Modulating STDP Balance Impacts the Dendritic Mosaic

PubMed Central

Iannella, Nicolangelo; Launey, Thomas

2017-01-01

The ability for cortical neurons to adapt their input/output characteristics and information processing capabilities ultimately relies on the interplay between synaptic plasticity, synapse location, and the nonlinear properties of the dendrite. Collectively, they shape both the strengths and spatial arrangements of convergent afferent inputs to neuronal dendrites. Recent experimental and theoretical studies support a clustered plasticity model, a view that synaptic plasticity promotes the formation of clusters or hotspots of synapses sharing similar properties. We have previously shown that spike timing-dependent plasticity (STDP) can lead to synaptic efficacies being arranged into spatially segregated clusters. This effectively partitions the dendritic tree into a tessellated imprint which we have called a dendritic mosaic. Here, using a biophysically detailed neuron model of a reconstructed layer 2/3 pyramidal cell and STDP learning, we investigated the impact of altered STDP balance on forming such a spatial organization. We show that cluster formation and extend depend on several factors, including the balance between potentiation and depression, the afferents' mean firing rate and crucially on the dendritic morphology. We find that STDP balance has an important role to play for this emergent mode of spatial organization since any imbalances lead to severe degradation- and in some case even destruction- of the mosaic. Our model suggests that, over a broad range of of STDP parameters, synaptic plasticity shapes the spatial arrangement of synapses, favoring the formation of clustered efficacy engrams. PMID:28649195

Does Spike-Timing-Dependent Synaptic Plasticity Couple or Decouple Neurons Firing in Synchrony?

PubMed Central

Knoblauch, Andreas; Hauser, Florian; Gewaltig, Marc-Oliver; Körner, Edgar; Palm, Günther

2012-01-01

Spike synchronization is thought to have a constructive role for feature integration, attention, associative learning, and the formation of bidirectionally connected Hebbian cell assemblies. By contrast, theoretical studies on spike-timing-dependent plasticity (STDP) report an inherently decoupling influence of spike synchronization on synaptic connections of coactivated neurons. For example, bidirectional synaptic connections as found in cortical areas could be reproduced only by assuming realistic models of STDP and rate coding. We resolve this conflict by theoretical analysis and simulation of various simple and realistic STDP models that provide a more complete characterization of conditions when STDP leads to either coupling or decoupling of neurons firing in synchrony. In particular, we show that STDP consistently couples synchronized neurons if key model parameters are matched to physiological data: First, synaptic potentiation must be significantly stronger than synaptic depression for small (positive or negative) time lags between presynaptic and postsynaptic spikes. Second, spike synchronization must be sufficiently imprecise, for example, within a time window of 5–10 ms instead of 1 ms. Third, axonal propagation delays should not be much larger than dendritic delays. Under these assumptions synchronized neurons will be strongly coupled leading to a dominance of bidirectional synaptic connections even for simple STDP models and low mean firing rates at the level of spontaneous activity. PMID:22936909

Two Coincidence Detectors for Spike Timing-Dependent Plasticity in Somatosensory Cortex

PubMed Central

Bender, Vanessa A.; Bender, Kevin J.; Brasier, Daniel J.; Feldman, Daniel E.

2011-01-01

Many cortical synapses exhibit spike timing-dependent plasticity (STDP) in which the precise timing of presynaptic and postsynaptic spikes induces synaptic strengthening [long-term potentiation (LTP)] or weakening [long-term depression (LTD)]. Standard models posit a single, postsynaptic, NMDA receptor-based coincidence detector for LTP and LTD components of STDP. We show instead that STDP at layer 4 to layer 2/3 synapses in somatosensory (S1) cortex involves separate calcium sources and coincidence detection mechanisms for LTP and LTD. LTP showed classical NMDA receptor dependence. LTD was independent of postsynaptic NMDA receptors and instead required group I metabotropic glutamate receptors and calcium from voltage-sensitive channels and IP3 receptor-gated stores. Downstream of postsynaptic calcium, LTD required retrograde endocannabinoid signaling, leading to presynaptic LTD expression, and also required activation of apparently presynaptic NMDA receptors. These LTP and LTD mechanisms detected firing coincidence on ~25 and ~125 ms time scales, respectively, and combined to implement the overall STDP rule. These findings indicate that STDP is not a unitary process and suggest that endocannabinoid-dependent LTD may be relevant to cortical map plasticity. PMID:16624937

