedded in the real world of the classroom (e.g. Buczynski & Hansen, 2010; Cotabish & Robinson, 2012). The purpose of this dissertation was to examine changes in elementary teachers' science teaching perceptions, concerns, and science process skills during and after participation in a STEM-focused professional development intervention involving embedded support using peer coaching. The positive effects of sustained, embedded professional development programs on science instruction have been documented by multiple research studies (e.g. Buczynski & Hansen, 2010; Cotabish, Dailey, Hughes, & Robinson, 2011; Duran & Duran, 2005; Levitt, 2011); however, few studies have investigated the effects after removal of the professional development support (Johnson, Kahle, & Fargo, 2007; Shymansky, Yore, & Anderson, 2004). By examining the changes across three years (including one year after the conclusion of the professional development intervention), the researcher in the present study considered the dosage of intervention needed to bring about and preserve significant changes in the participant teachers. To measure the impact of the intervention on teachers, the researcher used quantitative data supported by qualitative interviews. Results indicated that changes in science teaching perceptions were realized after one year or 60 hours of intervention; however, it took two years or 120 hours of intervention to see significant changes in teachers' science process skills. Of particular significance, the changes in teachers' science teaching perceptions, concerns, and science process skills held constant one year after removal of the professional development support.

  10. 77 FR 45944 - Final Priorities and Definitions; State Personnel Development Grants

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-08-02

    ... designed broadly to focus on the effective and efficient delivery of professional development using... development. For example, some commenters recommended including references to universal design for learning... culturally competent, provided the project is designed to improve professional development in this area...

  11. The Impact of the "Getting Practical: Improving Practical Work in Science" Continuing Professional Development Programme on Teachers' Ideas and Practice in Science Practical Work

    ERIC Educational Resources Information Center

    Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael

    2014-01-01

    Background: Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The "Getting Practical" CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of…

  12. The Effect of Professional Development on Teacher Efficacy and Teachers' Self-Analysis of Their Efficacy Change

    ERIC Educational Resources Information Center

    Yoo, Julia H.

    2016-01-01

    The current study examined the effect of an online professional development learning experience on teachers' self-efficacy through 148 (Male = 22; Female = 126) K-12 teachers and school educators. The Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was administered twice with a five-week gap. Additionally,…

  13. Learner Orientation through Professional Development of Teachers? Empirical Results from Cascade Training in Anglophone Cameroon

    ERIC Educational Resources Information Center

    Lange, Sarah

    2014-01-01

    This paper examines the effects of a professional development programme on the attitudes towards the teaching and learning of teachers in the Anglophone part of Cameroon. The development programme combines a multiplier system with school-based in-service training. The research compares the effects that the training had on the attitudes of three…

  14. Measuring the Effectiveness of Professional Development in Early Literacy: Lessons Learned. PREL Research Brief

    ERIC Educational Resources Information Center

    Hammond, Ormond

    2005-01-01

    This Research Brief focuses on the methodology used to measure professional development (PD) effectiveness. It examines the needs that generated this research, what PREL did to meet those needs, and lessons that have been learned as a result. In particular, it discusses the development of a new instrument designed to measure the quality of PD as…

  15. Evaluative Case Study of the Effectiveness of Professional Development Elements When Implementing a Learning Management System in Elementary Education

    ERIC Educational Resources Information Center

    Beams, Tara E.

    2017-01-01

    As school districts across the country attempt to comply with federal and state mandates to effectively integrate technology into today's teaching and learning, they must face the challenge of also developing professional development plans which will adequately and successfully prepare teachers for implementing these new resources and these new…

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

    NASA Astrophysics Data System (ADS)

    Osburg, Thomas; Todorova, Albena

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

  17. Professional development themes in strength and conditioning coaches.

    PubMed

    Tod, David A; Bond, Kath A; Lavallee, David

    2012-03-01

    The purpose of this study was to explore professional development themes in experienced strength and conditioning coaches. Strength and conditioning coaches (N = 15, mean age = 34.3 years, SD = 5.2 years) with 11.4 (SD = 4.9) years experience working with elite, professional, or talented athletes were interviewed about their professional development. The interviews were transcribed verbatim and content analyzed. Over time, subjects' service-delivery practices became more flexible and client driven. Their role understanding also broadened to include various dimensions, such as the need to consider various stakeholders and the value of good relationships with athletes. The subjects shifted from relying on external justification for professional decision making to their experience-based knowledge. The subjects believed athlete work experience, interactions with senior strength and conditioning coaches and other colleagues, the professional literature, and nonprofessional experiences, such as their own athletic experience and sales or managerial training, were the primary influences on their professional development. Typically, the subjects experienced anxiety about their competence, both early in their careers and when working in new contexts or with new athlete groups, but over time, they developed increased confidence. In addition, the subjects experienced reduced narcissism over time about the control they had over athletes and their competitive results. The current results provide information about the characteristics of effective strength and conditioning coaches, the ways they develop their competencies to help athletes, and the emotions they experience throughout their careers. These results may help strength and conditioning practitioners in planning and optimizing their professional development and effectiveness with athletes.

  18. How Much for Whom? Lessons from an Efficacy Study of Modest Professional Development for Child Care Providers

    ERIC Educational Resources Information Center

    Gerde, Hope K.; Duke, Nell K.; Moses, Annie M.; Spybrook, Jessaca; Shedd, Meagan K.

    2014-01-01

    Research Findings: Examining the effects of professional development of the early childhood workforce that fit within the constraints of government policy is crucial for identifying types and amounts of effective training and informing child care policy. The present study used a cluster-randomized trial to evaluate the effects of a professional…

  19. A Multiple Case Study: The Effect of Professional Development on Teachers' Perceived Ability to Foster Resilience

    ERIC Educational Resources Information Center

    Klinger, Mary A.

    2012-01-01

    The purpose of this mixed methods study was to determine the effect of professional development on teachers' perceptions of their ability to foster resilience. Secondary questions investigated the effects of school level and socioeconomic status. An exploratory multi-site case study was designed to compare the perceptions of educators from…

  20. Impact of new information technologies on training and continuing education for rural health professionals.

    PubMed

    Crandall, L A; Coggan, J M

    1994-01-01

    Recently developed and emerging information and communications technologies offer the potential to move the clinical training of physicians and other health professionals away from the resource intensive urban academic health center, with its emphasis on tertiary care, and into rural settings that may be better able to place emphasis on the production of badly needed primary care providers. These same technologies also offer myriad opportunities to enhance the continuing education of health professionals in rural settings. This article explores the effect of new technologies for rural tele-education by briefly reviewing the effect of technology on health professionals' education, describing ongoing applications of tele-education, and discussing the likely effect of new technological developments on the future of tele-education. Tele-education has tremendous potential for improving the health care of rural Americans, and policy-makers must direct resources to its priority development in rural communities.

  1. The Vital Program: Transforming ICT Professional Development

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Blitz, Cynthia L.

    2013-01-01

    Professional learning communities (PLCs)--teams of educators who get together regularly to exchange ideas--have sprung up to meet school districts' growing interest in promoting professional development that engages teachers and administrators. PLCs meet to develop lesson plans, monitor student progress, assess instructional effectiveness, and…

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

    ERIC Educational Resources Information Center

    Khan, Atiya

    2017-01-01

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

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

    PubMed

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

    2012-01-01

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

  5. Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

    PubMed Central

    McKeown, Tammy R.; Abrams, Lisa M.; Slattum, Patricia W.; Kirk, Suzanne V.

    2017-01-01

    Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers’ efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants’ fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction. PMID:29732236

  6. Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program.

    PubMed

    McKeown, Tammy R; Abrams, Lisa M; Slattum, Patricia W; Kirk, Suzanne V

    2016-01-01

    Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.

  7. The Learning Effects of a Multidisciplinary Professional Development Programme

    ERIC Educational Resources Information Center

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

    2013-01-01

    Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers' daily school practice (Hunzicker in "Prof Dev Educ" 37:177-179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done…

  8. A Framework for Designing Effective Professional Development: Science Teachers' Perspectives in a Context of Reform

    ERIC Educational Resources Information Center

    EL-Deghaidy, Heba; Mansour, Nasser; Aldahmash, Abdulwali; Alshamrani, Saeed

    2015-01-01

    This paper explores science teachers' experiences, views, and preferences of what constitutes effective teacher professional development. The research method utilised both quantitative and qualitative analyses. The former was used with responses from closed-ended questions while responses to an open-ended question were analysed qualitatively. The…

  9. Evaluating Teachers' Professional Development Initiatives: Towards an Extended Evaluative Framework

    ERIC Educational Resources Information Center

    Merchie, Emmelien; Tuytens, Melissa; Devos, Geert; Vanderlinde, Ruben

    2018-01-01

    Evaluating teachers' professional development initiatives (PDI) is one of the main challenges for the teacher professionalisation field. Although different studies have focused on the effectiveness of PDI, the obtained effects and evaluative methods have been found to be widely divergent. By means of a narrative review, this study provides an…

  10. Evaluation of the Correlated Science and Mathematics Professional Development Model, 2009-2010 Cohort

    ERIC Educational Resources Information Center

    Morlier, Rebecca

    2012-01-01

    The purpose of this paper is to evaluate the effectiveness of the 2009-2010 iteration of the Correlated Science and Mathematics (CSM) professional development program which provides teachers and principals experience with integrated and effective science and mathematics teaching strategies and content. Archival CSM data was analyzed via mixed…

  11. Barriers and Effective Educational Strategies to Develop Extension Agents' Professional Competencies

    ERIC Educational Resources Information Center

    Lakai, Dona; Jayaratne, K. S. U.; Moore, Gary E.; Kistler, Mark J.

    2012-01-01

    The study reported here determined the barriers and effective educational strategies to develop Extension agents' professional competencies. This was a descriptive survey research conducted with a random sample of Extension agents. Increased workload and lack of time and funding were identified as the most constraining barriers of Extension agents…

  12. Influence of Assessment for Learning Professional Development in Rural Georgia Public Schools

    ERIC Educational Resources Information Center

    Cole, Marianne

    2010-01-01

    This study investigated the effect of two models of professional development concerning Assessment for Learning on teacher perception of the effectiveness of Assessment for Learning strategies and student achievement as measured by standardized Georgia End of Course Tests. The study hypothesized that a positive relationship exists between teacher…

  13. The Effective Research-Based Characteristics of Professional Development of the National Science Foundation's GK-12 Program

    ERIC Educational Resources Information Center

    Cormas, Peter C.; Barufaldi, James P.

    2011-01-01

    This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation's GK-12 Program--a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with…

  14. The SOLS TICE Project: Satellite Television and Audioconferencing in Continuing Professional Development for LIS Staff.

    ERIC Educational Resources Information Center

    Hughes, Alun; Priestley, John

    1992-01-01

    Describes SOLS TICE, the Satellite On-Line Searching Interactive Conferencing Experiment, conducted at the University of Plymouth (United Kingdom) to meet the training needs of staff in the library and information science (LIS) sector. Continuing professional development is discussed, instructional effectiveness and cost effectiveness are…

  15. The Effects of Professional Development Initiatives on EFL Teachers' Degree of Self Efficacy

    ERIC Educational Resources Information Center

    Karimi, Mohammad Nabi

    2011-01-01

    Despite the importance of teacher efficacy, there has been little research on the effects of interventions intended to increase it. Thus, the present study considered the potential of Professional Development (PD) in enhancing teachers' beliefs about their teaching ability. The study was quantitative in nature and utilized the reliable survey…

  16. Evaluating New Zealand Early Childhood Education Professional Development: Access, Barriers and Effectiveness

    ERIC Educational Resources Information Center

    Cherrington, Sue; Wansbrough, Deborah

    2010-01-01

    "Pathways to the Future: Nga Huarahi Arataki," the ten year strategic plan for early childhood education (ECE) in New Zealand, identified reviewing the delivery of professional development as one strategy for "promoting the effective delivery of 'Te Whariki'"(Ministry of Education, 2002, p. 15) within the overall goal of…

  17. 34 CFR 263.6 - How does the Secretary evaluate applications for the Professional Development program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... research and effective practices on how to improve teaching and learning to support student proficiency in...-based research and effective practice; (2) The extent to which the training or professional development... will produce both quantitative and qualitative data to the extent possible. (Approved by the Office of...

  18. 34 CFR 263.6 - How does the Secretary evaluate applications for the Professional Development program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... research and effective practices on how to improve teaching and learning to support student proficiency in...-based research and effective practice; (2) The extent to which the training or professional development... will produce both quantitative and qualitative data to the extent possible. (Approved by the Office of...

  19. 34 CFR 263.6 - How does the Secretary evaluate applications for the Professional Development program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... research and effective practices on how to improve teaching and learning to support student proficiency in...-based research and effective practice; (2) The extent to which the training or professional development... will produce both quantitative and qualitative data to the extent possible. (Approved by the Office of...

  20. 34 CFR 263.6 - How does the Secretary evaluate applications for the Professional Development program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... research and effective practices on how to improve teaching and learning to support student proficiency in...-based research and effective practice; (2) The extent to which the training or professional development... will produce both quantitative and qualitative data to the extent possible. (Approved by the Office of...

  1. 34 CFR 263.6 - How does the Secretary evaluate applications for the Professional Development program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... research and effective practices on how to improve teaching and learning to support student proficiency in...-based research and effective practice; (2) The extent to which the training or professional development... will produce both quantitative and qualitative data to the extent possible. (Approved by the Office of...

  2. What It Takes To Be a Teacher: The Role of Personal and Professional Development.

    ERIC Educational Resources Information Center

    Freppon, Penny A.

    This collection of papers focuses on teachers' personal and professional development, showing what teachers' learning, hopes, desires, struggles, and instruction look and feel like from inside the lives of effective teachers and in their classrooms. Topics include the types of resources and experiences effective teachers use, how these resources…

  3. Professional Learning as a Predictor for Instructional Quality: A Secondary Analysis of TALIS

    ERIC Educational Resources Information Center

    Dogan, Selçuk; Yurtseven, Nihal

    2018-01-01

    The purpose of this study is to examine the effect of teachers' professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD…

  4. The effects of professional development related to classroom assessment on student achievement in science

    NASA Astrophysics Data System (ADS)

    Mazzie, Dawn Danielle

    This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

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

    NASA Astrophysics Data System (ADS)

    Neil-Burke, Merah Bell

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

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

    ERIC Educational Resources Information Center

    Blitz, Cynthia L.

    2013-01-01

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

  7. Insights on How to Shape Teacher Learning Policy: The Role of Teacher Content Knowledge in Explaining Differential Effects of Professional Development

    ERIC Educational Resources Information Center

    Covay Minor, Elizabeth; Desimone, Laura; Caines Lee, Jade; Hochberg, Eric D.

    2016-01-01

    In the US, many federal, state and local school improvement policies rely on teacher professional development (PD) to foster classroom change. Past research suggests PD that has a content focus is the most effective, but that even content-focused PD varies in its effectiveness. Through in-depth interviews of teachers participating in a middle…

  8. Assessing Knowledge of Professional Burnout in College Students Entering Helping Professions: A Pilot Study Addressing the Need for Inclusion of Burnout Information in Undergraduate Curricula.

    ERIC Educational Resources Information Center

    Ross, Lesley A.; Attaway, Tracey L.; Staik, Irene M.; Harwell, Brad D.; Burling, John W.; Gilbert, D. Kristen.

    Many Web sites and professional journal articles address professional burnout in helping professions. Professional organizations in social work, psychology, and medicine have identified stressors and developed effective coping strategies, allowing helping professionals to alleviate stress and burnout via a reactive approach. This pilot study…

  9. Challenging Teachers' Pedagogic Practice and Assumptions about Social Media

    ERIC Educational Resources Information Center

    Cartner, Helen C.; Hallas, Julia L.

    2017-01-01

    This article describes an innovative approach to professional development designed to challenge teachers' pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this…

  10. Teaching professionalism through virtual means.

    PubMed

    McEvoy, Michelle; Butler, Bryan; MacCarrick, Geraldine

    2012-02-01

    Virtual patients are used across a variety of clinical disciplines for both teaching and assessment, but are they an appropriate environment in which to develop professional skills? This study aimed to evaluate students' perceived effectiveness of an online interactive virtual patient developed to augment a personal professional development curriculum, and to identify factors that would maximise the associated educational benefits. Student focus group discussions were conducted to explore students' views on the usefulness and acceptability of the virtual patient as an educational tool to teach professionalism, and to identify factors for improvement. A thematic content analysis was used to capture content and synthesise the range of opinions expressed. Overall there was a positive response to the virtual patient. The students recognised the need to teach and assess professionalism throughout their curriculum, and viewed the virtual patient as a potentially engaging and valuable addition to their curriculum. We identified factors for improvement to guide the development of future virtual patients. It is possible to improve approaches to teaching and learning professionalism by exploring students' views on innovative teaching developments designed to augment personal professional development curricula. © Blackwell Publishing Ltd 2012.

  11. Facilitating Science and Mathematics Teachers' Talk about Equity: What Are the Strengths and Limitations of Four Strategies for Professional Learning?

    ERIC Educational Resources Information Center

    Bianchini, Julie A.; Dwyer, Hilary A.; Brenner, Mary E.; Wearly, Alayna J.

    2015-01-01

    We investigated a 2.5-year professional development effort designed to support practicing science and mathematics teachers in understanding equity and enacting equitable practices. Our purpose was to inform the research base on effective equity professional development, toward the goal of better supporting science and mathematics teachers in…

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

    ERIC Educational Resources Information Center

    Armour, Kathleen M.; Yelling, Martin

    2007-01-01

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

  13. Job-Embedded Professional Development: How School Leaders Create and Support the Structures for Improved Teacher Effectiveness

    ERIC Educational Resources Information Center

    Hussey, Maureen P.

    2013-01-01

    This study was an exploration of the steps school leaders take when creating site-based professional support for school-based staff. The objective was to learn the steps taken by school leaders to implement job-embedded professional development practices and to identify the impact those steps had on the teachers, the students, and the school…

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

    ERIC Educational Resources Information Center

    Kaiser, Heather

    2017-01-01

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

  15. Development of a theory-based intervention to increase prescription of inspiratory muscle training by health professionals in the management of people with chronic obstructive pulmonary disease.

    PubMed

    Simms, Alanna M; Li, Linda C; Reid, W Darlene

    2011-01-01

    The purpose of this paper is twofold: (1) to provide an overview of the literature on barriers to evidence-based practice (EBP) and the effectiveness of implementation interventions in health care; and (2) to outline the development of an implementation intervention for improving the prescription of inspiratory muscle training (IMT) by physical therapists and other health professionals for people with chronic obstructive pulmonary disease (COPD). Individuals, organizations, and the research itself present barriers to EBP in physical therapy. Despite the evidence supporting the use of IMT, this treatment continues to be under-used in managing COPD. Current health services research shows that traditional information-based approaches to implementation, such as didactic lectures, do not adequately address the challenges health professionals face when trying to make changes in practice. We propose the development of a theory-based intervention to improve health professionals' use of IMT in the management of COPD. It is postulated that a behavioural intervention, based on the theory of planned behaviour (TPB), may be more effective than an information-based strategy in increasing the prescription of IMT by health professionals. TPB may be used to understand the antecedents of health professionals' behaviour and to guide the development of implementation interventions. Further research is needed to evaluate the effectiveness of this proposed intervention in the management of people with COPD.

  16. Investigating the Differential Effectiveness of a Teacher Professional Development Programme for Rural and Urban Classrooms in Indonesia

    ERIC Educational Resources Information Center

    Soebari, Titien; Aldridge, Jill M.