Mixed Signal Learning by Spike Correlation Propagation in Feedback Inhibitory Circuits

PubMed Central

Hiratani, Naoki; Fukai, Tomoki

2015-01-01

The brain can learn and detect mixed input signals masked by various types of noise, and spike-timing-dependent plasticity (STDP) is the candidate synaptic level mechanism. Because sensory inputs typically have spike correlation, and local circuits have dense feedback connections, input spikes cause the propagation of spike correlation in lateral circuits; however, it is largely unknown how this secondary correlation generated by lateral circuits influences learning processes through STDP, or whether it is beneficial to achieve efficient spike-based learning from uncertain stimuli. To explore the answers to these questions, we construct models of feedforward networks with lateral inhibitory circuits and study how propagated correlation influences STDP learning, and what kind of learning algorithm such circuits achieve. We derive analytical conditions at which neurons detect minor signals with STDP, and show that depending on the origin of the noise, different correlation timescales are useful for learning. In particular, we show that non-precise spike correlation is beneficial for learning in the presence of cross-talk noise. We also show that by considering excitatory and inhibitory STDP at lateral connections, the circuit can acquire a lateral structure optimal for signal detection. In addition, we demonstrate that the model performs blind source separation in a manner similar to the sequential sampling approximation of the Bayesian independent component analysis algorithm. Our results provide a basic understanding of STDP learning in feedback circuits by integrating analyses from both dynamical systems and information theory. PMID:25910189

Long-term depression of inhibitory synaptic transmission induced by spike-timing dependent plasticity requires coactivation of endocannabinoid and muscarinic receptors.

PubMed

Ahumada, Juan; Fernández de Sevilla, David; Couve, Alejandro; Buño, Washington; Fuenzalida, Marco

2013-12-01

The precise timing of pre-postsynaptic activity is vital for the induction of long-term potentiation (LTP) or depression (LTD) at many central synapses. We show in synapses of rat CA1 pyramidal neurons in vitro that spike timing dependent plasticity (STDP) protocols that induce LTP at glutamatergic synapses can evoke LTD of inhibitory postsynaptic currents or STDP-iLTD. The STDP-iLTD requires a postsynaptic Ca(2+) increase, a release of endocannabinoids (eCBs), the activation of type-1 endocananabinoid receptors and presynaptic muscarinic receptors that mediate a decreased probability of GABA release. In contrast, the STDP-iLTD is independent of the activation of nicotinic receptors, GABAB Rs and G protein-coupled postsynaptic receptors at pyramidal neurons. We determine that the downregulation of presynaptic Cyclic adenosine monophosphate/protein Kinase A pathways is essential for the induction of STDP-iLTD. These results suggest a novel mechanism by which the activation of cholinergic neurons and retrograde signaling by eCBs can modulate the efficacy of GABAergic synaptic transmission in ways that may contribute to information processing and storage in the hippocampus. Copyright © 2013 Wiley Periodicals, Inc.

On the applicability of STDP-based learning mechanisms to spiking neuron network models

NASA Astrophysics Data System (ADS)

Sboev, A.; Vlasov, D.; Serenko, A.; Rybka, R.; Moloshnikov, I.

2016-11-01

The ways to creating practically effective method for spiking neuron networks learning, that would be appropriate for implementing in neuromorphic hardware and at the same time based on the biologically plausible plasticity rules, namely, on STDP, are discussed. The influence of the amount of correlation between input and output spike trains on the learnability by different STDP rules is evaluated. A usability of alternative combined learning schemes, involving artificial and spiking neuron models is demonstrated on the iris benchmark task and on the practical task of gender recognition.

Precise Synaptic Efficacy Alignment Suggests Potentiation Dominated Learning.

PubMed

Hartmann, Christoph; Miner, Daniel C; Triesch, Jochen

2015-01-01

Recent evidence suggests that parallel synapses from the same axonal branch onto the same dendritic branch have almost identical strength. It has been proposed that this alignment is only possible through learning rules that integrate activity over long time spans. However, learning mechanisms such as spike-timing-dependent plasticity (STDP) are commonly assumed to be temporally local. Here, we propose that the combination of temporally local STDP and a multiplicative synaptic normalization mechanism is sufficient to explain the alignment of parallel synapses. To address this issue, we introduce three increasingly complex models: First, we model the idealized interaction of STDP and synaptic normalization in a single neuron as a simple stochastic process and derive analytically that the alignment effect can be described by a so-called Kesten process. From this we can derive that synaptic efficacy alignment requires potentiation-dominated learning regimes. We verify these conditions in a single-neuron model with independent spiking activities but more realistic synapses. As expected, we only observe synaptic efficacy alignment for long-term potentiation-biased STDP. Finally, we explore how well the findings transfer to recurrent neural networks where the learning mechanisms interact with the correlated activity of the network. We find that due to the self-reinforcing correlations in recurrent circuits under STDP, alignment occurs for both long-term potentiation- and depression-biased STDP, because the learning will be potentiation dominated in both cases due to the potentiating events induced by correlated activity. This is in line with recent results demonstrating a dominance of potentiation over depression during waking and normalization during sleep. This leads us to predict that individual spine pairs will be more similar after sleep compared to after sleep deprivation. In conclusion, we show that synaptic normalization in conjunction with coordinated potentiation--in this case, from STDP in the presence of correlated pre- and post-synaptic activity--naturally leads to an alignment of parallel synapses.

Effect of spike-timing-dependent plasticity on stochastic burst synchronization in a scale-free neuronal network.

PubMed

Kim, Sang-Yoon; Lim, Woochang

2018-06-01

We consider an excitatory population of subthreshold Izhikevich neurons which cannot fire spontaneously without noise. As the coupling strength passes a threshold, individual neurons exhibit noise-induced burstings. This neuronal population has adaptive dynamic synaptic strengths governed by the spike-timing-dependent plasticity (STDP). However, STDP was not considered in previous works on stochastic burst synchronization (SBS) between noise-induced burstings of sub-threshold neurons. Here, we study the effect of additive STDP on SBS by varying the noise intensity D in the Barabási-Albert scale-free network (SFN). One of our main findings is a Matthew effect in synaptic plasticity which occurs due to a positive feedback process. Good burst synchronization (with higher bursting measure) gets better via long-term potentiation (LTP) of synaptic strengths, while bad burst synchronization (with lower bursting measure) gets worse via long-term depression (LTD). Consequently, a step-like rapid transition to SBS occurs by changing D , in contrast to a relatively smooth transition in the absence of STDP. We also investigate the effects of network architecture on SBS by varying the symmetric attachment degree [Formula: see text] and the asymmetry parameter [Formula: see text] in the SFN, and Matthew effects are also found to occur by varying [Formula: see text] and [Formula: see text]. Furthermore, emergences of LTP and LTD of synaptic strengths are investigated in details via our own microscopic methods based on both the distributions of time delays between the burst onset times of the pre- and the post-synaptic neurons and the pair-correlations between the pre- and the post-synaptic instantaneous individual burst rates (IIBRs). Finally, a multiplicative STDP case (depending on states) with soft bounds is also investigated in comparison with the additive STDP case (independent of states) with hard bounds. Due to the soft bounds, a Matthew effect with some quantitative differences is also found to occur for the case of multiplicative STDP.

A Learning Theory for Reward-Modulated Spike-Timing-Dependent Plasticity with Application to Biofeedback

PubMed Central

Maass, Wolfgang

2008-01-01

Reward-modulated spike-timing-dependent plasticity (STDP) has recently emerged as a candidate for a learning rule that could explain how behaviorally relevant adaptive changes in complex networks of spiking neurons could be achieved in a self-organizing manner through local synaptic plasticity. However, the capabilities and limitations of this learning rule could so far only be tested through computer simulations. This article provides tools for an analytic treatment of reward-modulated STDP, which allows us to predict under which conditions reward-modulated STDP will achieve a desired learning effect. These analytical results imply that neurons can learn through reward-modulated STDP to classify not only spatial but also temporal firing patterns of presynaptic neurons. They also can learn to respond to specific presynaptic firing patterns with particular spike patterns. Finally, the resulting learning theory predicts that even difficult credit-assignment problems, where it is very hard to tell which synaptic weights should be modified in order to increase the global reward for the system, can be solved in a self-organizing manner through reward-modulated STDP. This yields an explanation for a fundamental experimental result on biofeedback in monkeys by Fetz and Baker. In this experiment monkeys were rewarded for increasing the firing rate of a particular neuron in the cortex and were able to solve this extremely difficult credit assignment problem. Our model for this experiment relies on a combination of reward-modulated STDP with variable spontaneous firing activity. Hence it also provides a possible functional explanation for trial-to-trial variability, which is characteristic for cortical networks of neurons but has no analogue in currently existing artificial computing systems. In addition our model demonstrates that reward-modulated STDP can be applied to all synapses in a large recurrent neural network without endangering the stability of the network dynamics. PMID:18846203

Dynamic Hebbian Cross-Correlation Learning Resolves the Spike Timing Dependent Plasticity Conundrum.