    2016-01-01

    This article reports on the differential effectiveness of a teacher professional development programme for teachers in urban and rural schools in Indonesia. The study employed an embedded mixed methods design that involved the concurrent collection of both quantitative and qualitative data. The quantitative component involved a pre-post design in…

  17. In Search of Evidence for the Effectiveness of Professional Development: An Exploratory Study

    ERIC Educational Resources Information Center

    Armour-Thomas, Eleanor

    2008-01-01

    This study examines the evidence for the effectiveness of professional development using a sample of ten elementary school teachers. These teachers were part of a larger intervention study that investigated the impact of a teaching model, Dynamic Pedagogy on student mathematics achievement. Positive results were obtained from the analysis of three…

  18. Testing the Effectiveness of Professional Development for Integrating Technology in an Urban Iowa Middle School

    ERIC Educational Resources Information Center

    Anderson, Barbara A.

    2012-01-01

    The purpose of this quantitative one-group pretest-posttest design study was to test the effectiveness of professional development for integrating technology in the curriculum of an urban Iowa middle school. Iowa middle school teachers are expected to integrate technology, to comply with Iowa Core Curriculum standards, by 2014. The participants…

  19. Examining the Effect of Mentor Teachers' Leadership Practices and Interaction on Student Teaching Interns' Efficacy in Professional Development Schools

    ERIC Educational Resources Information Center

    Siers, Ron, Jr.; Gong, Tao

    2012-01-01

    The purpose of this study was to empirically investigate the effect of mentor teachers' leadership practices on student interns' efficacious beliefs in Professional Development Schools (PDSs) during the internship practicum. The study employed the Leadership Practices Inventory (Kouzes & Posner, 2003) to measure the transformational leadership…

  20. Summary of Research on the Effectiveness of Math Professional Development Approaches. REL 2014-010

    ERIC Educational Resources Information Center

    Gersten, Russell; Taylor, Mary Jo; Keys, Tran D.; Rolfhus, Eric; Newman-Gonchar, Rebecca

    2014-01-01

    This study used a systematic process modeled after the What Works Clearinghouse (WWC) study review process to answer the question: What does the causal research say are effective math professional development interventions for K-12 teachers aimed at improving student achievement? The study identified and screened 910 research studies in a…

  1. Exploring Factors That Influence the Effective Implementation of Professional Development Programmes on Invitational Education

    ERIC Educational Resources Information Center

    Steyn, G. M.

    2005-01-01

    Professional development (PD) has emerged over that last decade as a recognised area of study (Evans 2002). PD of teachers is seen as an essential ingredient for creating effective schools and raising students' performance (Rhodes & Houghton-Hill 2000; Wood & Millichamp 2000; Birman, Desimone, Porter & Garet 2000). Since teachers have the most…

  2. Making a College Course Matter for Pre-K Professionals: Supports Needed for Success. Research Brief

    ERIC Educational Resources Information Center

    Hatfield, Bridget E.; LoCasale-Crouch, Jennifer

    2013-01-01

    Given the increased enrollment in pre-K programs coupled with a lack of teacher education that consistently links to child development, this study examines a new course developed to support early childhood professionals in implementing effective teacher-child interactions. Findings suggest that an effective course can be scaled-up and used in…

  3. Instructors' Perceived Effectiveness of Current Professional Development Programs at Taif University English Language Center

    ERIC Educational Resources Information Center

    Tawalbeh, Tha'er Issa

    2015-01-01

    The present paper aimed to explore the EFL instructors perceived effectiveness of current professional development programs run at Taif University English Language Center (TUELC) in Saudi Arabia, and to provide suggestions to improve the current situation of these programs. To achieve these purposes, the researcher tried to answer three questions.…

  4. The Principal's Influence on the Novice Teacher's Professional Development in Literacy Instruction

    ERIC Educational Resources Information Center

    Kindall, Heather D.; Crowe, Tracey; Elsass, Angela

    2018-01-01

    Effective teachers and principals, who are viewed as their building's curriculum leader, are of vital importance to the literacy success of elementary-age students. This article will explore the influences of school leadership and professional development which teachers say can positively or negatively impact their ability to effectively teach…

  5. What Are the Professional Development Needs of Principals as They Implement the New Educator Effectiveness System?

    ERIC Educational Resources Information Center

    Salvesen, Susan L.

    2016-01-01

    With the passing of Act 82, the state of Pennsylvania has provided school districts with Danielson's Framework as a tool for principals to evaluate teachers. The purpose of this study was to determine the perceived professional development needs of Pennsylvania principals as they implemented the new educator effectiveness system. Three hundred…

  6. Professional Learning Communities as a Reform: Implementation, Complications and Implications for Secondary Site Leaders

    ERIC Educational Resources Information Center

    Padilla, Jennifer Lynn

    2013-01-01

    Professional learning communities (PLCs) have gained attention as an effective practice for supporting teachers and developing students since their inception in the early 1990s yet there is still work to be done in developing a blueprint for effective implementation in a pervasive culture of isolation and resistance, especially in secondary…

  7. The Effect of a Professional Development Classroom Management Model on At-Risk Elementary Students' Misbehaviors

    ERIC Educational Resources Information Center

    Reglin, Gary; Akpo-Sanni, Joretta; Losike-Sedimo, Nonofo

    2012-01-01

    The problem in the study was that at-risk elementary school students had too many classroom disruptive behaviors. The purpose was to investigate the effect a Professional Development Classroom Management Model would have on reducing these students' misbehaviors. The study implemented a classroom management model to improve the classroom management…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  9. Effects of Professional Development on Infusing Engineering Design into High School Science, Technology, Engineering, and Math (STEM) Curricula

    ERIC Educational Resources Information Center

    Avery, Zanj Kano

    2010-01-01

    The purpose of this study was to examine the effects of professional development (PD) on the infusion of engineering design into high school curricula. Four inservice teachers with backgrounds in physics, chemistry, industrial education, math, and electrical engineering participated in the 2006 National Center of Engineering and Technology…

  10. The Effectiveness of a Guided Inquiry-Based, Teachers' Professional Development Programme on Saudi Students' Understanding of Density

    ERIC Educational Resources Information Center

    Almuntasheri, S.; Gillies, R. M.; Wright, T.

    2016-01-01

    Despite a general consensus on the educational effectiveness of inquiry-based instruction, the enacted type of inquiry in science classrooms remains debatable in many countries including Saudi Arabia. This study compared guided-inquiry based teachers' professional development to teacher-directed approach in supporting Saudi students to understand…

  11. The Effects of Online Professional Development on Fourth Grade English Language Arts Teachers' Knowledge and Instructional Practices

    ERIC Educational Resources Information Center

    Masters, Jessica; de Kramer, Raquel Magidin; O'Dwyer, Laura M.; Dash, Sheralyn; Russell, Michael

    2010-01-01

    Online professional development (OPD) has great potential to improve teacher quality by improving teachers' knowledge and instructional practices, with the ultimate goal of improving student achievement. There is a dearth of scientific research, however, on the effects of OPD. This article presents the results of a randomized control trial…

  12. The Effects of Online Teacher Professional Development on Fourth Grade Students' Knowledge and Practices in English Language Arts

    ERIC Educational Resources Information Center

    Masters, Jessica; Magidin de Kramer, Raquel; O'Dwyer, Laura; Dash, Sheralyn; Russell, Michael

    2012-01-01

    Improving teacher quality is arguably the most effective way to improve student achievement. Online professional development (OPD) has great potential to improve teacher quality. There is a dearth of scientific research, however, on whether changes in teachers' knowledge and instructional practices resulting from OPD are linked to changes in…

  13. Teacher Professional Development as an Effect of Policy and Practice: A Bourdieuian Analysis

    ERIC Educational Resources Information Center

    Hardy, Ian; Lingard, Bob

    2008-01-01

    This article draws on Bourdieu's field theory and related concepts of habitus and capitals, to explore policy implementation in relation to a particular case of teacher professional development in Queensland, Australia. This implementation process is described as an effect of the interplay between what is called the policy field and the field of…

  14. The Effects of Professional Development on the Knowledge, Attitudes, & Anxiety of Intermediate Teachers of Mathematics

    ERIC Educational Resources Information Center

    McCartney, Kathleen Perry

    2013-01-01

    This study examined the effects of a short-term professional development on the mathematical knowledge, anxiety, and attitudes of intermediate teachers. Participants in the control and experimental groups were pre-tested for knowledge using the eighth grade TCAP Item Sampler. Anxiety was measured through the use of Suinn and Winston's (2003)…

  15. Effectiveness of Large-Scale, State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes

    ERIC Educational Resources Information Center

    Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Mauck, Susan A.; Weber-Mayrer, Melissa; Schachter, Rachel E.; Farley, Kristin S.; Spear, Caitlin F.

    2017-01-01

    The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at-scale across the state, implemented by an independent contractor. Educators (n…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  17. Integrating Professional Development into STEM Graduate Programs: Student-Centered Programs for Career Preparation

    NASA Astrophysics Data System (ADS)

    Lautz, L.; McCay, D.; Driscoll, C. T.; Glas, R. L.; Gutchess, K. M.; Johnson, A.; Millard, G.

    2017-12-01

    Recognizing that over half of STEM Ph.D. graduates are finding work outside of academia, a new, NSF-funded program at Syracuse University, EMPOWER (or Education Model Program on Water-Energy Research) is encouraging its graduate students to take ownership of their graduate program and design it to meet their anticipated needs. Launched in 2016, EMPOWER's goal is to prepare graduate students for careers in the water-energy field by offering targeted workshops, professional training coursework, a career capstone experience, a professional development mini-grant program, and an interdisciplinary "foundations" seminar. Through regular student feedback and program evaluation, EMPOWER has learned some important lessons this first year: career options and graduate students' interests are diverse, requiring individualized programs designed to meet the needs of prospective employers and employees; students need exposure to the range of careers in their field to provide a roadmap for designing their own graduate school experience; effective programs nurture a culture that values professional development thereby giving students permission to pursue career paths and professional development opportunities that meet their own needs and interests; and existing university resources support the effective and efficient integration of professional development activities into graduate programs. Many of the positive outcomes experienced by EMPOWER students may be achieved in departmental graduate programs with small changes to their graduate curricula.

  18. Educating for Digital Futures: What the Learning Strategies of Digital Media Professionals Can Teach Higher Education

    ERIC Educational Resources Information Center

    Bridgstock, Ruth

    2016-01-01

    This article explores how universities might engage more effectively with the imperative to develop students' twenty-first century skills for the information society, by examining learning challenges and professional learning strategies of successful digital media professionals. The findings of qualitative interviews with professionals from…

  19. Saudi Continuous Professional Development and Leadership Skills Awareness

    ERIC Educational Resources Information Center

    Alsughayyer, Arwa

    2016-01-01

    Higher education in Saudi Arabia has undergone major reforms over the past decade. Investment in leadership development has received particular focus by policymakers. Little is known about leaders and their participations in professional development (PD) programs and effective leadership skills. Therefore, this study examined, using a quantitative…

  20. Inquiry identity and science teacher professional development

    NASA Astrophysics Data System (ADS)

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

    2016-06-01

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

  1. Development of a competency mapping tool for undergraduate professional degree programmes, using mechanical engineering as a case study

    NASA Astrophysics Data System (ADS)

    Holmes, David W.; Sheehan, Madoc; Birks, Melanie; Smithson, John

    2018-01-01

    Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement.

  2. Communities of practice as a professional and organizational development strategy in local public health organizations in Quebec, Canada: an evaluation model.

    PubMed

    Richard, Lucie; Chiocchio, François; Essiembre, Hélène; Tremblay, Marie-Claude; Lamy, Geneviève; Champagne, François; Beaudet, Nicole

    2014-02-01

    Communities of practice (CoPs) are among the professional development strategies most widely used in such fields as management and education. Though the approach has elicited keen interest, knowledge pertaining to its conceptual underpinnings is still limited, thus hindering proper assessment of CoPs' effects and the processes generating the latter. To address this shortcoming, this paper presents a conceptual model that was developed to evaluate an initiative based on a CoP strategy: Health Promotion Laboratories are a professional development intervention that was implemented in local public health organizations in Montreal (Quebec, Canada). The model is based on latest theories on work-group effectiveness and organizational learning and can be usefully adopted by evaluators who are increasingly called upon to illuminate decision-making about CoPs. Ultimately, validation of this conceptual model will help advance knowledge and practice pertaining to CoPs as well as professional and organizational development strategies in public health. Copyright © 2014 Longwoods Publishing.

  3. Teacher Educators' Conceptualization of Ongoing Language Development in Professional Learning and Teaching

    ERIC Educational Resources Information Center

    Swart, Fenna; de Graaff, Rick; Onstenk, Jeroen; Knèzic, Dubravka

    2018-01-01

    Sociocultural and dialogic theories of education have identified the need to integrate both pedagogical content and language knowledge into teachers' professional development to promote effective interaction with students about subject content. In this intervention study, a meta-perspective on language was developed to understand how experienced…

  4. Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes

    ERIC Educational Resources Information Center

    Koh, Joyce Hwee Ling; Chai, Ching Sing; Lim, Wei Ying

    2017-01-01

    This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers' technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers' prolonged engagement with peers and researchers in design teams. Supported by…

  5. Inquiry Identity and Science Teacher Professional Development

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  6. Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data

    ERIC Educational Resources Information Center

    Wyse, Sara A.; Long, Tammy M.; Ebert-May, Diane

    2014-01-01

    Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost…

  7. Contemporary Practice in Professional Learning and Development of Early Childhood Educators in Australia: Reflections on What Works and Why

    ERIC Educational Resources Information Center

    Hadley, Fay; Waniganayake, Manjula; Shepherd, Wendy

    2015-01-01

    Continuous professional learning and development (PLD) is an essential component of effective practice in any profession. PLD as a professional responsibility and workplace requirement in early childhood (EC) settings is now embedded in Australian national policy. What PLD looks like and how it happens in EC settings is a hot topic both locally…

  8. A case study of the Physics Enhancement Project for Two Year Colleges, its effects and outcomes on the teaching of undergraduate physics at two year colleges

    NASA Astrophysics Data System (ADS)

    Leif, Todd Robert

    This dissertation reports on a naturalistic evaluation study of a series of NSF grant projects collectively known as PEPTYC -- Physics Enhancement Project for Two Year College Physics Instructors. The project encompassed seven different cycles of professional development occurring during the 1990's via May Institutes, held at Texas A&M University. Follow-up meetings were held at American Association of Physics Teachers - Texas Section Meetings. The research was conducted post hoc. The research evaluated the characteristics of effective professional development under an evaluation frame work designed by D.L. Kirkpatrick (1959) and adapted by the researcher to address issues that are pertinent to the professional development of faculty. This framework was adapted to be viewed through an educator's eye in an effort to ascertain the long term affects of the program and determine how the program affected the participants' attitudes, pedagogical knowledge, and instructional practices. The PEPTYC program philosophy was based on the premise, supported by research, that professional development programs addressing specific teaching practices are more successful than generic programs. Furthermore, professional development is more effective in helping teachers use alternative approaches when teachers are engaged in active learning experiences rather than passively listening to lectures or presentations. The naturalistic study was based on surveys and semi-structured interviews with 14 individuals who participated in PEPTYC workshops, as well as presenters of the PEPTYC program. The interviews were analyzed to describe how the PEPTYC project influenced the participants long after they had completed their training. This project can inform the development of similar evaluation studies of other professional development programs.

  9. The impact of professional development on classroom teaching for science educators participating in a long term community of practice

    NASA Astrophysics Data System (ADS)

    Jensen, Aaron C.

    Efforts to modify and improve science education in the United States have seen minimal success (Crawford, 2000; Borko & Putman, 1996; Puntambekar, Stylianou & Goldstein, 2007; Lustick, 2011). One important reason for this is the professional development that teachers go through in order to learn about and apply these new ideas is generally of poor quality and structured incorrectly for long-term changes in the classroom (Little, 1993; Fullen, 1996; Porter, 2000; Jeanpierre, Oberhauser, & Freeman, 2005). This grounded theory study explores a science community of practice and how the professional development achieved through participation in that community has effected the instruction of the teachers involved, specifically the incorporation of researched based effective science teaching instructional strategies. This study uses personal reflection papers written by the participants, interviews, and classroom observations to understand the influence that the science community of practice has had on the participants. Results indicate that participation in this science community of practice has significant impact on the teachers involved. Participants gained greater understanding of science content knowledge, incorporated effective science instructional strategies into their classroom, and were able to practice both content knowledge and strategies in a non-threatening environment thus gaining a greater understanding of how to apply them in the classrooms. These findings motivate continued research in the role that communities of practice may play in teacher professional develop and the effectiveness of quality professional development in attaining long-term, sustained improvement in science education.

  10. The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers

    ERIC Educational Resources Information Center

    Sertich, Sally Krause

    2013-01-01

    This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in…

  11. Supporting Change in Teacher Practice: Examining Shifts of Teachers' Professional Development Preferences and Needs for Technology Integration

    ERIC Educational Resources Information Center

    Liao, Yin-Chan; Ottenbreit-Leftwich, Anne; Karlin, Michael; Glazewski, Krista; Brush, Thomas

    2017-01-01

    Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that effective technology PD experiences should incorporate their individual PD needs. The authors surveyed technology-using K-12 teachers at two…

  12. The Effect of Perceived Spiritual Leadership on Envy Management of Faculty Members through the Role of Professional Development Mediation and Job Satisfaction

    ERIC Educational Resources Information Center

    Haris, Zarin Daneshvar; Saidabadi, Reza Yousefi; Niazazari, Kiumars

    2016-01-01

    Purpose: the present study aimed to investigate the effect of perceived spiritual leadership on envy management of faculty members of Islamic Azad Universities of East Azerbaijan province through the role of professional development mediation and job satisfaction. Methodology: this study was a descriptive and correlational study that was conducted…

  13. Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students

    ERIC Educational Resources Information Center

    Sample McMeeking, Laura B.; Orsi, Rebecca; Cobb, R. Brian

    2012-01-01

    The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasi-experimental design. Middle level mathematics teachers (n = 128) from 7 school districts and 64 middle schools volunteered for a PD sequence of content-oriented…

  14. Supporting Police Community Support Officers to Become Effective School Link Officers: Key Stakeholder Perceptions of a Pilot Professional Development Programme

    ERIC Educational Resources Information Center

    Thomas, Lorraine; Trotman, Dave

    2017-01-01

    This article presents the findings of a pilot professional development programme designed to support police community support officers (PCSOs) to become effective school link officers (SLOs) within urban secondary schools in the English West Midlands. Findings are presented via perceptions of key stakeholders: SLOs themselves; school-based mentors…

  15. Examining Perceptions over the Effectiveness of Professional Development and Available Resources on the Common Core State Standards Implementation in Arkansas

    ERIC Educational Resources Information Center

    Sheppard, Julie Trammell

    2013-01-01

    The purpose of this qualitative case study is to examine the perceptions of teachers and curriculum specialists over the effectiveness of professional development and available resources of the Common Core State Standards (CCSS) implementation process in Arkansas. Arkansas divided the implementation process into three stages: Phase I implemented…

  16. Indonesian Christian Teachers' Perceptions of the Effectiveness of Professional Development Programs Offered by ACSI-I and Indonesian National Department of Education

    ERIC Educational Resources Information Center

    Iwani, Amy

    2014-01-01

    This is a study to examine Indonesian Christian Teachers' Perceptions of the effectiveness of professional development programs offered by the Association of Christian Schools International Indonesia (ACSI-I) and by the Indonesian National Department of Education. The study was focused on how Indonesian Christian teachers perceived the…

  17. Goals, Data Use, and Instruction: The Effect of a Teacher Professional Development Program on Reading Achievement

    ERIC Educational Resources Information Center

    van Kuijk, Mechteld F.; Deunk, Marjolein I.; Bosker, Roel J.; Ritzema, Evelien S.