PubMed

Olde Scheper, Tjeerd V; Meredith, Rhiannon M; Mansvelder, Huibert D; van Pelt, Jaap; van Ooyen, Arjen

2017-01-01

Spike Timing-Dependent Plasticity has been found to assume many different forms. The classic STDP curve, with one potentiating and one depressing window, is only one of many possible curves that describe synaptic learning using the STDP mechanism. It has been shown experimentally that STDP curves may contain multiple LTP and LTD windows of variable width, and even inverted windows. The underlying STDP mechanism that is capable of producing such an extensive, and apparently incompatible, range of learning curves is still under investigation. In this paper, it is shown that STDP originates from a combination of two dynamic Hebbian cross-correlations of local activity at the synapse. The correlation of the presynaptic activity with the local postsynaptic activity is a robust and reliable indicator of the discrepancy between the presynaptic neuron and the postsynaptic neuron's activity. The second correlation is between the local postsynaptic activity with dendritic activity which is a good indicator of matching local synaptic and dendritic activity. We show that this simple time-independent learning rule can give rise to many forms of the STDP learning curve. The rule regulates synaptic strength without the need for spike matching or other supervisory learning mechanisms. Local differences in dendritic activity at the synapse greatly affect the cross-correlation difference which determines the relative contributions of different neural activity sources. Dendritic activity due to nearby synapses, action potentials, both forward and back-propagating, as well as inhibitory synapses will dynamically modify the local activity at the synapse, and the resulting STDP learning rule. The dynamic Hebbian learning rule ensures furthermore, that the resulting synaptic strength is dynamically stable, and that interactions between synapses do not result in local instabilities. The rule clearly demonstrates that synapses function as independent localized computational entities, each contributing to the global activity, not in a simply linear fashion, but in a manner that is appropriate to achieve local and global stability of the neuron and the entire dendritic structure.

Computational modeling of spiking neural network with learning rules from STDP and intrinsic plasticity

NASA Astrophysics Data System (ADS)

Li, Xiumin; Wang, Wei; Xue, Fangzheng; Song, Yongduan

2018-02-01

Recently there has been continuously increasing interest in building up computational models of spiking neural networks (SNN), such as the Liquid State Machine (LSM). The biologically inspired self-organized neural networks with neural plasticity can enhance the capability of computational performance, with the characteristic features of dynamical memory and recurrent connection cycles which distinguish them from the more widely used feedforward neural networks. Despite a variety of computational models for brain-like learning and information processing have been proposed, the modeling of self-organized neural networks with multi-neural plasticity is still an important open challenge. The main difficulties lie in the interplay among different forms of neural plasticity rules and understanding how structures and dynamics of neural networks shape the computational performance. In this paper, we propose a novel approach to develop the models of LSM with a biologically inspired self-organizing network based on two neural plasticity learning rules. The connectivity among excitatory neurons is adapted by spike-timing-dependent plasticity (STDP) learning; meanwhile, the degrees of neuronal excitability are regulated to maintain a moderate average activity level by another learning rule: intrinsic plasticity (IP). Our study shows that LSM with STDP+IP performs better than LSM with a random SNN or SNN obtained by STDP alone. The noticeable improvement with the proposed method is due to the better reflected competition among different neurons in the developed SNN model, as well as the more effectively encoded and processed relevant dynamic information with its learning and self-organizing mechanism. This result gives insights to the optimization of computational models of spiking neural networks with neural plasticity.

Neuromodulated Synaptic Plasticity on the SpiNNaker Neuromorphic System

PubMed Central

Mikaitis, Mantas; Pineda García, Garibaldi; Knight, James C.; Furber, Steve B.