    2016-01-01

    In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a pretest-posttest control group design. Applying propensity score…

  18. Live Video Classroom Observation: An Effective Approach to Reducing Reactivity in Collecting Observational Information for Teacher Professional Development

    ERIC Educational Resources Information Center

    Liang, Jiwen

    2015-01-01

    This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of…

  19. The Effects of Online Professional Development in Technology with Virtual Communities of Practice on Teachers' Attitudes and Content Integration

    ERIC Educational Resources Information Center

    Baratta, Donna Geidel

    2012-01-01

    This quasi-experimental study examined the effects of online professional development in technology with Virtual Communities of Practice (VCoP) on teachers' attitudes and content integration. This research study took place completely online. Over a period of nine months three cohorts of educators from diverse backgrounds and geographical locations…

  20. Family Child Care Providers' Perspectives regarding Effective Professional Development and Their Role in the Child Care System: A Qualitative Study

    ERIC Educational Resources Information Center

    Lanigan, Jane D.

    2011-01-01

    This study examines family child care providers' perspectives regarding effective professional development and their role in the early learning and care system. Four focus groups were conducted annually for 3 years involving a total of 54 licensed family child care providers. Supportive social relationships emerged as an important dimension of…

  1. Examining the Impact of Professional Development on Elementary Teacher and Administrator Self-Efficacy

    ERIC Educational Resources Information Center

    Mahoney, Erin E.

    2017-01-01

    One of many problems schools face today is the ability to implement effective professional development (PD) for staff. Research on this topic has shown a lack of follow through on the school district's part to offer consistent and effective PD to our teachers (Daegan & Bean, 2015). With the adoption of Smarter Balanced state testing in New…

  2. Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers' Professional Development

    ERIC Educational Resources Information Center

    Altun, Taner

    2013-01-01

    This study aims to examine primary student teachers' (PSTs) perceptions about the effects of pre-formed classroom culture on their professional development. In the study, a mixed method approach was used. The study group consisted of 4th year student teachers who attend a primary teacher education program leading to a B.Ed. degree at the Fatih…

  3. The Effect of a Multicomponent Professional Development Training on the Beliefs and Behaviors of Community Health Educators Concerning Food Irradiation

    ERIC Educational Resources Information Center

    Thompson, Britta M.; Knight, Stephanie L.

    2006-01-01

    Beliefs have a significant effect on the health behaviors of individuals and educators; however, they can be difficult to change. The purpose of this study was to determine if exposing community health educators, specifically family and consumer sciences county extension educators, to a multicomponent professional development training on food…

  4. Professional development by scientists and teachers' understanding of the nature of science

    NASA Astrophysics Data System (ADS)

    Schuster, Dwight A.

    The educational literature suggests that the success of professional development is contingent upon both a professional developer's presentation of the curriculum and his/her comprehension of the complex interactions that occur between instructor and the adult learner. While these suggestions appear forthright and logical, very little research has been conducted to demarcate how professional development approaches defined by these notions impact teacher knowledge. This study investigates the effects of scientist-delivered teacher professional development on teachers' understanding of the nature of science. Using a mixed-method comparative case study, my goal was to build theory focusing specifically on two dimensions of professional development: the pedagogical approaches used by the scientist-instructors and their views/treatment of teachers as professionals or as technicians. Seven credit-bearing summer courses from multiple scientific disciplines were studied, and each course shared a number of important features (duration, general format, teacher recruitment and admission, location, number of participants, etc.); consequently, they comprise a unique dataset for comparative research on science teacher professional development. A wide variety of data collection approaches were used, including interviews, questionnaires, a VNOS instrument, and systematic classroom observation by ten trained observers (each course was continuously observed by at least two observers). Analysis shows that teachers were more likely to experience change in their views about the nature of science in courses in which they were treated as professionals, compared to courses in which they were treated as technicians. It also shows that syllabi and participant reports tend to overstate the use of inquiry methods when reviewed in the light of close classroom observation. By recognizing and defining professional development contexts that build teachers' knowledge, this study suggests how university-based professional development for science educators can be improved, helping to actualize the collaborative relationships that need to exist between staff developers and discipline specialists. In conclusion, I use the findings from this study to expand the current literature and suggest how improved university-based professional development contexts can be created.

  5. Rural school nurse perception of book studies as an effective method for professional development.

    PubMed

    Gray, Lorali

    2014-05-01

    School nurses who serve public school districts in rural Northwest Washington face barriers in accessing Continuing Education (CE) for professional development as they often practice in remote, isolated school communities. Acknowledging these barriers, the author discusses the inclusion of book studies within an existing training structure as an innovative method of providing professional development. By utilizing training that is already attended by rural school nurses, CE can be enhanced without incurring additional travel, cost, or training time. The school nurse's perception of the effectiveness of book studies as a CE method was examined per a descriptive, qualitative program evaluation. Over a period of 5 years, evaluation and feedback data from 12 rural school nurses were compiled from nine individual school nurse book study evaluations and one general satisfaction survey. Findings indicated overall school nurse satisfaction and belief that school nurse book studies are an effective and beneficial method for the delivery of professional development--a method that promotes collaborative learning and collegiality, informs practice, and provides insight into the broader health and social issues impacting today's students.

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

    PubMed Central

    Ferrill, Mary J.

    2009-01-01

    Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character. PMID:19657501

  7. Effects of an Interdisciplinary Science Professional Development Program on Teacher Pedagogical Content Knowledge, Science Inquiry Instruction, and Student Understanding of Science Crosscutting Concepts in Twelve Public Schools: A Multi-Level Modeling Study

    ERIC Educational Resources Information Center

    Yang, Yang

    2017-01-01

    Systematic studies on effectiveness of in-service teacher professional development (PD) are important for science education research and practice. Previous studies mostly focus on one certain aspect of the entire program, for example, effectiveness of PD on improvement of teachers' knowledge or students' learning outcomes. This study, however,…

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

    NASA Astrophysics Data System (ADS)

    Roux, Judi Ann

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

  9. Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice.

    PubMed

    Wald, Hedy S; Anthony, David; Hutchinson, Tom A; Liben, Stephen; Smilovitch, Mark; Donato, Anthony A

    2015-06-01

    Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

  10. Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

    PubMed Central

    Otaiba, Stephanie Al; Folsom, Jessica S.; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

    2015-01-01

    Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers’ differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers’ students (n = 416). Teachers’ instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development. PMID:27346927

  11. Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

    PubMed

    Otaiba, Stephanie Al; Folsom, Jessica S; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

    Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( n = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.

  12. Missouri Program Highlights How Standards Make a Difference

    ERIC Educational Resources Information Center

    Killion, Joellen

    2017-01-01

    Professional development designed to integrate key features of research-based professional learning has positive and significant effects on teacher practice and student achievement in mathematics when implemented in schools that meet specified technology-readiness criteria. Key features of research-based professional learning include intensive…

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

    NASA Astrophysics Data System (ADS)

    Gargus, Gerald Vincent

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

  14. Health professionals' use of documents obtained through the Regional Medical Library Network.

    PubMed

    Lovas, I; Graham, E; Flack, V

    1991-01-01

    The Pacific Southwest Regional Medical Library Service (PSRMLS) studied how health professionals use documents obtained through the regional medical library (RML) network and how various factors, such as delivery time, affected that use. A random sample of libraries in Region 7 of the RML network was selected to survey health professionals who had received documents through the interlibrary loan (ILL) network. The survey provided data about the purposes for which health professionals requested documents, how the immediacy of need for the items affected their usefulness, what effect the obtained information had on the health professionals' work, and whether the illustrations represented an important part of the information content of the items. Survey results provided a positive assessment of the ILL network. Results also verified the basic value of the materials provided to health professionals through ILL and identified some areas for consideration in future network development. Users of the documents indicated that the network works efficiently and effectively to provide timely and useful information needed by health professionals. Technological developments in electronic information transmission and imaging will further enhance network operation in the future.

  15. Continuing Professional Development for Experienced Physical Education Teachers: Towards Effective Provision

    ERIC Educational Resources Information Center

    Armour, Kathleen M.; Yelling, Martin R.

    2004-01-01

    Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be 'developed' in a logical and structured way from the moment they enter the profession until retirement. As a result…

  16. Convincing Science Teachers for Inquiry-Based Instruction: Guskey's Staff Development Model Revisited

    ERIC Educational Resources Information Center

    Zambak, V. Serbay; Alston, Daniel M.; Marshall, Jeff. C.; Tyminski, Andrew M.

    2017-01-01

    For many years, changing beliefs has been considered a prerequisite for changing classroom practices. However, professional development research has also shown that the opposite relationship is also true--change in practice can precede change in beliefs. This study investigated the effect of a one-year professional development program on…

  17. The Effect of a Teacher Professional Development in Facilitating Students' Creativity

    ERIC Educational Resources Information Center

    Hosseini, Afzal S.; Watt, Anthony P.

    2010-01-01

    The Iranian educational system would benefit from major refinement in order to better develop the creativity of children. The extension of teachers' understanding of creativity is one of the main factors in facilitating change. A theory and practice based professional development program was designed, therefore, to assist teachers to acquire…

  18. Situated Learning, Reflective Practice and Conceptual Expansion: Effective Peer Observation for Tutor Development

    ERIC Educational Resources Information Center

    Bell, Amani; Mladenovic, Rosina

    2015-01-01

    Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice…

  19. Accountability Effects of Integrating Technology in Evolving Professional Development Schools.

    ERIC Educational Resources Information Center

    Denton, Jon J.; Manus, Alice L.

    This analysis aimed at determining whether implemented technology systems and staff development with those systems at professional development schools have affected the academic performance of learners. Eight Texas elementary and secondary schools that in 1994-95 enrolled 5,337 students across 5 school districts comprised the sample for the study.…

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

    ERIC Educational Resources Information Center

    Edinger, Matthew J.

    2017-01-01

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

  1. A longitudınal study on the effect of tailored training and counseling on the professional attitude of nursing students.

    PubMed

    Karadağ, Ayise; Hisar, Filiz; Göçmen Baykara, Zehra; Çalışkan, Nurcan; Karabulut, Hatice; Öztürk, Deniz

    2015-01-01

    The development of professional attitudes in nursing students is influenced by their learning experiences (knowledge, skills, and attitudes) and instructors' professional behaviors. Instructors can enhance students' professional attitude by organizing the training environment, being a role model, and providing counseling. This study was conducted as a tailoring intervention study over 4 years (2010-2013) examining 73 nursing students (34 intervention, 39 control) to determine the effect of training and counseling on nursing students' professional attitudes. Data were collected utilizing the Introductory Characteristics Form and the Instrument of Professional Attitude for Student Nurses. Intervention group students were provided training and counseling complementing their current education to develop their professional attitudes. Controls proceeded with their current education. Instrument for Professional Attitude for Student Nurses posttest scores of the intervention group were significantly higher than those of control group students. Furthermore, intervention group scores on all subscales other than "competence and continuous education" significantly increased after training. Controls showed no growth in professional attitudes, other than in "contribution to scientific knowledge." The training and counseling program had a positive influence on the professional attitudes of nursing students. Thus, providing tailored training and counseling associated to professionalism throughout the educational process at schools providing nursing training is recommended. Copyright © 2015 Elsevier Inc. All rights reserved.

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

    PubMed

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

    2017-07-01

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

  3. Effectiveness of a Mathematics Education Massive Open Online Course as a Professional Development Opportunity for Educators

    ERIC Educational Resources Information Center

    Avineri, Tamar Ann

    2016-01-01

    With the recent emergence of online professional development (PD), such opportunities are increasingly available to educators. It is important, then, to assess whether and how such options can be valuable and effective for them. The goal of this study was to assess whether and how a Massive Open Online Course for Educators (MOOC-Ed) can serve as…

  4. Problem Implementation as a Lever for Change: An Experimental Study of the Effects of a Professional Development Program on Students' Mathematics Learning

    ERIC Educational Resources Information Center

    Santagata, Rossella; Kersting, Nicole; Givvin, Karen B.; Stigler, James W.

    2011-01-01

    This study investigates, through an experimental design, the effectiveness of a professional development program on teacher knowledge and practices and on student learning. The program consisted of a series of video-based modules designed to respond to needs of U.S. teachers, as highlighted by findings from the 1999 Third International Mathematics…

  5. Content-Focused Teacher Meetings as Effective Teacher Learning Opportunities: Do They Really Help Improve Overall Reading Achievement and Reduce the Achievement Gap in First Grade Classrooms?

    ERIC Educational Resources Information Center

    Kang, Ho Soo

    2013-01-01

    Teacher professional development has long been of interest since it may affect teachers' learning, the practice of teaching, and student learning. Although empirical research has mainly explored the effect of specific professional development interventions on student achievement, these inventions have been initiated outside the school, and little…

  6. Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results

    ERIC Educational Resources Information Center

    Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee

    2014-01-01

    Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

  7. Repetita Iuvant? Lessons from Repeated RCTs on the Effectiveness of a Teacher Professional Development Program

    ERIC Educational Resources Information Center

    Pennisi, Aline; Argentin, Gianluca; Abbiati, Giovanni; Caputo, Andrea

    2016-01-01

    This work summarizes the results of two randomized control trails (RCTs) aimed at evaluating the effectiveness of a professional development program for lower secondary school math teachers. The program, called M@t.abel, was financed by the Ministry of Education in Southern Italy with EU funds. It lasts a full school year and it is based on formal…

  8. Seeing Is Believing: Effective Components of Professional Development Training for County Extension Educators on an Innovation Perceived as Risky--Food Irradiation

    ERIC Educational Resources Information Center

    Thompson, B. M.; Schielack, J. F.; Vestal, T. A.

    2004-01-01

    Decades of research have provided evidence that food irradiation is a safe technology that can decrease the incidence of foodborne diseases; however, adoption of this technology has been slow. The purpose of our study was to qualitatively explore the effectiveness of various components of a professional development training on family and consumer…

  9. Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model

    ERIC Educational Resources Information Center

    Fallik, Orna; Eylon, Bat-Sheva; Rosenfeld, Sherman

    2008-01-01

    We investigated the effects of a long-term, continuous professional development (CPD) model, designed to support teachers to enact Project-Based Learning (PBLSAT). How do novice PBLSAT teachers view their acquisition of PBLSAT skills and how do expert PBLSAT teachers, who enacted the program 5-7 years, perceive the program? Novice teachers…

  10. Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices

    ERIC Educational Resources Information Center

    Bjerken, Kevin S.

    2013-01-01

    This case study of a single school district aims to identify teachers' perceptions of how their professional practices have been affected after four years of receiving Cognitive Coaching. Cognitive Coaching was used in participants' professional development as a part of an Alternative Teacher Professional Pay System and included three…

  11. Adapting to large-scale changes in Advanced Placement Biology, Chemistry, and Physics: the impact of online teacher communities

    NASA Astrophysics Data System (ADS)

    Frumin, Kim; Dede, Chris; Fischer, Christian; Foster, Brandon; Lawrenz, Frances; Eisenkraft, Arthur; Fishman, Barry; Jurist Levy, Abigail; McCoy, Ayana

    2018-03-01

    Over the past decade, the field of teacher professional learning has coalesced around core characteristics of high quality professional development experiences (e.g. Borko, Jacobs, & Koellner, 2010. Contemporary approaches to teacher professional development. In P. L. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 548-556). Oxford: Elsevier.; Darling-Hammond, Hyler, & Gardner, 2017. Effective teacher professional development. Palo Alto, CA: Learning Policy Institute). Many countries have found these advances of great interest because of a desire to build teacher capacity in science education and across the full curriculum. This paper continues this progress by examining the role and impact of an online professional development community within the top-down, large-scale curriculum and assessment revision of Advanced Placement (AP) Biology, Chemistry, and Physics. This paper is part of a five-year, longitudinal, U.S. National Science Foundation-funded project to study the relative effectiveness of various types of professional development in enabling teachers to adapt to the revised AP course goals and exams. Of the many forms of professional development our research has examined, preliminary analyses indicated that participation in the College Board's online AP Teacher Community (APTC) - where teachers can discuss teaching strategies, share resources, and connect with each other - had positive, direct, and statistically significant association with teacher self-reported shifts in practice and with gains in student AP scores (Fishman et al., 2014). This study explored how usage of the online APTC might be useful to teachers and examined a more robust estimate of these effects. Findings from the experience of AP teachers may be valuable in supporting other large-scale curriculum changes, such as the U.S. Next Generation Science Standards or Common Core Standards, as well as parallel curricular shifts in other countries.

  12. Transforming Professional Learning into Practice

    ERIC Educational Resources Information Center

    Sahin, Iclal; Yildirim, Ali

    2016-01-01

    In this qualitative case study, we explored how ten EFL teachers who attended an in-service staff development programme subsequently integrated professional learning into their classroom practice, and which staff development practices were effective in this process. We triangulated data from interviews, observations, and document analysis. The…

  13. Assessing an Academic Library Professional Development Program

    ERIC Educational Resources Information Center

    Harker, Karen R.; O'Toole, Erin; Sassen, Catherine

    2018-01-01

    Professional development programs have been established in many academic libraries to support the research and scholarly activities of librarians. Continuous assessment can contribute to the sustainability and effectiveness of these programs. This study describes how measures of need, participation, satisfaction, and impact were employed to assess…

  14. Professional Development: Catalyst for Change?

    ERIC Educational Resources Information Center

    Niederhauser, Dale; Wessling, Sarah

    2011-01-01

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

  15. Educator Perceptions of the Optimal Professional Development Experience

    ERIC Educational Resources Information Center

    Pettet, Kent Lloyd

    2013-01-01

    The purpose of this quantitative study was to examine the educator's perception of the optimal professional development experience. Research studies have concluded that the biggest indicator to predict student achievement is teacher effectiveness (Aaronson, Barrow, & Sander, 2007; Marzano, 2003; Sanders & Horn, 1998; Wong 2001). Guskey…

  16. Designing for Culturally Responsive Science Education through Professional Development

    ERIC Educational Resources Information Center

    Brown, Julie C.; Crippen, Kent J.

    2016-01-01

    Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students' needs and promotes academic excellence. Although professional development programs can foster science teachers' growth as culturally responsive educators, effective supports to this end are not well…

  17. The Medical Library Association's professional development program: a look back at the way ahead*

    PubMed Central

    Roper, Fred W.

    2006-01-01

    Objective: Reflecting patterns evident in past Janet Doe Lectures, the 2005 address reviews the Medical Library Association's (MLA's) professional development activities from their beginnings after World War II. A group of related but separate activities is traced through the establishment of an integrated professional development program. A further objective is to introduce newer members of MLA to their heritage and to remind others how the association has reached this point in its history. Setting: The lecture provides an overview of the evolution of MLA's professional development program—with emphasis on certification and continuing education in the early years. It further reflects briefly on some of the more recent MLA activities that have greatly impacted professional development and underscores some new initiatives. Analysis: The efforts of a virtual who's who of MLA's membership have been responsible for the convergence of the association's efforts over more than half a century to provide a comprehensive professional development program. As a participant in MLA's professional development activities for more than forty years, the 2005 lecturer provides a personal view of the growth and expansion of the program. Conclusions: Professional development has been a hallmark of MLA for many years. The association's challenge is to continue to develop creative and innovative programs, to continuously review and revise existing programs, and to have the vision and vitality to maintain a viable program that will provide the membership with the knowledge and skills needed to function effectively now and in the future. PMID:16404465

  18. Professional Competence of Teachers: Effects on Instructional Quality and Student Development

    ERIC Educational Resources Information Center

    Kunter, Mareike; Klusmann, Uta; Baumert, Jürgen; Richter, Dirk; Voss, Thamar; Hachfeld, Axinja

    2013-01-01

    This study investigates teachers' pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school…

  19. Elements of Effective and Sustainable Professional Learning

    ERIC Educational Resources Information Center

    Wells, Muriel

    2014-01-01

    Teachers' professional learning can be enhanced by positioning teachers as practitioner researchers and professionals who are capable of generating change within their local educational communities. In this article a teacher's story is used to show how teacher knowledge was developed and how teachers designed research questions, gathered evidence…

  20. Investigating the experience: A case study of a science professional development program based on Kolb's experiential learning model

    NASA Astrophysics Data System (ADS)

    Davis, Brian L.

    Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb's experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are (1) What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? (2) How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb's (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.

  1. Factors affecting job satisfaction and retention of medical laboratory professionals in seven countries of Sub-Saharan Africa

    PubMed Central

    2013-01-01

    Effective implementation and sustainability of quality laboratory programmes in Sub-Saharan Africa relies on the development of appropriate staff retention strategies. Assessing the factors responsible for job satisfaction and retention is key for tailoring specific interventions aiming at improving the overall impact of health programmes. A survey was developed to assess these factors among 224 laboratorians working in the laboratory programme the University of Maryland implemented in seven Sub-Saharan African countries. Lack of professional development was the major reason for leaving the previous job for 28% of interviewees who changed jobs in the past five years. Professional development/training opportunities was indicated by almost 90% (195/224) of total interviewees as the most important or a very important factor for satisfaction at their current job. Similarly, regular professional development/opportunities for training was the highest rated incentive to remain at their current job by 80% (179/224). Laboratory professionals employed in the private sector were more likely to change jobs than those working in the public sector (P = 0.002). The findings were used for developing specific strategies for human resources management, in particular targeting professional development, aiming at improving laboratory professionals within the University of Maryland laboratory programme and hence its long-term sustainability. PMID:23958152

  2. Factors affecting job satisfaction and retention of medical laboratory professionals in seven countries of Sub-Saharan Africa.

    PubMed

    Marinucci, Francesco; Majigo, Mtebe; Wattleworth, Matthew; Paterniti, Antonio Damiano; Hossain, Mian Bazle; Redfield, Robert

    2013-08-17

    Effective implementation and sustainability of quality laboratory programmes in Sub-Saharan Africa relies on the development of appropriate staff retention strategies. Assessing the factors responsible for job satisfaction and retention is key for tailoring specific interventions aiming at improving the overall impact of health programmes. A survey was developed to assess these factors among 224 laboratorians working in the laboratory programme the University of Maryland implemented in seven Sub-Saharan African countries. Lack of professional development was the major reason for leaving the previous job for 28% of interviewees who changed jobs in the past five years. Professional development/training opportunities was indicated by almost 90% (195/224) of total interviewees as the most important or a very important factor for satisfaction at their current job. Similarly, regular professional development/opportunities for training was the highest rated incentive to remain at their current job by 80% (179/224). Laboratory professionals employed in the private sector were more likely to change jobs than those working in the public sector (P = 0.002). The findings were used for developing specific strategies for human resources management, in particular targeting professional development, aiming at improving laboratory professionals within the University of Maryland laboratory programme and hence its long-term sustainability.

  3. Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts

    NASA Astrophysics Data System (ADS)

    Bennison, Anne; Goos, Merrilyn

    2010-04-01

    The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts.

  4. Work-Family Conflict, Perceived Organizational Support and Professional Commitment: A Mediation Mechanism for Chinese Project Professionals

    PubMed Central

    2018-01-01

    Projects are characterized by long working hours, complex tasks and being a kind of temporary organization. As such, work-family conflict is particularly prominent for project employees. This research examined whether and how work-family conflict affects professional commitment among Chinese project professionals. Research hypotheses were developed to explore the relationship between work-family conflict, professional commitment to the project and the mediating effects of perceived organizational support. Data were collected from 327 project managers or professionals working in construction enterprises in China; data were analyzed using structural equation modeling, applying the bootstrapping method. Results showed that there were three dimensions of work-family conflict: time-based conflict, strain-based conflict and behavior-based conflict. There were two dimensions of perceived organizational support: emotional support and instrumental support. The study also tested the negative effect of work-family conflict on professional commitment and the positive effect of perceived organizational support on professional commitment. Specifically, time-based conflict and emotional support had positive effects on professional commitment. Perceived organizational support had a total mediating effect between work-family conflict and professional commitment. The strain-based conflict dimension of work-family conflict had negative impacts on professional commitment through perceived emotional support and instrumental support. Overall, our findings extend a better understanding of work-family conflict and professional commitment in the project setting and verify the importance of social support in balancing work and family and improving employee mobility. PMID:29462860

  5. Work-Family Conflict, Perceived Organizational Support and Professional Commitment: A Mediation Mechanism for Chinese Project Professionals.

    PubMed

    Zheng, Junwei; Wu, Guangdong

    2018-02-15

    Projects are characterized by long working hours, complex tasks and being a kind of temporary organization. As such, work-family conflict is particularly prominent for project employees. This research examined whether and how work-family conflict affects professional commitment among Chinese project professionals. Research hypotheses were developed to explore the relationship between work-family conflict, professional commitment to the project and the mediating effects of perceived organizational support. Data were collected from 327 project managers or professionals working in construction enterprises in China; data were analyzed using structural equation modeling, applying the bootstrapping method. Results showed that there were three dimensions of work-family conflict: time-based conflict, strain-based conflict and behavior-based conflict. There were two dimensions of perceived organizational support: emotional support and instrumental support. The study also tested the negative effect of work-family conflict on professional commitment and the positive effect of perceived organizational support on professional commitment. Specifically, time-based conflict and emotional support had positive effects on professional commitment. Perceived organizational support had a total mediating effect between work-family conflict and professional commitment. The strain-based conflict dimension of work-family conflict had negative impacts on professional commitment through perceived emotional support and instrumental support. Overall, our findings extend a better understanding of work-family conflict and professional commitment in the project setting and verify the importance of social support in balancing work and family and improving employee mobility.

  6. Motives and activities for continuing professional development: An exploration of their relationships by integrating literature and interview data.

    PubMed

    Pool, Inge A; Poell, Rob F; Berings, Marjolein G M C; Ten Cate, Olle

    2016-03-01

    To effectively enhance professional development, it is important to understand the motivational factors behind nurses' engagement in particular types of learning activities. Nurses have various motives for professional development and utilise different learning activities. Not much is known about how these relate. The aim of this study was to explore the relationship between nurses' motives and activities for continuing professional development, by examining in which types of learning activities nurses engage, with which motives, and whether certain motives are associated with certain learning activities. A qualitative study using semi-structured interviews. Twenty-one nurses in academic and general Dutch hospitals participated. Interview data on nurses' learning biographies were analysed using a literature-based framework on motives and learning activities for continuing professional development. As recent classifications of nurses' motives for professional development were absent, the literature was reviewed for motives, using three databases. The interview transcripts were analysed for motives, learning activities and their relationships. Nine motives and four categories of learning activities for continuing professional development were delineated. Increasing competence was the primary motive that stimulated nurses to engage in self-directed learning during work, and in formal learning activities. To comply with requirements, they engaged in mandatory courses. To deepen knowledge, they registered for conferences. To develop their careers, they enrolled in postgraduate education. Five other motives were not mentioned as frequently. Specific motives were found to be related to engagement in particular learning activities. Nurses could use these findings to increase their awareness of why and how they develop professionally, and managers and human resource development professionals could develop approaches that would better suit nurses' needs. Copyright © 2016 Elsevier Ltd. All rights reserved.

  7. The Development and Evaluation of a Professional Development Model to Build Meaningful and Effective IEPs for Transition-Aged Students

    ERIC Educational Resources Information Center

    Doren, Bonnie; Flannery, K. Brigid; Lombardi, Allison

    2012-01-01

    The purpose of the study was to examine the potential efficacy of a professional development training model targeting IEP case managers of transition-age students. A training model was developed and a pilot study conducted to understand the promise of the model to improve the development of critical components within the IEP document that support…

  8. The effect of perceived organisational support on burnout among community health nurses in China: the mediating role of professional self-concept.

    PubMed

    Cao, Xiaoyi; Chen, Lin; Tian, Lang; Diao, Yongshu

    2016-01-01

    To examine the mediating effect of professional self-concept on the association between perceived organisational support and burnout among community health nurses in Chengdu, China. Burnout is a common phenomenon among nurses and previous studies have focused on work environmental factors contributing to burnout. Limited studies have examined the effects of perceived organisational support and professional self-concept on burnout among community health nurses. This was a cross-sectional study with 551 community health nurses in Chengdu, China, which included a two-stage sampling method. Structural equation modelling was used to examine the relationships among perceived organisational support, professional self-concept and burnout. The final sample included 456 nurses (82.7%). Perceived organisational support was a significant positive direct predictor for professional self-concept and a significant negative direct predictor for burnout. Professional self-concept was a significant negative direct contributor to burnout. Professional self-concept had a mediating effect on the relationship between perceived organisational support and burnout. Perceived organisational support may result in reduced burnout by facilitating the development of positive professional self-concept. Strategies such as establishing a supportive work environment and professional competence training may be effective methods for burnout prevention and management among community health nurses. © 2015 John Wiley & Sons Ltd.

  9. 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.

  10. Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development

    NASA Astrophysics Data System (ADS)

    Cullen, Theresa A.; Akerson, Valarie L.; Hanson, Deborah L.

    2010-12-01

    Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching strategies in their classrooms. The team encouraged community development and provided “just in time” supports to scaffold the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related to management and support of the professional development model. Evaluation results are shared to suggest how this approach can be improved in the future.

  11. Evaluating the effectiveness of a laboratory-based professional development program for science educators

    PubMed Central

    Amolins, Michael W.; Ezrailson, Cathy M.; Pearce, David A.; Elliott, Amy J.

    2015-01-01

    The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. PMID:26628658

  12. Evaluating the effectiveness of a laboratory-based professional development program for science educators.

    PubMed

    Amolins, Michael W; Ezrailson, Cathy M; Pearce, David A; Elliott, Amy J; Vitiello, Peter F

    2015-12-01

    The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. Copyright © 2015 The American Physiological Society.

  13. Nurses’ Clinical Judgment Development: A Qualitative Research in Iran

    PubMed Central

    Seidi, Jamal; Alhani, Fatemeh; Salsali, Mahvash

    2015-01-01

    Background: Clinical judgment development is necessary because it leads to appropriate nursing diagnoses, clinical decision-making and health promotion. Objectives: In this study we explored the process of Iranian nurses’ development in clinical judgment. Patients and Methods: This qualitative study was conducted in 2013 at hospitals of Kurdistan University of Medical Sciences, located in the Sanandaj city of Iran. The data were collected based on semi-structured interviews and the study included 24 participants. Data analysis was carried out concurrently with data collection using the grounded theory method. Results: The study participants’ main concern was ‘being non-professional in clinical judgment’. In response to this concern, they were struggling for gaining professional autonomy, striving for integrating clinical judgment skills, scrambling to make effective educational interventions and striving for professional and inter professional collaboration in clinical judgment. The core category was ‘struggling for becoming professional in clinical judgment development’. When nurses were supported professionally, they were able to develop their professional clinical judgment. Conclusions: The findings of this study provided critical information about nurses’ professionalization in clinical judgment. Accordingly, the participants adopted different strategies to develop their clinical judgment ability. Integrating these strategies into nursing theory and clinical education can improve nurses’ clinical judgment ability. PMID:26473075

  14. Developing professionalism: dental students' perspective.

    PubMed

    Ashar, Abid; Ahmad, Amina

    2014-12-01

    To explore the undergraduate dental students' insight of their professionalism development through Focus Group Discussions (FGD). Constructivist approach using qualitative phenomenological design. Fatima Memorial Hospital, College of Dentistry, Lahore, from April to June 2011. Four FGDs of 1st year (8 students), 2nd year (6 students), 3rd year (6 students) and 4th year (6 students) enrolled in Bachelor of Dental Surgery (BDS) program were conducted to explore how they have developed various elements of professionalism namely altruism, accountability, excellence, duty and service, honor and integrity, and respect for all; and how professionalism can be further developed in them. The FGDs were audio taped, transcribed and analyzed through thematic analysis. Triangulation of themes and trends were done through content analysis by relating to their respective frequency of quotes. Data verification was done through audit by second author. Role models and social responsibility were the main reasons in the students' professionalism development thus far with personal virtues and reasons; religion; and punishment and reward contributing to a lesser degree. Training contributed least but was deemed most in furthering professionalism. Excessive workload (quota) and uncongenial educational environment were considered detrimental to the cause. Formal planning and implementation of professionalism curriculum; selection of students with appropriate attributes; control of hidden curriculum, including effective role models, good educational and working environments will foster professionalism among dental students maximally.

  15. Retaining IT Staff through Effective Institutional Planning and Management.

    ERIC Educational Resources Information Center

    Eleey, Michael

    1999-01-01

    Recommends a systems approach to ensure a positive working environment for campus information technology professionals to help reduce personnel turnover in this critical area. Guidelines include appropriate compensation, reasonable and effective matching of job scope and resources, problem prevention, and balanced professional development. (DB)

  16. Development and evaluation of an audiovisual information resource to promote self-management of chemotherapy side-effects.

    PubMed

    Carey, Mariko; Jefford, Michael; Schofield, Penelope; Kelly, Siobhan; Krishnasamy, Meinir; Aranda, Sanchia

    2006-04-01

    Based on a theoretical framework, we developed an audiovisual resource to promote self-management of eight common chemotherapy side-effects. A patient needs analysis identified content domains, best evidence for preparing patients for threatening medical procedures and a systematic review of effective self-care strategies informed script content. Patients and health professionals were invited to complete a written evaluation of the video. A 25-min video was produced. Fifty health professionals and 37 patients completed the evaluation. All considered the video informative and easy to understand. The majority believed the video would reduce anxiety and help patients prepare for chemotherapy. Underpinned by a robust theoretical framework, we have developed an evidence-based resource that is perceived by both patients and health professionals as likely to enhance preparedness for chemotherapy.

  17. Strategies for Improving Power in Cluster Randomized Studies of Professional Development

    ERIC Educational Resources Information Center

    Kelcey, Ben; Spybrook, Jessaca; Zhang, Jiaqi; Phelps, Geoffrey; Jones, Nathan

    2015-01-01

    With research indicating substantial differences among teachers in terms of their effectiveness (Nye, Konstantopoulous, & Hedges, 2004), a major focus of recent research in education has been on improving teacher quality through professional development (Desimone, 2009; Institute of Educations Sciences [IES], 2012; Measures of Effective…

  18. Teacher-to-Teacher Mentoring. For Tech Teachers

    ERIC Educational Resources Information Center

    Gora, Kathleen; Hinson, Janice

    2004-01-01

    Many principals want to provide effective professional development to assist teachers with technology integration, but they don't know where to begin. Sometimes teachers participate in professional development opportunities offered by local school districts, but these one-size-fits-all experiences seldom address teachers' specific needs or skill…

  19. Assessment of a Professional Development Program on Adult Learning Theory

    ERIC Educational Resources Information Center

    Malik, Melinda

    2016-01-01

    Librarians at colleges and universities invested in graduate education must understand and incorporate adult learning theories in their reference and instruction interactions with graduate students to more effectively support the students' learning. After participating in a professional development program about adult learning theory, librarians…

  20. The Terrain of Intermediary Organizations' Professional Development Offerings

    ERIC Educational Resources Information Center

    Woulfin, Sarah L.; Jones-Lawal, Britney; Gabriel, Rachael

    2018-01-01

    In the current educational policy context, the call for accountability has intensified efforts to raise the capacity of educators. As professional development (PD) is increasingly leveraged to improve student outcomes, state and district administrators seek ways to provide affordable and effective opportunities for educator growth. Intermediary…

  1. Continuing Professional Development and Learning in Primary Science Classrooms

    ERIC Educational Resources Information Center

    Fraser, Christine A.

    2010-01-01

    This article explores the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. During 2006-2007, quantitative and qualitative data were elicited from two primary teachers in Scotland using questionnaires, semi-structured interviews and video-stimulated…

  2. Effects of Learning Styles on Online Professional Development with Educators

    ERIC Educational Resources Information Center

    Aden, Lori Ann Parsley

    2010-01-01

    Although the field of distance education is growing, according to research, most online courses only use text-based instructional strategies instead of incorporating various instructional strategies to match differing learning styles. Furthermore, studies of learning styles in online professional development courses are limited. Using a…

  3. NCATE, NCLB, and PDS: A Formula for Measuring Success.

    ERIC Educational Resources Information Center

    Rutledge, Valerie Copeland; Smith, Linda B.; Watson, Sandy W.; Davis, Margha

    This paper explains that today's teacher preparation programs must meet the needs of tomorrow's teachers. They must be practical, experiential, and effective, and must produce educators who practice personal reflection, ongoing professional development, and lifelong learning. The Professional Development School (PDS) model addresses these needs.…

  4. Black Female Faculty Success and Early Career Professional Development

    ERIC Educational Resources Information Center

    Jones, Tamara Bertrand; Osborne-Lampkin, La'Tara

    2013-01-01

    In recent years, a number of Black female junior scholars have participated in an early career professional development program designed to address socialization issues through individual and small group mentoring. This descriptive qualitative study investigated scholars' perceptions of the importance and effectiveness of a research…

  5. Early Intervention Paraprofessional Standards: Development and Field Validation

    ERIC Educational Resources Information Center

    Banerjee, Rashida; Chopra, Ritu V.; DiPalma, Geraldine

    2017-01-01

    Personnel standards are the foundations for how states and nations approve a program, engage in systemic assessment, and provide effective professional development to its early childhood professionals. However, despite the extensive use of paraprofessionals in early intervention/early childhood special education programs, there is a lack of…

  6. The Early Childhood Coaching Handbook

    ERIC Educational Resources Information Center

    Rush, Dathan D.; Shelden, M'Lisa L.

    2011-01-01

    Evidence-based and highly effective, "coaching" helps early childhood practitioners support other professionals and families as they enhance existing knowledge, develop new skills, and promote healthy development of young children. This hands-on guide shows professionals how to conduct skillful coaching in any setting--home, school, or community.…

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

    ERIC Educational Resources Information Center

    Lohwasser, Karin

    2013-01-01

    Professional learning communities (PLCs) provide an increasingly common structure for teachers' professional development. The effectiveness of PLCs depends on the content and quality of the participants' discourse. This dissertation was conducted to add to an understanding of the science content needed to prepare to teach science, and the…

  8. The Future of Allied Dental Education: Creating a Professional TEAM.

    ERIC Educational Resources Information Center

    Nash, David A.

    1993-01-01

    To prepare for the significant professional, technological, and demographic changes ahead, allied dental education should develop teams of dental professionals that are cost effective, efficient, and highly productive. Team leaders must be educated to acknowledge each member's unique role and affirm the importance of mutuality and reciprocity in…

  9. Update on Validity of Required Competencies for Worksite Health Professionals

    ERIC Educational Resources Information Center

    Becker, Craig; Rager, Robin C.; Wright, Fred Egbert

    2013-01-01

    Background: To improve global health, the workforce capacity of health promotion professionals must be strengthened through the provision of competencies necessary to deliver effective programs. Purpose: This study provides an updated analysis of the validity of the worksite health promotion (WHP) professional competencies developed in 2000 by the…

  10. Professional Learning Communities: Keeping the Focus on Instructional Practice

    ERIC Educational Resources Information Center

    Spencer, Elizabeth J.

    2016-01-01

    The inclusion of professional learning community (PLC) groups is now a common initiative in many districts across the country. While this step supports the professional development of teachers, an effective PLC program must go beyond just bringing colleagues together during a common time. The author recommends organizational structures for schools…

  11. Sustaining Professional Learning Communities: Case Studies

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  12. Experiential Learning for Extension Professionals: A Cross-Cultural Immersion Program

    ERIC Educational Resources Information Center

    Daniel, Jenna B.; Duncan, Dennis; Navarro, Maria; Fuhrman, Nick

    2014-01-01

    As the U.S. population becomes more diverse, Extension is called upon to modify its programming to meet the needs of its changing constituency. Georgia Extension created a professional development curriculum to assist Extension professionals in crafting effective programming for the rapidly growing Latino population. The study reported here…

  13. Professional Learning Orientations: Patterns of Dissonance and Alignment between Teachers' Values and Practices

    ERIC Educational Resources Information Center

    Pedder, David; Opfer, V. Darleen

    2013-01-01

    Through its positive influence on teachers' classroom practices and their students' learning, effective professional learning of teachers is an important condition for school improvement. However, the Teaching and Learning International Survey reports that teachers' professional development in most countries falls short of meeting the needs of…

  14. Beginning Teacher Disposition: Examining the Moral/Ethical Domain

    ERIC Educational Resources Information Center

    Johnson, Lisa E.; Reiman, Alan J.

    2007-01-01

    As the push for high-quality teachers continues, many colleges of education, teacher induction programs, and professional development supervisors are left wondering about the role dispositions play in effective teaching. This study seeks to explore the definition of dispositions as teacher professional judgment and professional action in the…

  15. Measurement Instruments for Assessing the Performance of Professional Learning Communities. REL 2016-144

    ERIC Educational Resources Information Center

    Blitz, Cynthia L.; Schulman, Rebecca

    2016-01-01

    For more than a decade education practitioners have promoted the professional learning community (PLC) as an effective way to provide professional development to teachers. As more PLCs are established in schools and districts nationwide, education stakeholders--researchers, practitioners, administrators, and policymakers--are interested in…

  16. Perspective: Can emotional intelligence training serve as an alternative approach to teaching professionalism to residents?

    PubMed

    Taylor, Christine; Farver, Carol; Stoller, James K

    2011-12-01

    Of the Accreditation Council for Graduate Medical Education's six general competencies, professionalism has posed the greatest challenges for medical educators to define and teach. Currently, professionalism is largely taught experientially through role modeling, which has many shortcomings as a sole teaching strategy. Namely, role modeling does not involve an explicit curriculum, the skill is difficult to teach or develop, and physicians may be reluctant to talk about lapses in their own behaviors regarding professionalism.In this article, the authors propose instead using the model of emotional intelligence (EI) to define key elements of professionalism and as the basis for their proposed curriculum for teaching professionalism. EI is a well-developed construct and consists of four types of abilities: emotional self-awareness, self-management, social awareness, and relationship management. EI is grounded in effective performance and leadership success rather than in moral right or wrong. The authors propose that the EI abilities suggest specific curricula which, when successfully taught by faculty and learned by physicians-in-training, would allow trainees' professionalism to be recognized and measured in ways that are not currently possible with existing hidden curricula. The authors hope that those who develop policies regarding professionalism and those who train physicians will find this construct a useful way of developing curricula for the critical professionalism competency.

  17. Considering Transversal Competences, Personality and Reputation in the Context of the Teachers' Professional Development

    ERIC Educational Resources Information Center

    Cepic, Renata; Vorkapic, Sanja Tatalovic; Loncaric, Darko; Andic, Dunja; Mihic, Sanja Skocic

    2015-01-01

    The aim of this paper is to provide guidelines for reflection and improvement of transversal competences of teachers in the field of self-regulation, education for sustainable development and inclusion in the context of their continuing professional development. Also, the moderatory effect of personality based on literature analysis and insight…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  19. Professional Development and Learning by General Teachers Implementing Functional Behavioural Assessment in Thai Inclusive Classrooms

    ERIC Educational Resources Information Center

    Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian

    2016-01-01

    Functional Behavioural Assessment (FBA) is identified as a research-based approach used in many Western schools to support student behaviour. This study aimed to assist Thai classroom teachers by providing a professional development and learning programme in FBA to develop an effective and efficient process to address behaviour problems and allow…

  20. Designing Effective Professional Development: Lessons from the Eisenhower Program [and] Technical Appendices.

    ERIC Educational Resources Information Center

    Garet, Michael S.; Birman, Beatrice F.; Porter, Andrew C.; Desimone, Laura; Herman, Rebecca

    The professional development of teachers is a crucial element of the nation's efforts to improve education. In recent years, these efforts have sought to foster high standards for teaching and learning for all of the nation's children, and almost all states have met federal requirements for developing challenging statewide content standards. Such…

  1. Managerialist vis-à-vis Learning and Development Goals for EAL Teachers: A Case Study of an In-Service Professional Development Provider

    ERIC Educational Resources Information Center

    Gurney, Laura; Liyanage, Indika

    2015-01-01

    Under current Western neoliberal philosophy, promotion of efficiency and resolution of issues are typically expected to result from effective management. The education sector, too, has responded well to these expectations. Amongst such expectations, engagement in professional development activities (PDAs) by teachers of English as an additional…

  2. Professional Development that Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence

    ERIC Educational Resources Information Center

    Han, Heejeong Sophia

    2012-01-01

    This study examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. Focusing on supporting young children's peer social competence as a common interest, preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site…

  3. The State of Professional Development for Teachers of Beginning Readers in Florida's Rural Schools

    ERIC Educational Resources Information Center

    Helvenston, Susan S.

    2013-01-01

    This study reviews the state of professional development (PD) for teachers of beginning readers in Florida's rural schools. Teachers of beginning readers need to have a deep understanding of language, of how the reading process develops, and of effective pedagogy in early literacy. Few teachers begin their careers with sufficient knowledge and…

  4. Assessing the professional development needs of experienced nurse executive leaders.

    PubMed

    Leach, Linda Searle; McFarland, Patricia

    2014-01-01

    The objective of this study was to identify the professional development topics that senior nurse leaders believe are important to their advancement and success. Senior/experienced nurse leaders at the executive level are able to influence the work environment of nurses and institutional and health policy. Their development needs are likely to reflect this and other contemporary healthcare issues and may be different from middle and frontline managers. A systematic way of assessing professional development needs for these nurse leaders is needed. A descriptive study using an online survey was distributed to a convenience sample of nurse leaders who were members of the Association of California Nurse Leaders (ACNL) or have participated in an ACNL program. Visionary leadership, leading complexity, and effective teams were the highest ranked leadership topics. Leading change, advancing health: The future of nursing, healthy work environments, and healthcare reform were also highly ranked topics. Executive-level nurse leaders are important to nurse retention, effective work environments, and leading change. Regular assessment and attention to the distinct professional development needs of executive-level nurse leaders are a valuable human capital investment.

  5. 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…

  6. The Effect of Teachers' Professional Development in Video Technology on Mathematics and the English Language Learning of Preschoolers in a Rural Primary School in Pakistan

    ERIC Educational Resources Information Center

    Ikram, Hamid

    2016-01-01

    The purpose of this mixed methods study was to examine the effect of teachers' professional development in video technology (PBS & Sesame Street videos) on mathematics and the English language learning among nursery students in the rural area of Pakistan where it was impossible for students to experience watching videos for learning purposes.…

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

    PubMed

    Kelcey, Ben; Phelps, Geoffrey

    2013-12-01

    Group-randomized designs are well suited for studies of professional development because they can accommodate programs that are delivered to intact groups (e.g., schools), the collaborative nature of professional development, and extant teacher/school assignments. Though group designs may be theoretically favorable, prior evidence has suggested that they may be challenging to conduct in professional development studies because well-powered designs will typically require large sample sizes or expect large effect sizes. Using teacher knowledge outcomes in mathematics, we investigated when and the extent to which there is evidence that covariance adjustment on a pretest, teacher certification, or demographic covariates can reduce the sample size necessary to achieve reasonable power. Our analyses drew on multilevel models and outcomes in five different content areas for over 4,000 teachers and 2,000 schools. Using these estimates, we assessed the minimum detectable effect sizes for several school-randomized designs with and without covariance adjustment. The analyses suggested that teachers' knowledge is substantially clustered within schools in each of the five content areas and that covariance adjustment for a pretest or, to a lesser extent, teacher certification, has the potential to transform designs that are unreasonably large for professional development studies into viable studies. © The Author(s) 2014.

  8. Improving health care professionals' feedback on communication skills: development of an on-line resource.

    PubMed

    Harrison, Gill; Hayden, Sheila; Cook, Viv; Cushing, Annie

    2012-09-01

    This project aimed to develop an open-access on-line resource to assist health care professionals in providing effective feedback on patient-centered clinical and communication skills. The collaborative nature of the development of this learning resource is outlined and evaluation of its use is discussed. An inter-professional team of teaching staff from two London Universities employed a researcher to interview experienced clinical and academic health care professionals and gather examples of difficult feedback situations. Material was used to develop short video clips illustrating some common challenges in giving feedback on clinical and communication skills. Initial evaluation following use of the scenarios in workshops was undertaken by means of a "talking wall" technique. Evaluation indicated that the resource enhanced the learning experience by providing realistic and challenging scenarios to focus discussion. Inter-professional working and piloting the use of the video scenarios in workshops enabled the improvement and refinement of an on-line staff development resource on feedback. The on-line resource is now available as an open access learning tool, with eight scenarios and guidelines for providing effective feedback in the academic or clinical setting. It can be used for self-study or as part of a group training session. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  9. Enabling professional development in mental health nursing: the role of clinical leadership.

    PubMed

    Ennis, G; Happell, B; Reid-Searl, K

    2015-10-01

    Clinical leadership is acknowledged as important to the nursing profession. While studies continue to identify its significance in contributing to positive outcomes for consumers, the role that clinical leadership has in enabling and supporting professional development in mental health nursing is poorly understood. This study utilized a grounded theory methodology to explore the characteristics clinicians consider important for clinical leadership and its significance for mental health nursing in day-to-day clinical practice. Individual face-to-face, semi-structured interviews were conducted with nurses working in mental health settings. Participants described the important role that clinical leaders play in enabling professional development of others through role modelling and clinical teaching. They describe how nurses, whom they perceive as clinical leaders, use role modelling and clinical teaching to influence the professional development of nursing staff and undergraduate nursing students. Attributes such as professionalism and honesty were seen, by participants, as enablers for clinical leaders in effectively and positively supporting the professional development of junior staff and undergraduate nurses in mental health nursing. This paper examines clinical leadership from the perspective of mental health nurses delivering care, and highlights the important role of clinical leaders in supporting professional development in mental health nursing. © 2015 John Wiley & Sons Ltd.

  10. Factors Principals Consider When Choosing Professional Development for Teachers

    ERIC Educational Resources Information Center

    Price, Kimberly Jacob

    2017-01-01

    Professional development is supposed to increase instructional capacity in teachers. It is well funded by the Elementary and Secondary Education Act, which also provides clear expectations for activities and programs that research suggests make it effective in improving student learning (Ball & Cohen, 1999; Banilower et al., 2006; Gersten et…

  11. The Role of International Accreditation in Promoting Academic and Professional Preparation in School Psychology

    ERIC Educational Resources Information Center

    Farrell, Peter; McFarland, Max; Gonzalez, Ruth; Hass, Michael; Stiles, Deborah A.

    2014-01-01

    The development of rigorous and universally respected quality assurance procedures that monitor and recognize the delivery of effective and ethically responsible public services has become increasingly evident in many countries. However, within professional psychology, these developments generally are located in individual countries. With a few…

  12. Creating Successful Professional Development Activities for Online Faculty: A Reorganized Framework

    ERIC Educational Resources Information Center

    Scarpena, Kathleen; Riley, Michele; Keathley, Michael

    2018-01-01

    In the online environment, faculty engagement in the form of professional development takes on a new significance. Online programs hold strategic importance and growth opportunities for institutions, and therefore universities need faculty members who are engaged and effectively teaching in the online environment (Allen & Seaman, 2013, 2016;…

  13. Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers' Technology Self-Efficacy

    ERIC Educational Resources Information Center

    DeSantis, Joshua D.

    2013-01-01

    Identifying means of assisting teachers in integrating technology during their instruction is becoming more important as the rate new technologies enter the classroom accelerates. The primary means of helping in-service teachers employ new technologies in their classrooms is frequently professional development. Unfortunately, professional…

  14. "I Learned More at Lunchtime": Guideposts for Reimagining Professional Development

    ERIC Educational Resources Information Center

    Patton, Kevin; Parker, Melissa

    2015-01-01

    While professional development (PD) initiatives for practicing teachers are not new, an increasing body of research has contributed to a growing understanding of what constitutes effective practice in physical education. Findings indicate an enhanced recognition of the importance of providing teachers with PD opportunities where learning is…

  15. Professional Development in Tough Financial Times

    ERIC Educational Resources Information Center

    Gandel, Paul B.; Golden, Cynthia

    2004-01-01

    The authors asked a diverse cross-section of their colleagues how they were addressing professional development in tight economic times, when they are all being asked to work more effectively across organizational boundaries. While the survey was informal and not scientific, the authors found that many organizations have maintained strong…

  16. Improving Primary Teachers' Attitudes toward Science by Attitude-Focused Professional Development

    ERIC Educational Resources Information Center

    van Aalderen-Smeets, Sandra I.; van der Molen, Juliette H. Walma

    2015-01-01

    This article provides a description of a novel, attitude-focused, professional development intervention, and presents the results of an experimental pretest-posttest control group study investigating the effects of this intervention on primary teachers' personal attitudes toward science, attitudes toward teaching science, and their science…

  17. Creating a Technologically Literate Classroom: Professional's Guide. Teacher Created Materials No. 887.

    ERIC Educational Resources Information Center

    Garfield, Gary M.; McDonough, Suzanne

    This book discusses how to effectively integrate technology into the classroom. It examines the benefits of curriculum development utilizing technology and presents sample learning activities. Highlights include: technology's past and present role in education; access to computers; the roles of teacher and learner; professional development;…

  18. Beliefs, Classroom Practices, and Professional Development Activities of Teacher Consultants

    ERIC Educational Resources Information Center

    Kenreich, Todd W.

    2004-01-01

    After more than a decade of funding from the "National Geographic Society," questions have increasingly been raised about the effectiveness of geographic alliances as vehicles for professional development in geographic education. This study explores the impact of participation in a summer institute on teacher beliefs and practices in…

  19. Collaborative Teacher Learning: Findings from Two Professional Development Projects

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  20. An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development

    ERIC Educational Resources Information Center

    Taylor, Joseph A.; Getty, Stephen R.; Kowalski, Susan M.; Wilson, Christopher D.; Carlson, Janet; Van Scotter, Pamela

    2015-01-01

    This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was…

  1. Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation

    ERIC Educational Resources Information Center

    Arbaugh, Fran; Marra, Rose; Lannin, John K.; Cheng, Ya-Wen; Merle-Johnson, Dominike; Smith, Rena'

    2016-01-01

    Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers' knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation--as "educative opportunities" for…

  2. Distance Education and Open Learning--Implications for Professional Development and Retraining.

    ERIC Educational Resources Information Center

    Scriven, Bruce

    1991-01-01

    Discusses the increasing need for professional development and retraining in Australia, especially for inservice teacher education, and describes new methods that may be more effective than traditional methods. Highlights include open learning; the modularization of courses and programs; the adaptation of instructional materials; and distance…

  3. Understanding Inservice Science Teachers' Needs for Professional Development

    ERIC Educational Resources Information Center

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

    2015-01-01

    Prior research has mainly focused on what makes professional development effective from the program design perspective. However, there is a lack of understanding about what teachers need for improvement in the context of educational reforms and curricular changes. This study used the pedagogical content knowledge framework to examine teachers'…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  6. Developments in Genetic Understanding: Time To Engage with the Process.

    ERIC Educational Resources Information Center

    Barr, Owen

    2002-01-01

    This editorial outlines how developments in our understanding of genetic information may raise new challenges for people with learning disabilities, their parents, and professionals working in learning disability services. It concludes by highlighting some key aspects professionals need to consider if they are to support effectively people who…

  7. IES Teacher Assignment Final Report. CRESST Report 786

    ERIC Educational Resources Information Center

    Silk, Yael; Silver, David; Amerian, Stephanie; Nishimura, Claire; Boscardin, Christy

    2011-01-01

    The goal of this study was to test the effectiveness of WestEd's Reading Apprenticeship (RA) professional development program on teacher practices and student learning. The professional development is designed to teach high school teachers how to integrate subject-specific literacy instruction into their regular curricula. The CRESST researchers…

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

    ERIC Educational Resources Information Center

    Pella, Shannon

    2015-01-01

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

  9. Setting Meaningful Criterion-Reference Cut Scores as an Effective Professional Development

    ERIC Educational Resources Information Center

    Munyofu, Paul

    2010-01-01

    The state of Pennsylvania, like many organizations interested in performance improvement, routinely engages in professional development activities. Educators in this hands-on activity engaged in setting meaningful criterion-referenced cut scores for career and technical education assessments using two methods. The main purposes of this study were…

  10. Putting Writing Research into Practice: Applications for Teacher Professional Development

    ERIC Educational Resources Information Center

    Troia, Gary A., Ed.; Shankland, Rebecca K., Ed.; Heintz, Anne, Ed.

    2010-01-01

    What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent…

  11. Developing a Postgraduate Work-Based Curriculum Using an Intervention Mapping Approach

    ERIC Educational Resources Information Center

    Stewart, Victoria; Campbell, Matthew; Wheeler, Amanda J.

    2016-01-01

    Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for…

  12. Cognitive Coaching: A Critical Phase in Professional Development to Implement Sheltered Instruction

    ERIC Educational Resources Information Center

    Batt, Ellen G.

    2010-01-01

    This documentary account describes professional development for teachers in the USA serving culturally and linguistically diverse students. The purpose of the project was to monitor effectiveness of training in Sheltered Instruction Observation Protocol (SIOP) and to assess the value of cognitive coaching. Quantitative and qualitative data sources…

  13. Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms

    ERIC Educational Resources Information Center

    Barry, Colleen

    2016-01-01

    Federal mandates require teachers to implement evidence-based strategies in their classrooms; however, due to gaps between research and practice, these evidence-based practices are inconsistently implemented across educational settings. Although intended to address this, teacher professional developments are most commonly delivered in a…

  14. Science and Mathematics Teachers' Experiences, Needs, and Expectations regarding Professional Development

    ERIC Educational Resources Information Center

    Chval, Kathryn; Abell, Sandra; Pareja, Enrique; Musikul, Kusalin; Ritzka, Gerard

    2008-01-01

    High quality teachers are essential to improving the teaching and learning of mathematics and science, necessitating effective professional development (PD) and learning environments for teachers. However, many PD programs for science and mathematics teachers fall short because they fail to consider teacher background, experience, knowledge,…

  15. Transformational Leadership Using TED Talks

    ERIC Educational Resources Information Center

    Rubenstein, Lisa DaVia

    2013-01-01

    There is an ongoing debate about the efficacy of professional development with the field of gifted education. While some studies have found a positive relationship between professional development and teachers' knowledge and attitudes toward gifted students, others found that such training had no effect on teachers' attitudes toward the gifted or…

  16. The Student Teacher Portfolio as Autobiography: Developing a Professional Identity.

    ERIC Educational Resources Information Center

    Antonek, Janis L.; And Others

    1997-01-01

    Argues that student teacher portfolios are a viable, effective, appropriate tool for documenting teacher growth and development and for promoting reflective practice. Traces the unique paths of two pre-service foreign language teachers who constructed a professional identity from the historical and cultural conditions of their classroom…

  17. Lebanese Teachers' Views on "Continuing Professional Development"

    ERIC Educational Resources Information Center

    Nabhani, Mona; Bahous, Rima

    2010-01-01

    This study elicits Lebanese teachers' views on Continuing Professional Development (CPD). Seven hundred and thirty-nine teachers from across Lebanon responded to semi-structured questions about personal and school efforts to help stay up to date. They expressed their views on what constitutes effective CPD, why this is needed and how this…

  18. Conceptualising Self-Generating Online Teacher Professional Development

    ERIC Educational Resources Information Center

    Prestridge, Sarah

    2017-01-01

    In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers' pedagogy. The aim of the project…

  19. Leadership Development among a Cohort of Undergraduate Interdisciplinary Students in the Health Professions

    ERIC Educational Resources Information Center

    McKinney, Nicole S.; Waite, Roberta

    2016-01-01

    Leadership content and pedagogical strategies are fundamental to health professionals' education. All health professionals must be able to lead effectively and thrive in today's complex health systems. Students must be involved in meaningful didactic and experiential leadership development early in their academic progression, and educators are…

  20. Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

    PubMed

    Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

    2013-09-01

    Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.