2018-01-01

SpiNNaker is a digital neuromorphic architecture, designed specifically for the low power simulation of large-scale spiking neural networks at speeds close to biological real-time. Unlike other neuromorphic systems, SpiNNaker allows users to develop their own neuron and synapse models as well as specify arbitrary connectivity. As a result SpiNNaker has proved to be a powerful tool for studying different neuron models as well as synaptic plasticity—believed to be one of the main mechanisms behind learning and memory in the brain. A number of Spike-Timing-Dependent-Plasticity(STDP) rules have already been implemented on SpiNNaker and have been shown to be capable of solving various learning tasks in real-time. However, while STDP is an important biological theory of learning, it is a form of Hebbian or unsupervised learning and therefore does not explain behaviors that depend on feedback from the environment. Instead, learning rules based on neuromodulated STDP (three-factor learning rules) have been shown to be capable of solving reinforcement learning tasks in a biologically plausible manner. In this paper we demonstrate for the first time how a model of three-factor STDP, with the third-factor representing spikes from dopaminergic neurons, can be implemented on the SpiNNaker neuromorphic system. Using this learning rule we first show how reward and punishment signals can be delivered to a single synapse before going on to demonstrate it in a larger network which solves the credit assignment problem in a Pavlovian conditioning experiment. Because of its extra complexity, we find that our three-factor learning rule requires approximately 2× as much processing time as the existing SpiNNaker STDP learning rules. However, we show that it is still possible to run our Pavlovian conditioning model with up to 1 × 104 neurons in real-time, opening up new research opportunities for modeling behavioral learning on SpiNNaker. PMID:29535600

Delay selection by spike-timing-dependent plasticity in recurrent networks of spiking neurons receiving oscillatory inputs.

PubMed

Kerr, Robert R; Burkitt, Anthony N; Thomas, Doreen A; Gilson, Matthieu; Grayden, David B

2013-01-01

Learning rules, such as spike-timing-dependent plasticity (STDP), change the structure of networks of neurons based on the firing activity. A network level understanding of these mechanisms can help infer how the brain learns patterns and processes information. Previous studies have shown that STDP selectively potentiates feed-forward connections that have specific axonal delays, and that this underlies behavioral functions such as sound localization in the auditory brainstem of the barn owl. In this study, we investigate how STDP leads to the selective potentiation of recurrent connections with different axonal and dendritic delays during oscillatory activity. We develop analytical models of learning with additive STDP in recurrent networks driven by oscillatory inputs, and support the results using simulations with leaky integrate-and-fire neurons. Our results show selective potentiation of connections with specific axonal delays, which depended on the input frequency. In addition, we demonstrate how this can lead to a network becoming selective in the amplitude of its oscillatory response to this frequency. We extend this model of axonal delay selection within a single recurrent network in two ways. First, we show the selective potentiation of connections with a range of both axonal and dendritic delays. Second, we show axonal delay selection between multiple groups receiving out-of-phase, oscillatory inputs. We discuss the application of these models to the formation and activation of neuronal ensembles or cell assemblies in the cortex, and also to missing fundamental pitch perception in the auditory brainstem.

Delay Selection by Spike-Timing-Dependent Plasticity in Recurrent Networks of Spiking Neurons Receiving Oscillatory Inputs

PubMed Central

Kerr, Robert R.; Burkitt, Anthony N.; Thomas, Doreen A.; Gilson, Matthieu; Grayden, David B.

2013-01-01

Learning rules, such as spike-timing-dependent plasticity (STDP), change the structure of networks of neurons based on the firing activity. A network level understanding of these mechanisms can help infer how the brain learns patterns and processes information. Previous studies have shown that STDP selectively potentiates feed-forward connections that have specific axonal delays, and that this underlies behavioral functions such as sound localization in the auditory brainstem of the barn owl. In this study, we investigate how STDP leads to the selective potentiation of recurrent connections with different axonal and dendritic delays during oscillatory activity. We develop analytical models of learning with additive STDP in recurrent networks driven by oscillatory inputs, and support the results using simulations with leaky integrate-and-fire neurons. Our results show selective potentiation of connections with specific axonal delays, which depended on the input frequency. In addition, we demonstrate how this can lead to a network becoming selective in the amplitude of its oscillatory response to this frequency. We extend this model of axonal delay selection within a single recurrent network in two ways. First, we show the selective potentiation of connections with a range of both axonal and dendritic delays. Second, we show axonal delay selection between multiple groups receiving out-of-phase, oscillatory inputs. We discuss the application of these models to the formation and activation of neuronal ensembles or cell assemblies in the cortex, and also to missing fundamental pitch perception in the auditory brainstem. PMID:23408878

Supervised spike-timing-dependent plasticity: a spatiotemporal neuronal learning rule for function approximation and decisions.