  1. Identifying professionals' needs in integrating electronic pain monitoring in community palliative care services: An interview study.

    PubMed

    Taylor, Sally; Allsop, Matthew J; Bekker, Hilary L; Bennett, Michael I; Bewick, Bridgette M

    2017-07-01

    Poor pain assessment is a barrier to effective pain control. There is growing interest internationally in the development and implementation of remote monitoring technologies to enhance assessment in cancer and chronic disease contexts. Findings describe the development and testing of pain monitoring systems, but research identifying the needs of health professionals to implement routine monitoring systems within clinical practice is limited. To inform the development and implementation strategy of an electronic pain monitoring system, PainCheck, by understanding palliative care professionals' needs when integrating PainCheck into routine clinical practice. Qualitative study using face-to-face interviews. Data were analysed using framework analysis Setting/participants: Purposive sample of health professionals managing the palliative care of patients living in the community Results: A total of 15 interviews with health professionals took place. Three meta-themes emerged from the data: (1) uncertainties about integration of PainCheck and changes to current practice, (2) appraisal of current practice and (3) pain management is everybody's responsibility Conclusion: Even the most sceptical of health professionals could see the potential benefits of implementing an electronic patient-reported pain monitoring system. Health professionals have reservations about how PainCheck would work in practice. For optimal use, PainCheck needs embedding within existing electronic health records. Electronic pain monitoring systems have the potential to enable professionals to support patients' pain management more effectively but only when barriers to implementation are appropriately identified and addressed.

  2. The effect of professional partnership on the development of a mutual-help organization.

    PubMed

    Salem, Deborah A; Reischl, Thomas M; Randall, Katie W

    2008-09-01

    The effects of partnership between Schizophrenics Anonymous (SA, a mutual-help organization) and the Mental Health Association in Michigan (MHAM, a professionally staffed advocacy organization) on SA's growth and development were explored. Following the initiation of a formal partnership, SA groups were more available throughout the state, more likely to be associated with formal mental health settings, and less likely to have leaders who had been participants in other SA groups. Groups with consumer leaders had significantly greater longevity than groups with professional leaders. Changes in the organizational structure and process of SA were also identified. SA leaders reported that SA moved from a collective to a more bureaucratic structure. As a result, there was greater consistency, administrative capacity, and response capacity. This enhanced capacity came with costs reported by SA leaders. The leadership role of SA members became less defined. SA members expressed concerns about the more hierarchical structure of SA's organization, decreased consumer control, increased professional involvement in SA, and an excessive focus on group development as opposed to group maintenance. Mental Health Association in Michigan staff reported that MHAM was also impacted by the partnership, both with regard to internal functioning and external perception. Implications for effective partnerships between mutual-help and professional organizations are discussed.

  3. Development of an inter-professional educational program for home care professionals: Evaluation of short-term effects in suburban areas.

    PubMed

    Tsuchiya, Rumiko; Yoshie, Satoru; Kawagoe, Shohei; Hirahara, Satoshi; Onishi, Hirotaka; Murayama, Hiroshi; Nishinaga, Masanori; Iijima, Katsuya; Tsuji, Tetsuo

    2017-01-01

    Objective　To examine the short-term effects of an inter-professional educational program developed for physicians and other home care specialists to promote home care in the community.Methods　From March 2012 to January 2013, an inter-professional educational program (IEP) was held four times in three suburban areas (Kashiwa city and Matsudo city in the Chiba prefecture, and Omori district in the Ota ward). This program aimed to motivate physicians to increase the number of home visits and to encourage home care professionals to work together in the same community areas by promoting inter-professional work (IPW). The participants were physicians, home-visit nurses, and other home care professionals recommended by community-level professional associations. The participants attended a 1.5-day multi-professional IEP. Pre- and post-program questionnaires were used to collect information on home care knowledge and practical skills (26 indexes, 1-4 scale), attitudes toward home care practice (4 indexes, 1-6 scale), and IPW (13 indexes, 1-4 scale). Data from all of the participants without labels about the type of professionals were excluded, and both pre-test and post-test responses were used in the analysis. A Wilcoxon signed-rank test and a paired t-test were conducted to compare pre- and post-program questionnaire responses stratified for physicians and other professionals, and the effect size was calculated.Results　The total number of participants for the four programs was 256, and data from 162 (63.3%) were analyzed. The physicians numbered 19 (11.7%), while other professionals numbered 143 (88.3%). Attending this program helped participants obtain home care knowledge of IPW and a practical view of home care. Furthermore, indexes about IPW consisted of two factors: cooperation and interaction; non-physician home care professionals increased their interactions with physicians, other professionals increased their cooperation with other professionals, and physicians increased their cooperation with other physicians.Conclusion　Short-term effects to motivate physicians to increase home visits were limited. However, physicians obtained a practical view of home care by attending the IEP. Also, the participation of physicians and other home care professionals in this program triggered the beginning of IPW in suburban areas. This program is feasible when adapted for regional differences.

  4. Assessing the IRIS Professional Development Model: Impact Beyond the Workshops

    NASA Astrophysics Data System (ADS)

    Hubenthal, M.; Braile, L. W.; Taber, J. J.

    2003-12-01

    The IRIS Education and Outreach (E&O) Program has developed a highly effective, one-day professional development experience for formal educators. Leveraging the expertise of its consortium, IRIS delivers content including: plate tectonics, propagation of seismic waves, seismographs, Earth's interior structure. At the core of the IRIS professional development model is the philosophy that changes in teacher behavior can be affected by increasing teacher comfort in the classroom. Science and research organizations such as IRIS are able to increase teachers' comfort in the classroom by providing professional development which: increases an educator's knowledge of scientific content, provides educators with a variety of high-quality, scientifically accurate activities to deliver content to students, and provides educators with experiences involving both the content and the educational activities as the primary means of knowledge transfer. As reflected in a 2002-2003 academic year assessment program, this model has proven to be effective at reaching beyond participants and extending into the educators' classrooms. 76% of respondents report increasing the amount of time they spend teaching seismology or related topics in their classroom as a result of participating in IRIS professional development experience. This increase can be directly attributed to the workshop as 90% of participants report using at least one activity modeled during the workshop upon returning to their classrooms. The reported mean activity usage by teachers upon was 4.5 activities per teacher. Since the inception of the professional development model in 1999, IRIS E&O has been committed to evaluation. Data derived from assessment is utilized as a key decision making tool, driving a continuous improvement process. As a result, both the model and the assessment methods have become increasingly refined and sophisticated. The alignment of the professional development model within the IRIS E&O Program framework has resulted in a clarified a definition of success and an increased demand for the collection of new data. Currently, the assessment program is testing tools to examine participant learning, measure the transfer of knowledge and resources from professional development into in classrooms, and measure the use of individual activities.

  5. Changing the attitudes and practices of professional developers through a constructivist model: The Technical Assistance Academy for Mathematics and Science Services

    NASA Astrophysics Data System (ADS)

    Charles, Karen Jungblut

    For much of this century, mathematics and science have been taught in a didactic manner that is characterized by a passive student and a lecturing teacher. Since the late eighties national standards have encouraged professional developers specializing in mathematics and science education to deliver the messages of inquiry-based learning, active student engagement, and learner-constructed knowledge to the teachers they support. Follow-up studies of professional development programs, however, found that telling teachers was no more effective than telling students. Information transmitted in a passive setting was not transferring into effective classroom practices. This phenomenological case study was conducted to determine the effects of a constructivist-oriented professional development experience, the Technical Assistance Academy, in changing the practices and attitudes of mathematics and science professional developers regarding the use of constructivist strategies in workshop design. This study focused on 45 professional developers who participated in the Technical Assistance Academy. Data from a 2 1/2 year period were collected from session evaluations, journal reflections, a follow-up interview, and site visits that included observations and collaborative planning. Content analysis procedures were used to find common themes among the data. Use of new skills developed as a result of participation in the Technical Assistance Academy was determined using the Concerns-Based Adoption Model Levels of Use framework (Hall & Hord, 1987). Changes in attitude were determined by examining participants' journal reflections related to common constructivist themes such as those discussed by Fosnot (1996c): learning is developmental, disequilibrium and reflection facilitate learning, and the construction of "big ideas" results from the opportunity to struggle with new information. Results verified that all 45 participants demonstrated some level of use, and that most were in the 3 highest of 5 levels of use: mechanical (11%), routine (16%), refinement (27%), integration (24%), and renewal (22%). Participants reported valuing (a) active engagement necessary for the developmental progression of learning to occur, (b) their own disequilibrium, (c) opportunity to reflect, and they acknowledged a clearer understanding and appreciation of the big ideas in workshop design such as networking, collaboration, content and staff development standards, equity, and community building. Results support the conclusion that learning about constructivist instructional strategies in a long-term program that models them positively affects participants' attitudes and enhances their use of similar strategies in the design of professional development experiences for others. Knowledge developed in a constructivist setting transferred into effective facilitator practices.

  6. Program Evaluation of a High School Science Professional Learning Community

    ERIC Educational Resources Information Center

    McLelland-Crawley, Rebecca

    2014-01-01

    Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational…

  7. Professional Learning Communities: Teachers' Perceptions and Student Achievement

    ERIC Educational Resources Information Center

    Peters, Erica

    2013-01-01

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

  8. The Value of Collaborative Rounds for Teacher Professional Learning in Australia

    ERIC Educational Resources Information Center

    Mansfield, Caroline; Thompson, Greg

    2017-01-01

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

  9. The Internet Is Forever: Student Indiscretions Reveal the Need for Effective Social Media Policies in Academia

    ERIC Educational Resources Information Center

    Woodley, Carolyn; Silvestri, Michel

    2014-01-01

    Students' imprudent use of social media might threaten their employability and undermine their emerging professional identities. Most professions acknowledge that any benefits of social media must be balanced against its potential to negatively affect workers' professional lives and the public trust. Professional bodies have developed social media…

  10. A Process for Self-Directed Professional Growth or "I Could Do My Job Better if Only...".

    ERIC Educational Resources Information Center

    Hofstrand, Richard K.

    1979-01-01

    PAPA: Plans, Action and Progress Assessment, a process whereby the professional educator can effectively organize professional growth and development efforts, is presented. The process can also aid teachers, counselors, professors, or administrators in improving job performance. The three parts of the program are described. (CT)

  11. Assessing Student Learning Outcomes in Teaching Business and Professional Speaking.

    ERIC Educational Resources Information Center

    Watt, Willis M.

    A study examined the effects of a college business/professional speaking course on the communication skills' development of students. The research examined three hypotheses: (1) that student ratings of their own communication skills would show a significant improvement after a 16-week course on business and professional speaking; (2) that males…

  12. Online Professional Development Conferences: An Effective, Economical and Eco-Friendly Option

    ERIC Educational Resources Information Center

    Anderson, Lynn; Anderson, Terry

    2009-01-01

    In order to stay current within their field, many professionals regularly attend conferences and training events in distant locales. Travel to these conferences costs professionals, and their sponsor organizations, both time and money. In the past the benefits afforded by these conferences, and the lack of comparable alternatives, have provided…

  13. NASA GSFC Opportunities for STEM Professionals Using the Vantage Point of Space

    NASA Technical Reports Server (NTRS)

    Meeson, Blanche W.; Robbins, Geraldine B.

    2012-01-01

    NASA has a variety of learning opportunities for STEM professionals. Three opportunities at GSFC are examined in this chapter: 1) standard summer research and development internship for undergraduates, 2) senior internship for undergraduate and graduate students and 3) a workshop series for informal learning center professionals. We describe these programs, examine their evolution with respect to most effective education practices and their assessment and evaluation, and identify the similarities and differences between them. The internship programs highlight authentic project-based research and development experiences with the senior internship providing a richer, deeper, and more demanding experience that has greater professional value. The workshops for informal learning center professionals on-the-other hand, focus on building knowledge of GSFC s science and engineering strengths among these professionals, and on building enduring partnerships between individuals (participants and GSFC scientist, engineers and educators) and between organizations (GSFC and the informal learning center). Finally, we examine the characteristics of these programs from a design and management perspective. Through this examination we identify a general structure that provides insight into more effective design and management of similar education programs.

  14. The Perceived Impact of Professional Development on the Development of Instructional Coaches

    ERIC Educational Resources Information Center

    Steinbacher-Reed, Christina L.

    2012-01-01

    Over the past decade, instructional coaching has quickly asserted itself as one of the leading professional development models of the 21st Century. While there is a growing demand for instructional coaches, some believe that many coaches are not provided with the training they need to be effective in their new role (Brown, Stroh, Fouts, &…

  15. The Role of Reflection in Elementary Mathematics and Science Teachers' Training and Development: A Meta-Synthesis

    ERIC Educational Resources Information Center

    Saylor, Laura Lackner; Johnson, Carla C.

    2014-01-01

    Meaningful and effective training and professional development programs for teachers are key to the improvement of teaching practices in our schools. In this paper, the authors offer a meta-synthesis of the literature on the role of reflection for mathematics and science teachers within the context of professional development. The authors frame…

  16. The Effect of Professional Development on Teacher Attitudes toward Online Learning in K-12 Education

    ERIC Educational Resources Information Center

    Savakinas, Christy A.

    2012-01-01

    The purpose of this study was to examine how teacher attitudes toward online learning in K-12 education vary before, during, and after participation in a professional development program focused on ePedagogy and online course development. The study also examined which Key Design Factors, as identified by Wells (2007), influence teachers'…

  17. Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Szidon, Katherine; Ruppar, Andrea; Smith, Leann

    2015-01-01

    Lakeview High School is a medium sized high school in a rural farming community. The staff at Lakeview meets at the beginning of each school year to discuss building-level professional development plans. This year, Lakeview's special education team has requested to focus its professional development time on improving special education services for…

  18. Effect of mentoring on professional values in model C clinical nurse leader graduates.

    PubMed

    Gazaway, Shena B; Anderson, Lori; Schumacher, Autumn; Alichnie, Chris

    2018-04-19

    Nursing graduates acquire their nursing values by professional socialization. Mentoring is a crucial support mechanism for these novice nurses, yet little is known about the model C clinical nurse leader graduate and the effects of mentoring. This investigation examined how mentoring affected the development of professional nursing values in the model C clinical nurse leader graduate. A longitudinal design was used to survey model C clinical nurse leader graduates before and after graduation to determine how different types of mentoring relationships influenced professional values. Demographic surveys documented participant characteristics and the Nurses Professional Values Scale - Revised (NPVS-R) assessed professional nursing values. Mean NPVS-R scores increased after graduation for the formally mentored participants, while the NPVS-R scores decreased or remained unchanged for the other mentoring groups. However, no significant difference was found in NPVS-R scores over time (p = .092) or an interaction between the NPVS-R scores and type of mentoring relationships (p = .09). These results suggest that model C clinical nurse leader graduate participants experiencing formal mentoring may develop professional nursing values more than their colleagues. Formal mentoring relationships are powerful and should be used to promote professional values for model C clinical nurse leader graduates. © 2018 John Wiley & Sons Ltd.

  19. Knowledge and skills needed to improve as preceptor: development of a continuous professional development course - a qualitative study part I.

    PubMed

    Bengtsson, Mariette; Carlson, Elisabeth

    2015-01-01

    Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors' requests and educational needs when developing a continuous professional development course on an advanced level. This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard's description of the method. The participating preceptors illuminated two main themes: 'Tools for effective precepting of students and healthcare professionals' and 'in-depth knowledge and understanding of preceptorship in an academic setting'. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course.

  20. Noncommissioned Officer Professional Development Study (NCOPDS). Volume 1

    DTIC Science & Technology

    1986-02-14

    materialism by purchasing more consumer goods. 11. People were on the move - the country "shrank." 12. Traditional sex roles began to change. 13...Who should be responsible for NCODP at the various levels? -- How can NCOES be made more effective ? -- What should be the role of ITEP in...various levels? -- How can NCOES be made more effective ? -- What should be the role of ITEP in professional development? -- how can NCODP be

  1. Empirical Analysis of the Effectiveness of Teacher Distance Education (TDE) in Ghana: The Perception of Student Teachers, Tutors and Coordinators of the University of Education, Winneba (UEW)

    ERIC Educational Resources Information Center

    Attah-Mensah, Godwin; Acheampong, Alex Opoku; Nti- Adarkwah, Samuel

    2016-01-01

    Education has proven to be an effective means of developing the human resource base of most nations and could advance the development of nations. In other to upgrade and train more professionals and non-professionals in the sphere of education, the concept of teacher distance education has gained more attention globally. Therefore, more and new…

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

    NASA Astrophysics Data System (ADS)

    Dietz, Laura

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

  3. UK health-care professionals' experience of on-line learning techniques: a systematic review of qualitative data.

    PubMed

    Carroll, Christopher; Booth, Andrew; Papaioannou, Diana; Sutton, Anthea; Wong, Ruth

    2009-01-01

    Continuing professional development and education is vital to the provision of better health services and outcomes. The aim of this study is to contribute to the evidence base by performing a systematic review of qualitative data from studies reporting health professionals' experience of e-learning. No such previous review has been published. A systematic review of qualitative data reporting UK health professionals' experiences of the ways in which on-line learning is delivered by higher education and other relevant institutions. Evidence synthesis was performed with the use of thematic analysis grounded in the data. Literature searches identified 19 relevant studies. The subjects of the studies were nurses, midwives, and allied professions (8 studies), general practitioners and hospital doctors (6 studies), and a range of different health practitioners (5 studies). The majority of courses were stand-alone continuing professional development modules. Five key themes emerged from the data: peer communication, flexibility, support, knowledge validation, and course presentation and design. The effectiveness of on-line learning is mediated by the learning experience. If they are to enhance health professionals' experience of e-learning, courses need to address presentation and course design; they must be flexible, offer mechanisms for both support and rapid assessment, and develop effective and efficient means of communication, especially among the students themselves.

  4. Approaches to health-care provider education and professional development in perinatal depression: a systematic review.

    PubMed

    Legere, Laura E; Wallace, Katherine; Bowen, Angela; McQueen, Karen; Montgomery, Phyllis; Evans, Marilyn

    2017-07-24

    Perinatal depression is the most common mental illness experienced by pregnant and postpartum women, yet it is often under-detected and under-treated. Some researchers suggest this may be partly influenced by a lack of education and professional development on perinatal depression among health-care providers, which can negatively affect care and contribute to stigmatization of women experiencing altered mood. Therefore, the aim of this systematic review is to provide a synthesis of educational and professional development needs and strategies for health-care providers in perinatal depression. A systematic search of the literature was conducted in seven academic health databases using selected keywords. The search was limited to primary studies and reviews published in English between January 2006 and May/June 2015, with a focus on perinatal depression education and professional development for health-care providers. Studies were screened for inclusion by two reviewers and tie-broken by a third. Studies that met inclusion criteria were quality appraised and data extracted. Results from the studies are reported through narrative synthesis. Two thousand one hundred five studies were returned from the search, with 1790 remaining after duplicate removal. Ultimately, 12 studies of moderate and weak quality met inclusion criteria. The studies encompassed quantitative (n = 11) and qualitative (n = 1) designs, none of which were reviews, and addressed educational needs identified by health-care providers (n = 5) and strategies for professional development in perinatal mental health (n = 7). Consistently, providers identified a lack of formal education in perinatal mental health and the need for further professional development. Although the professional development interventions were diverse, the majority focused on promoting identification of perinatal depression and demonstrated modest effectiveness in improving various outcomes. This systematic review reveals a lack of strong research in multi-disciplinary, sector, site, and modal approaches to education and professional development for providers to identify and care for women at risk for, or experiencing, depression. To ensure optimal health outcomes, further research comparing diverse educational and professional development approaches is needed to identify the most effective strategies and consistently meet the needs of health-care providers. A protocol for this systematic review was registered on PROSPERO (Protocol number: CRD42015023701 ), June 21, 2015.

  5. Education strategies to foster health professional students' clinical reasoning skills.

    PubMed

    Rochmawati, Erna; Wiechula, Rick

    2010-06-01

    Clinical reasoning is an important skill for health professionals that should be developed to achieve high levels of expertise. Several education strategies have been suggested for implementation by health professional educators to foster their students' clinical reasoning skills. The strategies have included the following: problem-based learning, the integrative curriculum, reflection, and concept mapping. This review assesses which is the most effective education strategy for developing the clinical reasoning skills of health professional students. Four publications, from a total of 692 identified records, were included. Overall, this review was not able to make a final conclusion to answer the question. Therefore, there is a need to conduct more studies with larger samples and to undertake research that evaluates the following aspects: more alternate education interventions, variations in the delivery of education interventions, and the cost-effectiveness of implementing education strategies.

  6. Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study.

    PubMed

    Huang, Keng-Yen; Nakigudde, Janet; Rhule, Dana; Gumikiriza-Onoria, Joy Louise; Abura, Gloria; Kolawole, Bukky; Ndyanabangi, Sheila; Kim, Sharon; Seidman, Edward; Ogedegbe, Gbenga; Brotman, Laurie Miller

    2017-11-01

    Children in Sub-Saharan Africa (SSA) are burdened by significant unmet mental health needs. Despite the successes of numerous school-based interventions for promoting child mental health, most evidence-based interventions (EBIs) are not available in SSA. This study investigated the implementation quality and effectiveness of one component of an EBI from a developed country (USA) in a SSA country (Uganda). The EBI component, Professional Development, was provided by trained Ugandan mental health professionals to Ugandan primary school teachers. It included large-group experiential training and small-group coaching to introduce and support a range of evidence-based practices (EBPs) to create nurturing and predictable classroom experiences. The study was guided by the Consolidated Framework for Implementation Research, the Teacher Training Implementation Model, and the RE-AIM evaluation framework. Effectiveness outcomes were studied using a cluster randomized design, in which 10 schools were randomized to intervention and wait-list control conditions. A total of 79 early childhood teachers participated. Teacher knowledge and the use of EBPs were assessed at baseline and immediately post-intervention (4-5 months later). A sample of 154 parents was randomly selected to report on child behavior at baseline and post-intervention. Linear mixed effect modeling was applied to examine effectiveness outcomes. Findings support the feasibility of training Ugandan mental health professionals to provide Professional Development for Ugandan teachers. Professional Development was delivered with high levels of fidelity and resulted in improved teacher EBP knowledge and the use of EBPs in the classroom, and child social competence.

  7. Development of the Professional Self-Care Scale.

    PubMed

    Dorociak, Katherine E; Rupert, Patricia A; Bryant, Fred B; Zahniser, Evan

    2017-04-01

    In recent years, there has been an increased emphasis on the importance of self-care for psychologists and other mental health professionals. With the growth of positive psychology and preventive medicine, self-care is an emerging topic, promulgated as a means of avoiding the adverse effects of stress and promoting professional functioning and well-being. However, the research on self-care is limited because of the lack of an empirically based, psychometrically sound measure of this construct. Thus, the purpose of this project was to develop a measure of professional self-care. Professional psychologists were the focus of study, with the goal being to develop a measure that can be used in this population and similar groups of professionals. Based on expert feedback and a preliminary study of 422 licensed psychologists in Illinois, a 5-factor, 21-item scale was created. Factor analysis identified the following self-care factors: Professional Support, Professional Development, Life Balance, Cognitive Awareness, and Daily Balance. Preliminary analyses provided initial support for the validity of the 5 factors. A follow-up study was conducted with a second sample of clinical psychologists. The 5-factor structure provided a good fit to the data with the second sample. Thus, based on factor analysis and validity data, a 5-factor, 21-item Professional Self-Care Scale was established for further study and use in future research. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  8. Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

    ERIC Educational Resources Information Center

    Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

    2013-01-01

    Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with…

  9. Engineering Professional Development Design for Secondary School Teachers: A Multiple Case Study

    ERIC Educational Resources Information Center

    Daugherty, Jenny Lynn

    2009-01-01

    The complexity of engineering and its integration into K-12 education have resulted in a variety of issues requiring sustained empirical research (Johnson, Burghardt, & Daugherty, 2008). One particular area of need, given the emphasis on teacher effects on student learning, is to research engineering-oriented teacher professional development. A…

  10. Reflective Dialog Journals: A Tool for Developing Professional Competence in Novice Teachers

    ERIC Educational Resources Information Center

    Gut, Dianne M.; Wan, Guofang; Beam, Pamela C.; Burgess, Lawrence

    2016-01-01

    This study focuses on the use of a mentoring protocol, the reflective dialogue journal, to develop professional competencies for pre-service teachers within a school-university partnership. To examine the effectiveness of the reflective dialogue journal protocol and the processes employed by mentor teachers to assist pre-service teachers with…

  11. Factors Affecting Academics' Involvement in TEL Continuing Professional Development (CPD)

    ERIC Educational Resources Information Center

    AlMutlaq, Abdullah; Dimitriadi, Yota; McCrindle, Rachel

    2017-01-01

    Reinforcing the level of essentiality of understanding the factors that influence the involvement in TEL-oriented CPD and the challenges to the sustained expansion of their expertise not only for academics, but also professional bodies and educational developer for effective integration of digital technologies in teaching and learning remains is…

  12. Popcorn and a Movie--Opening Diversity Conversations across the State

    ERIC Educational Resources Information Center

    Ingram, Patreese D.

    2013-01-01

    Building the cultural competencies of Extension educators to work effectively with increasingly diverse audiences has become an important goal and a timely focus for professional development. Yet reduced budgets and reductions in staff are challenging the ability to provide professional development in the traditional face-to-face delivery method.…

  13. Implementing an Early Childhood Professional Development Course across 10 Sites and 15 Sections: Lessons Learned

    ERIC Educational Resources Information Center

    LoCasale-Crouch, Jennifer; Kraft-Sayre, Marcia; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Leach, Allison; Burchinal, Margaret; Howes, Carollee; La Paro, Karen; Scott-Little, Catherine

    2011-01-01

    In this article we describe the design and implementation of the National Center for Research on Early Childhood Education's (NCRECE's) college-level course and its delivery to teachers across 10 settings and 15 instructional sections. This professional development intervention, found effective in changing teachers' beliefs, knowledge, and actual…

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

    ERIC Educational Resources Information Center

    Reyes, Deirdre

    2014-01-01

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

  15. Coach Education and Continuing Professional Development: Experience and Learning to Coach

    ERIC Educational Resources Information Center

    Cushion, Christopher J.; Armour, Kathy M.; Jones, Robyn L.

    2003-01-01

    Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand…

  16. Do Professional Development Schools Reduce Teacher Attrition? Evidence from a Longitudinal Study of 1,000 Graduates

    ERIC Educational Resources Information Center

    Latham, Nancy I.; Vogt, W. Paul

    2007-01-01

    This article describes the findings from a study of professional development schools (PDS) and traditional student teaching elementary education graduates between 1996 and 2004. Specifically, the effects of teacher preparation experiences on persistence in elementary education employment were examined. The study involved mining previously…

  17. Best Practices of Online Professional Development for K-12 Teachers: A Quantitative Study

    ERIC Educational Resources Information Center

    Smirniotis-Giambatista, Cynthia

    2017-01-01

    Online flipped professional development allows direct instruction to take place through an interactive learning setting and allows the face-to-face contact to provide guidance and apply the concept. As technology advances, education needs instruments and tools used for effectively teaching using the enhanced technology to increase student…

  18. Instructional Improvement and Student Engagement in Post-Secondary Engineering Courses: The Complexity Underlying Small Effect Sizes

    ERIC Educational Resources Information Center

    Hilpert, Jonathan C.; Husman, Jenefer

    2017-01-01

    The current study leveraged a professional development programme for engineering faculty at a large research university to examine the impact of instructional improvement on student engagement. Professors who participated in the professional development were observed three times and rated using an existing observation protocol. Students in courses…

  19. Community College Professional Development: Sharing What Works. Proceedings of a National Conference (San Antonio, Texas, October 18-19, 1991).

    ERIC Educational Resources Information Center

    Faulkner, Susan L.; And Others

    This document contains 30 papers on professional development in community colleges. The following papers are included: "Effective Leadership Strategies for Planning and Implementing Tech Prep" (Bragg, Huffman); "Small Business Management-Tech Prep" (Harvey); "Educational Reform and the New Mission" (Hoerner);…

  20. Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice

    ERIC Educational Resources Information Center

    Brock, Matthew E.; Carter, Erik W.

    2015-01-01

    Although paraprofessionals have become an increasingly integral part of special education services, most paraprofessionals lack training in evidence-based instructional strategies. We used a randomized contolled experimental design to examine the efficacy of a professional development training package and its individual components to equip 25…

  1. How Teachers' Beliefs about Learning and Teaching Relate to Their Continuing Professional Development

    ERIC Educational Resources Information Center

    de Vries, Siebrich; van de Grift, Wim J. C. M.; Jansen, Ellen P. W. A.

    2014-01-01

    Teachers' continuing professional development (CPD) can improve teacher quality and teaching practice, yet teachers differ greatly in the extent to which they engage in CPD. In extensive research into which factors affect teachers' participation in CPD, the effects of teachers' beliefs have received limited attention, despite their strong…

  2. A Case Study of Interactive Whiteboard Professional Development for Elementary Mathematics Teachers

    ERIC Educational Resources Information Center

    Essig, Dawn

    2011-01-01

    In a northeastern US state, the higher the grade the level, the more students do not meet the state mathematics standards. Teachers need effective professional development in classroom strategies and tools, such as interactive whiteboards (IWB), to assist them in preparing students to meet state standards. Multimedia learning theory and…

  3. Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching

    ERIC Educational Resources Information Center

    Dabner, Nicki; Davis, Niki; Zaka, Pinelopi

    2012-01-01

    Online learning and teaching is rapidly increasing in many countries, including high schools in the USA and teacher education worldwide. Online and blended approaches to professional and organizational development are, therefore, becoming essential to enable effective and equitable education. Authentic project-based learning to support the…

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

    ERIC Educational Resources Information Center

    Cross, K. Patricia

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

  5. Self-Determination Theory and Middle School Mathematics Teachers: Understanding the Motivation to Attain Professional Development

    ERIC Educational Resources Information Center

    Crawford, Amy K.

    2017-01-01

    The purpose of this phenomenological research study was to use Self-Determination Theory as a framework to analyze middle school mathematics teachers' motivation to attain effective professional development concerning Ohio's Learning Standards as well as other instructional aspects that affect the classroom. Teachers are exceptionally busy meeting…

  6. Impact Evaluation of National Writing Project Professional Development Program

    ERIC Educational Resources Information Center

    Gallagher, H. Alix; Woodworth, Katrina; McCaffrey, Teresa; Park, Christina J.; Wang, Haiwen

    2014-01-01

    Improving teacher effectiveness is a key strategy to ensure student readiness for college and careers and to address achievement gaps and persistent low performance. In response to the new Common Core State Standards for English Language Arts (CCSS-ELA) the National Writing Project (NWP) created a professional development (PD) program to support…

  7. Teacher Professional Development for Technology Integration in a Primary School Learning Community

    ERIC Educational Resources Information Center

    Liu, Shih-Hsiung

    2013-01-01

    Teacher professional development (TPD) can benefit teachers in classrooms. This study contributes to an understanding of TPD processes where there is sufficient technology integration through teacher participation in a school-based community. It assesses the effectiveness of TPD and its potential problems. Qualitative research methods are used to…

  8. Investigating Technology-Enhanced Teacher Professional Development in Rural, High-Poverty Middle Schools

    ERIC Educational Resources Information Center

    Blanchard, Margaret R.; LePrevost, Catherine E.; Tolin, A. Dell; Gutierrez, Kristie S.

    2016-01-01

    This 3-year, mixed-methods study investigated the effects of teacher technology-enhanced professional development (TPD) on 20 teachers' beliefs and practices. Teachers in two middle schools located in neighboring rural, high-poverty districts in the southeastern United States participated in reform-based lessons and learned how to integrate…

  9. Teaching Children Well: New Evidence-Based Approaches to Teacher Professional Development and Training

    ERIC Educational Resources Information Center

    Pianta, Robert C.

    2011-01-01

    There is widespread acknowledgement that the production of effective teaching and teachers is perhaps the critical component of education reform and innovation for improvement of student learning. This aim requires a serious investment of time, rigor, and evaluation to produce professional-development programs that actually work. This report…

  10. Teachers as Learners: What Makes Technology-Focused Professional Development Effective?

    ERIC Educational Resources Information Center

    Curwood, Jen Scott

    2011-01-01

    Prompted by calls for research on technology-focused professional development, this article investigates how learning communities influence secondary English teachers' use of digital tools. Findings from this year-long study in the United States indicate that the ways in which technology is integrated within the English curriculum are still very…

  11. Professional Development in an Online Context: Opportunities and Challenges from the Voices of College Faculty

    ERIC Educational Resources Information Center

    Wynants, Shelli; Dennis, Jessica

    2018-01-01

    Given the variety of learning and engagement needs of the increasingly diverse student population in higher education, flexible approaches to teaching are critical for improving student success. Professional development that provides faculty exposure to effective, evidence-based instructional strategies in an online context may enhance their…

  12. Navigating Past and Present Accountability Measures in Search of an Effective Principal Professional Development Model

    ERIC Educational Resources Information Center

    Martin, Patrick M.

    2012-01-01

    This study was designed to investigate the perceived experiences encountered by principals in the state of Illinois regarding professional development sessions offered through the Illinois Administrator Academy. The fundamental value of the Illinois Administrator Academy was designed as one of 169 specific initiatives in association with the…

  13. Student Growth from Service-Learning: A Comparison of First-Generation and Non-First-Generation College Students

    ERIC Educational Resources Information Center

    Pelco, Lynn E.; Ball, Christopher T.; Lockeman, Kelly S.

    2014-01-01

    The effect of service-learning courses on student growth was compared for 321 first-generation and 782 non-first-generation undergraduate students at a large urban university. Student growth encompassed both academic and professional skill development. The majority of students reported significant academic and professional development after…

  14. Web Conference vs Webcast: The Perceived Effectiveness of Training Sessions at a Southeastern Community College

    ERIC Educational Resources Information Center

    Jones, Jenny Bailey

    2017-01-01

    Professional development is a lifelong learning process and technology has provided and will continue to provide new and different delivery methods. Regardless of the delivery method, the intention of professional development is to increase teacher knowledge, which in turn, increases student achievement. At a southeastern community college,…

  15. An Exploratory Study Comparing Two Modes of Preparation for Online Teaching

    ERIC Educational Resources Information Center

    Hathaway, Dawn; Norton, Priscilla

    2012-01-01

    Few online high schools report requiring online education for their teachers, and few programs exist to prepare teachers to teach online (Smith, Clark, & Blomeyer, 2005). Professional development for online teachers continues to be a concern, and evaluative research that examines the effectiveness of various types of professional development is…

  16. The Effects of Professional Development Schools: A Literature Review.

    ERIC Educational Resources Information Center

    Pritchard, Flynn; Ancess, Jacqueline

    This paper reviews research on the impact of Professional Development Schools (PDSs) on K-12 students, preservice teachers, inservice teachers, university faculty, school reform, and research. Section 1 examines what the research says about the impact of PDSs on these groups, using data from the ERIC database, and it discusses external support for…

  17. French and Spanish Communication for Caribbean Professionals: Innovative Foreign Language Course Developments from UTech, Jamaica.

    ERIC Educational Resources Information Center

    Boufoy-Bastick, Beatrice

    Economic globalization make it increasingly important for Caribbean professionals to be able to communicate effectively in English, French, and Spanish. Accordingly, the University of Technology in Jamaica is developing French and Spanish courses designed to teach culturally appropriate and successful communication for specific professions. The…

  18. The Effects of Teachers' Social and Human Capital on Urban Science Reform Initiatives: Considerations for Professional Development

    ERIC Educational Resources Information Center

    Yoon, Susan A.; Yom, Jessica Koehler; Yang, Zhitong; Liu, Lei

    2017-01-01

    Background: Recent research investigating the conditions under which science teachers can successfully implement science education reforms suggests that focusing only on professional development to improve content knowledge and teaching skills--often referred to as human capital--may not be enough. Increasingly, possessing social capital, defined…

  19. First-Year Effects of an Engineering Professional Development Program on Elementary Teachers

    ERIC Educational Resources Information Center

    Yoon, So Yoon; Diefes-Dux, Heidi; Strobel, Johannes

    2013-01-01

    The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students' engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as…

  20. Knowledge Growth of Mathematics Teachers during Professional Activity Based on the Task of Lesson Explaining

    ERIC Educational Resources Information Center

    Peng, Aihui

    2007-01-01

    "Lesson explaining" has been developed in China from an evaluative resource to an effective form of teacher professional development with the value of emphasizing teacher reflective practice. This paper begins with a general description of lesson explaining. Then an example of "explaining" a mathematics lesson for teaching…

  1. Facilitating Video Analysis for Teacher Development: A Systematic Review of the Research

    ERIC Educational Resources Information Center

    Baecher, Laura; Kung, Shiao-Chuan; Ward, Sarah Laleman; Kern, Kimberly

    2018-01-01

    Video analysis of classroom practice as a tool in teacher professional learning has become ever more widely used, with hundreds of articles published on the topic over the past decade. When designing effective professional development for teachers using video, facilitators turn to the literature to identify promising approaches. This article…

  2. Your Personal Learning Network: Professional Development on Demand

    ERIC Educational Resources Information Center

    Bauer, William I.