PubMed

Franosch, Jan-Moritz P; Urban, Sebastian; van Hemmen, J Leo

2013-12-01

How can an animal learn from experience? How can it train sensors, such as the auditory or tactile system, based on other sensory input such as the visual system? Supervised spike-timing-dependent plasticity (supervised STDP) is a possible answer. Supervised STDP trains one modality using input from another one as "supervisor." Quite complex time-dependent relationships between the senses can be learned. Here we prove that under very general conditions, supervised STDP converges to a stable configuration of synaptic weights leading to a reconstruction of primary sensory input.

Emergence of network structure due to spike-timing-dependent plasticity in recurrent neuronal networks IV: structuring synaptic pathways among recurrent connections.

PubMed

Gilson, Matthieu; Burkitt, Anthony N; Grayden, David B; Thomas, Doreen A; van Hemmen, J Leo

2009-12-01

In neuronal networks, the changes of synaptic strength (or weight) performed by spike-timing-dependent plasticity (STDP) are hypothesized to give rise to functional network structure. This article investigates how this phenomenon occurs for the excitatory recurrent connections of a network with fixed input weights that is stimulated by external spike trains. We develop a theoretical framework based on the Poisson neuron model to analyze the interplay between the neuronal activity (firing rates and the spike-time correlations) and the learning dynamics, when the network is stimulated by correlated pools of homogeneous Poisson spike trains. STDP can lead to both a stabilization of all the neuron firing rates (homeostatic equilibrium) and a robust weight specialization. The pattern of specialization for the recurrent weights is determined by a relationship between the input firing-rate and correlation structures, the network topology, the STDP parameters and the synaptic response properties. We find conditions for feed-forward pathways or areas with strengthened self-feedback to emerge in an initially homogeneous recurrent network.

A History of Spike-Timing-Dependent Plasticity

PubMed Central

Markram, Henry; Gerstner, Wulfram; Sjöström, Per Jesper

2011-01-01

How learning and memory is achieved in the brain is a central question in neuroscience. Key to today’s research into information storage in the brain is the concept of synaptic plasticity, a notion that has been heavily influenced by Hebb's (1949) postulate. Hebb conjectured that repeatedly and persistently co-active cells should increase connective strength among populations of interconnected neurons as a means of storing a memory trace, also known as an engram. Hebb certainly was not the first to make such a conjecture, as we show in this history. Nevertheless, literally thousands of studies into the classical frequency-dependent paradigm of cellular learning rules were directly inspired by the Hebbian postulate. But in more recent years, a novel concept in cellular learning has emerged, where temporal order instead of frequency is emphasized. This new learning paradigm – known as spike-timing-dependent plasticity (STDP) – has rapidly gained tremendous interest, perhaps because of its combination of elegant simplicity, biological plausibility, and computational power. But what are the roots of today’s STDP concept? Here, we discuss several centuries of diverse thinking, beginning with philosophers such as Aristotle, Locke, and Ribot, traversing, e.g., Lugaro’s plasticità and Rosenblatt’s perceptron, and culminating with the discovery of STDP. We highlight interactions between theoretical and experimental fields, showing how discoveries sometimes occurred in parallel, seemingly without much knowledge of the other field, and sometimes via concrete back-and-forth communication. We point out where the future directions may lie, which includes interneuron STDP, the functional impact of STDP, its mechanisms and its neuromodulatory regulation, and the linking of STDP to the developmental formation and continuous plasticity of neuronal networks. PMID:22007168

Relative age effects in Swiss talent development - a nationwide analysis of all sports.

PubMed

Romann, Michael; Rössler, Roland; Javet, Marie; Faude, Oliver

2018-09-01

Relative age effects (RAE) generate consistent participation inequalities and selection biases in sports. The study aimed to investigate RAE across all sports of the national Swiss talent development programme (STDP). In this study, 18 859 youth athletes (female N = 5353; mean age: 14.8 ± 2.5 y and male N = 13 506; mean age: 14.4 ± 2.4 y) in 70 sports who participated in the 2014 competitive season were evaluated. The sample was subdivided by sex and the national level selection (NLS, N = 2464). Odds ratios (ORs) of relative age quarters (Q1-Q4) and 95% confidence intervals (CI) were calculated. In STDP, small RAE were evident for females (OR 1.35 (95%-CI 1.24, 1.47)) and males (OR 1.84 (95%-CI 1.74, 1.95)). RAE were similar in female NLS athletes (OR 1.30 (95%-CI 1.08, 1.57)) and larger in male NLS athletes (OR 2.40 (95%-CI 1.42, 1.97)) compared to athletes in the lower selection level. In STDP, RAE are evident for both sexes in several sports with popular sports showing higher RAE. RAE were larger in males than females. A higher selection level showed higher RAE only for males. In Switzerland, talent identification and development should be considered as a long-term process.