    2010-01-01

    Web 2.0 tools and resources can enhance our efficiency and effectiveness as music educators, supporting personal learning networks for ongoing professional growth and development. This article includes (a) an explanation of Really Simple Syndication (RSS) and the use of an RSS reader/aggregator; (b) a discussion of blogs, podcasts, wikis,…

  3. More than a Conversation: Using Cogenerative Dialogues in the Professional Development of High School Chemistry Teachers

    ERIC Educational Resources Information Center

    Martin, Sonya N.; Scantlebury, Kathryn

    2009-01-01

    This paper focuses on content-based and pedagogical instructors' use of cogenerative dialogues to improve instructional practice and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our research findings from using cogenerative dialogues as an evaluative tool for general…

  4. The Effects of a Professional Development Programme on Primary School Teachers' Perceptions of Physical Education

    ERIC Educational Resources Information Center

    Harris, Jo; Cale, Lorraine; Musson, Hayley

    2011-01-01

    The impact of a professional development programme on primary school teachers' perceptions of physical education was investigated. Primary school teachers from five local education authorities in England provided data for the study via pre-course audits, course evaluations immediately following the programme, and focus groups and individual…

  5. Lessons from Bhutan: Embrace Cultural Differences to Effect Change

    ERIC Educational Resources Information Center

    Levine, Laurie; Telsey, Alison; McCormack, Kim

    2011-01-01

    Nestled in the Himalayan Mountains, Bhutan, a Buddhist country, is one of the most isolated nations in the world. After spending a month there, the authors all agreed it deserved its title of "The Last Shangri-La." Their team of professional development specialists spent the summer of 2010 providing professional development in the basic…

  6. Transfer of training through a science education professional development program

    NASA Astrophysics Data System (ADS)

    Sowards, Alan Bosworth

    Educational research substantiates that effective professional development models must be developed in order for reform-based teaching strategies to be implemented in classrooms. This study examined the effectiveness of an established reform-based science education professional development program, Project LIFE. The study investigated what impact Project LIFE had on participants implementation of reform-based instruction in their classroom three years after participation in the science inservice program. Participants in the case studies described use of reform-based instruction and program factors that influenced transfer of training to their classrooms. Subjects of the study were 5th--10th grade teachers who participated in the 1997--98 Project LIFE professional development program. The study employed a mixed design including both qualitative and quantitative methodology. The qualitative data was collected from multiple sources which included: an open-ended survey, classroom observations, structured interviews, and artifacts. Three purposeful selection of teachers for case studies were made with teacher approval and authorization from building principals. Interview responses from the three case studies were further analyzed qualitatively using the microcomputer software NUD*IST. Tables and figures generated from NUD*IST graphically represented the case study teachers response and case comparison to six established categories: (1) continued implementation of reform-based instruction, (2) use of reform-based instruction, (3) program factors supporting transfer of training, (4) professional development, (5) goals of Project LIFE, and (6) critical issues in science education. Paired t-tests were used to analysis the quantitative data collected from the Survey of Attitudes Toward Science and Science Teaching. The study concluded the 1997--98 Project LIFE participants continued to implement reform-based instruction in their classrooms three years later. According to the teachers the program factors having the most influence on transferring training to their classroom were the positive responses from students; reflections with other teachers regarding instructional activities and strategies; modeling of activities and strategies they received from Project LIFE staff while participating in the program; and teachers commitment to reform-based instruction. These findings are important in enhancing national science reform goals. In order for teachers to be able to implement science-reform-based instruction in their classrooms they must experience effective professional development models. Designers of professional development programs must understand which factors in staff development programs most contribute to transfer of training.

  7. Evaluation of health promotion effectiveness: a political debate and/or a technical exercise?

    PubMed

    Akerman, Marco; Arroyo, Hiram; Jones, Catherine M; O'Neil, Michel; Roca, Angel; Wallerstein, Nina

    2007-01-01

    This article summarizes the points of view of professionals from different nationalities, working in diverse organizations and dealing with concepts and activities related to health promotion effectiveness evaluation. This collection of views came from a panel presentation and dialogue held during the First Brazilian Seminar on Effectiveness in Health Promotion. Four professionals working in evaluation and health promotion--two from the United States, one from French Canada and another representing an international professional organization--facilitated by one Brazilian and one Puerto Rican moderator, had an informal dialogue with the audience. Four questions about how these professionals perceive evaluation in health promotion were asked to initiate the dialogue. The panelists deliberated five aspects of health promotion evaluation, asking: "how", "how much", "what for", "with whom" and "why". Professionals working in developing countries (in this case, Brazil) and those dealing with indigenous communities (in developed countries) tended to put more emphasis on "what for?", "with whom?" and "why?" regarding initiatives to evaluate effectiveness of health promotion. Questions associated with "how?" and "how much?" were more often mentioned by professionals working for international or governmental agencies. A 90-minute dialogue among panelists with a clearly Brazilian bias, was not sufficient to produce conclusions on the predominant character of international evaluation efforts of effectiveness. Nevertheless, this debate framed the five aspects of evaluation into a value perspective. The questions, "what for?", "with whom?", "why?", "how?" and "how much?" are linked to a political or technical presumptions that could be orchestrated in evaluations of health promotion effectiveness.

  8. Managing professional work: three models of control for health organizations.

    PubMed Central

    Scott, W R

    1982-01-01

    Three arrangements for structuring the work of professional participants in professional organizations are described, contrasted and evaluated. Arguments are illustrated by application to the organization of physicians within hospitals. The primary rationale, the support structures that have fostered its development, the key structural features and the advantages and disadvantages of each arrangement are described. The effect on these arrangements of structures and forces external to any particular professional organization is emphasized. PMID:6749761

  9. Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska

    NASA Astrophysics Data System (ADS)

    Berry Bertram, Kathryn

    2011-12-01

    The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on methodologies used to conduct program research, and on findings obtained. Research indicates that in both situations the GI Framework for Professional Development was effective in preparing culturally responsive STEM teachers. Implications of these findings and recommendations for future research are discussed in the conclusion.

  10. Development of a Competency Mapping Tool for Undergraduate Professional Degree Programmes, Using Mechanical Engineering as a Case Study

    ERIC Educational Resources Information Center

    Holmes, David W.; Sheehan, Madoc; Birks, Melanie; Smithson, John

    2018-01-01

    Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that…

  11. Impact of Professional Learning Community Participation on Teachers' Thinking about Classroom Problems

    ERIC Educational Resources Information Center

    Padwad, Amol; Dixit, Krishna K.

    2008-01-01

    Teacher education seems to exhibit a shift from product-oriented mode to social constructivist, process-oriented mode of working. The emergence of professional learning communities (PLCs) of teachers may be seen as one manifestation of this shift. PLCs are increasingly seen as an effective channel for teacher learning and professional development.…

  12. Industrial and Biological Analogies Used Creatively by Business Professionals

    ERIC Educational Resources Information Center

    Kennedy, Emily B.; Miller, Derek J.; Niewiarowski, Peter H.

    2018-01-01

    The objective of this study was to test the effect of far-field industrial (i.e., man-made) versus biological analogies on creativity of business professionals from two organizations engaged in the idea generation phase of new product development. Psychological effects, as reflected in language use, were measured via computerized text analysis of…

  13. The Impact of Conducting Practitioner Research Projects on Teachers' Professional Growth

    ERIC Educational Resources Information Center

    Hilton, Annette; Hilton, Geoff

    2017-01-01

    There is growing interest in the effectiveness of practitioner research for promoting teachers' professional learning. It is important to determine if and why practitioner research is effective for teachers, however, it is also necessary to determine what support they need to develop research skills to design and implement practitioner research.…

  14. Relationship between incivility experiences and nursing professional values among nursing students: Moderating effects of coping strategies.

    PubMed

    Kim, Ji-Soo

    2018-06-01

    During clinical practice, nursing students develop their professional role and internalize the values of the nursing profession. Unfortunately, it also often exposes them uncivil behaviors from nurses. To identify the relationship between incivility experiences and nursing professional values, and investigate the potential moderating effects of coping strategies in this relationship. This was a descriptive, cross-sectional study. Data were collected from 203 nursing students using questionnaires. The questionnaire comprised sections assessing participant characteristics, incivility experiences, coping strategies, and nursing professional values. Multiple regression analysis was used to identify the relationship between incivility experiences and nursing professional values, as well as the interaction effect of incivility experiences and coping strategies on nursing professional values. Incivility experiences were negatively related to nursing professional values. Furthermore, seeking support moderated the relationship between incivility experiences and nursing professional values. In other words, as incivility experiences increased, nursing students who used more seeking social support tended to have stronger nursing professional values than did those who used this coping strategy less. To improve the nursing professional values of nursing students, educators must inform nursing managers when nurses direct uncivil behaviors towards students. Educators should also listen to students' experiences, support them emotionally, and encourage students to engage in seeking social support. Copyright © 2018 Elsevier Ltd. All rights reserved.

  15. The Effect of Using Some Professional Development Strategies on Improving the Teaching Performance of English Language Student Teacher at the Faculty of Education, Helwan University in the Light of Pre-Service Teacher Standards

    ERIC Educational Resources Information Center

    Halim, Safaa Mahmoud Abdel

    2008-01-01

    The main aim of this thesis was to determine the effect of using a training program based on three professional development strategies; namely: action learning, peer coaching and study groups, on improving teaching performance of Faculty of Education, Helwan University EFL student teachers in the light of standards for teachers of English at…

  16. Professional development for science teachers.

    PubMed

    Wilson, Suzanne M

    2013-04-19

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

  17. [Cultural Competence in Intervention with Immigrants: A Comparative Analysis Between Health Professionals, Social Workers and Police Officers].

    PubMed

    Gonçalves, Mariana; Matos, Marlene

    2016-10-01

    Cultural diversity places increased demands on services to multicultural populations, so the development of cultural competence by help professionals is currently a concern in institutional practices. This study evaluated the perception of cultural competence of help professional of three distinct areas: health services, social services and criminal police. Through an online questionnaire, we questioned the perception of cultural competence, at four dimensions: cultural awareness, cultural knowledge, technical skills, and organizational support. There were 610 participants, mostly female (58%), with a mean age of 39.74 years, developing activity in the social area (37%), health (33%) or the police (30%). The professionals showed, in general, a positive perception of their cultural competence. Those who had formative experiences on the subject and had more time service, perceived themselves, significantly, as more culturally competent. Significant differences were found between professionals from different areas: health professionals were more effective in terms of technical skills, the social workers at the level of cultural knowledge and polices at the level of cultural awareness. Health professionals were the ones that showed a lower perception at the level of organizational support. Despite the positive perception that technicians have about their awareness and knowledge of the values, norms and customs of immigrant communities, they realize technical aptitude as less positive, showing difficulty in practical application of their knowledge. Cultural competence has implications for good professional practice in serving multicultural populations, being urgent to invest in the development of culturally competent interventions to ensure more effective services, namely in hospitals and health centres.

  18. Enhancing mathematics teachers' quality through Lesson Study.

    PubMed

    Lomibao, Laila S

    2016-01-01

    The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

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

    PubMed

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

    2006-03-01

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

  20. Essential professional duties for the sub-Saharan medical/dental graduate: An Association of Medical Schools of Africa initiative.

    PubMed

    Olapade-Olaopa, E O; Sewankambo, N; Iputo, J E; Rugarabamu, P; Amlak, A H; Mipando, M; Monekosso G L

    2016-09-01

    BACKGROUND - Globally, human resources for health are being optimized to address the increasing health burden and concomitant increased demands on health professionals. These demands are even more exacting in Sub-SaharanAfrica considering the shortage of health care workers, especially physicians. The noteworthy efforts at deploying task-shifting to address this situation not-withstanding, the situation also signals the need to re-define the objectives of medical instruction to ensure effective and contemporary medical practice in a mostly physician-led health workforce across the sub-continent. In this regard, medical and dental graduates must be educated to perform certain minimum essential professional duties competently. Essential Professional Duties are locally relevant professional activities of international standard that represent identifiable outcomes against which the effectiveness of physicians in a specific community can be measured to ensure social accountability. PROCEDURE AND PRODUCT - The Association of Medical Schools of Africa has developed the 'Essential Professional Duties for sub-Saharan medical and dental graduates' to ensure these physicians provide safe and effective contemporary medical/dental practice on the sub-continent. The duties have been grouped into those required for basic patient care, basic administrative skills, basic emergency care, communication, inter-professional relationships, self-directed learning and social responsibilities. Their relevance and suitability have been evaluated prior to their adoption by the Association. CONCLUSION; These Essential Physician Duties have been developed to serve as targets for health professionals training instruments and thus give direction to health system strategies. It is hoped that they will be adopted by medical and dental schools across sub-,. Saharan Africa.

  1. Professional Development Models: A Comparison of Duration and Effect.

    ERIC Educational Resources Information Center

    Crowther, David T.; Cannon, John R.

    The purpose of this research was to explore two professional development models, Nevada Operation Physical Science (a three-weekend course) and Nevada Operation Chemistry (a two-week intensive course with a follow-up session in the fall), to see if there was any impact on learning and to determine the ideal length of the workshops as measured by…

  2. The Impact of Short-Term Professional Development on Participant Outcomes: A Review of the Literature

    ERIC Educational Resources Information Center

    Lauer, Patricia A.; Christopher, Debra E.; Firpo-Triplett, Regina; Buchting, Francisco

    2014-01-01

    A narrative literature review was conducted to identify the design features of effective short-term face-to-face professional development (PD) events. The 23 reviewed studies described PD with durations of 30 hours or less and involved participants in education or human service-related professions. Design features associated with positive impacts…

  3. An Evaluation of the Effectiveness of Policy Communication in the Professional Development Centre's Training Programs.

    ERIC Educational Resources Information Center

    Rudasill, Susann E.

    In the face of rising juvenile violent crime rates and media talk of waste, abuse, fraud, and ineffectiveness within the Florida Department of Health and Rehabilitative Services (HRS), the state recommended the adoption of a family-focused approach in client intervention strategy. The Florida Atlantic University Professional Development Centre…

  4. Professional Development and IELTS Training Course: A Case of EFL Teachers in Iran

    ERIC Educational Resources Information Center

    Ashraf, Hamid; Kafi, Zeinab

    2016-01-01

    The current study aimed at investigating the status of Professional Development (PD) through examining teachers' perspectives over how effective they consider exam specific teacher training courses (IELTS in this case) which aim at increasing their PD. To this end, a group of EFL teachers, from different language schools in Mashhad, Iran took part…

  5. The Effects of a STEM Professional Development Intervention on Elementary Teachers' Science Process Skills

    ERIC Educational Resources Information Center

    Cotabish, Alicia; Dailey, Deborah; Hughes, Gail D.; Robinson, Ann

    2011-01-01

    In order to increase the quality and quantity of science instruction, elementary teachers must receive professional development in science learning processes. The current study was part of a larger randomized field study of teacher and student learning in science. In two districts in a southern state, researchers randomly assigned teacher…

  6. Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and STEM Career Awareness

    ERIC Educational Resources Information Center

    Knowles, J. Geoff

    2017-01-01

    This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: (1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; (2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student…

  7. Job-Embedded Professional Development: Reducing Teacher Isolation by Enacting Social Change

    ERIC Educational Resources Information Center

    Frank, K.

    2009-01-01

    Teacher isolation and burn-out are problems which contribute to high rates of teacher attrition and require school districts to hire new teachers each year and start anew with professional development. The purpose of this qualitative case study was to investigate whether peer coaching and mentoring programs had an effect on this problem by…

  8. Two Large-Scale Professional Development Programs for Mathematics Teachers and Their Impact on Student Achievement

    ERIC Educational Resources Information Center

    Lindvall, Jannika

    2017-01-01

    This article reports on two professional development programs for mathematics teachers and their effects on student achievement. The projects' design and their implementation within a larger municipality in Sweden, working together with over 90 teachers and 5000 students in elementary school, are described by using a set of core critical features…

  9. Explore-Create-Share Study: An Evaluation of Teachers as Curriculum Innovators in Engineering Education

    ERIC Educational Resources Information Center

    Berry, Ayora

    2017-01-01

    The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and…

  10. Pinpointing Chinese Early Childhood Teachers' Professional Development Needs through Self-Evaluation and External Observation of Classroom Quality

    ERIC Educational Resources Information Center

    Hu, Bi Ying; Zhou, Yisu; Li, Kejian

    2014-01-01

    This study compared Chinese kindergarten teachers' values and perceptions of program quality with trained raters' assessments of quality in order to gain insights into effective professional development for improving teacher quality. A total of 284 Chinese kindergarten teachers self-assessed the quality of their classroom teaching and rated their…

  11. Perspectives on Age and Continuing Professional Development for Nurses: A Literature Review

    ERIC Educational Resources Information Center

    Pool, Inge A.; Poell, Rob F.; ten Cate, Th. J.

    2013-01-01

    The need for nurses to participate in continuing professional development (CPD) is growing to keep abreast of rapid changes in nursing care. Concurrently, the nursing workforce is growing older. Ageing leads to changes in biological, psychological, and social functioning. Little is known about the effects of age-related changes on nurses'…

  12. Ambitious U.S. History Teachers Bringing Professional Development into the Classroom: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Kallemeyn, Leanne; Schiazza, Daniela; Ryan, Ann Marie; Peters, Julie; Johnson, Crystal

    2013-01-01

    Understanding how to engage history teachers in effective professional development, rooted in pedagogical content knowledge (PCK), is critical with the implementation of the Common Core State Standards. In this study, we utilized Grant and Gradwell's (2010) notion of ambitious teachers, which built upon Shulman's (1986) concept of PCK, to…

  13. Using Wiki to Create a Learning Community for Chemistry Teacher Leaders

    ERIC Educational Resources Information Center

    Shwartz, Y.; Katchevitch, D.

    2013-01-01

    This study focuses on using wikis as a learning environment, as part of a professional development program for chemistry teacher leaders. The study was performed in Israel and involved 20 chemistry teachers. One goal was to investigate how using wiki may promote effective science teacher professional development. Various aspects of the teachers'…

  14. Technology Professional Development: Investigating the Effectiveness of Technology Integration in Middle School Classrooms

    ERIC Educational Resources Information Center

    Barnello, Kristen G.

    2017-01-01

    The purpose of this study is to examine the impact of targeted professional development (PD) on the integration of technology upon teachers in grades six through eight. This Executive Position Paper has three key objectives: (1) investigate why teachers opted to participate in certain voluntary PD opportunities; (2) examine teachers' reactions to…

  15. A Professional Development Program to Improve Math Skills among Preschool Children in Head Start

    ERIC Educational Resources Information Center

    Brendefur, Jonathan; Strother, Sam; Thiede, Keith; Lane, Cristianne; Surges-Prokop, Mary Jo

    2013-01-01

    The purpose of this study was to examine the effects on four-year-olds' knowledge of mathematics by introducing professional development and center-based mathematics activities around four mathematical domains to early educators' teaching in Head Start programs. Because of the need to provide necessary mathematical experiences to young children to…

  16. Effects of a Long-Term Participatory Action Research Project on Science Teachers' Professional Development

    ERIC Educational Resources Information Center

    Eilks, Ingo; Markic, Silvija

    2011-01-01

    This paper describes the potential of long-term co-operation between science educators and science teachers concerning the teachers' continuous professional development, based on Participatory Action Research in science education. The discussion is based on a six-year case study observing a group of about ten German chemistry teachers by chemistry…

  17. Assessing the Ability of an Online Environment to Facilitate the Critical Features of Teacher Professional Development

    ERIC Educational Resources Information Center

    Surrette, Timothy N.; Johnson, Carla C.

    2015-01-01

    Providing teachers effective professional development (PD) is an ongoing challenge in the field of education. Emergence of technological innovations in the form of computer-based asynchronous and synchronous communication has provided new opportunities to improve and expand teacher PD opportunities beyond the physical walls of a school. The…

  18. Enhancing Primary Science Teaching: Interconnections of Content, Policy and Practice in a New Zealand Professional Learning and Development Programme

    ERIC Educational Resources Information Center

    Sexton, Steven S.

    2018-01-01

    This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of "The New Zealand Curriculum's" science subject area. Specifically, this paper…

  19. Engaging Preservice Teachers in Professional Development about iPads

    ERIC Educational Resources Information Center

    Shannon, Katheryn E.; Cullen, Theresa A.

    2016-01-01

    The iEducate mini-conference was a professional development approach used in a college of education that has a one to one iPad initiative. Students were strongly encouraged to attend workshops on effective iPad integration strategies for the classroom during a one-week period. A total of 87 students, faculty, staff, alumni, and community members…

  20. Teacher Capabilities in a Multicultural Educational Environment: An Analysis of the Impact of a Professional Development Project

    ERIC Educational Resources Information Center

    Lauridsen, Karen M.; Lauridsen, Ole

    2018-01-01

    With more programmes being taught through English in non-Anglophone contexts, higher education lecturers are faced with new challenges. This article briefly presents a professional development initiative carried out at departmental level as an intervention for all English Medium Instruction lecturers. In order to assess the effect of such an…

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