Spike-timing-dependent plasticity enhanced synchronization transitions induced by autapses in adaptive Newman-Watts neuronal networks.

PubMed

Gong, Yubing; Wang, Baoying; Xie, Huijuan

2016-12-01

In this paper, we numerically study the effect of spike-timing-dependent plasticity (STDP) on synchronization transitions induced by autaptic activity in adaptive Newman-Watts Hodgkin-Huxley neuron networks. It is found that synchronization transitions induced by autaptic delay vary with the adjusting rate A p of STDP and become strongest at a certain A p value, and the A p value increases when network randomness or network size increases. It is also found that the synchronization transitions induced by autaptic delay become strongest at a certain network randomness and network size, and the values increase and related synchronization transitions are enhanced when A p increases. These results show that there is optimal STDP that can enhance the synchronization transitions induced by autaptic delay in the adaptive neuronal networks. These findings provide a new insight into the roles of STDP and autapses for the information transmission in neural systems. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Mirror Neurons Modeled Through Spike-Timing-Dependent Plasticity are Affected by Channelopathies Associated with Autism Spectrum Disorder.

PubMed

Antunes, Gabriela; Faria da Silva, Samuel F; Simoes de Souza, Fabio M

2018-06-01

Mirror neurons fire action potentials both when the agent performs a certain behavior and watches someone performing a similar action. Here, we present an original mirror neuron model based on the spike-timing-dependent plasticity (STDP) between two morpho-electrical models of neocortical pyramidal neurons. Both neurons fired spontaneously with basal firing rate that follows a Poisson distribution, and the STDP between them was modeled by the triplet algorithm. Our simulation results demonstrated that STDP is sufficient for the rise of mirror neuron function between the pairs of neocortical neurons. This is a proof of concept that pairs of neocortical neurons associating sensory inputs to motor outputs could operate like mirror neurons. In addition, we used the mirror neuron model to investigate whether channelopathies associated with autism spectrum disorder could impair the modeled mirror function. Our simulation results showed that impaired hyperpolarization-activated cationic currents (Ih) affected the mirror function between the pairs of neocortical neurons coupled by STDP.

Self-Organized Near-Zero-Lag Synchronization Induced by Spike-Timing Dependent Plasticity in Cortical Populations

PubMed Central

Matias, Fernanda S.; Carelli, Pedro V.; Mirasso, Claudio R.; Copelli, Mauro

2015-01-01

Several cognitive tasks related to learning and memory exhibit synchronization of macroscopic cortical areas together with synaptic plasticity at neuronal level. Therefore, there is a growing effort among computational neuroscientists to understand the underlying mechanisms relating synchrony and plasticity in the brain. Here we numerically study the interplay between spike-timing dependent plasticity (STDP) and anticipated synchronization (AS). AS emerges when a dominant flux of information from one area to another is accompanied by a negative time lag (or phase). This means that the receiver region pulses before the sender does. In this paper we study the interplay between different synchronization regimes and STDP at the level of three-neuron microcircuits as well as cortical populations. We show that STDP can promote auto-organized zero-lag synchronization in unidirectionally coupled neuronal populations. We also find synchronization regimes with negative phase difference (AS) that are stable against plasticity. Finally, we show that the interplay between negative phase difference and STDP provides limited synaptic weight distribution without the need of imposing artificial boundaries. PMID:26474165

STDP-based spiking deep convolutional neural networks for object recognition.

PubMed

Kheradpisheh, Saeed Reza; Ganjtabesh, Mohammad; Thorpe, Simon J; Masquelier, Timothée

2018-03-01

Previous studies have shown that spike-timing-dependent plasticity (STDP) can be used in spiking neural networks (SNN) to extract visual features of low or intermediate complexity in an unsupervised manner. These studies, however, used relatively shallow architectures, and only one layer was trainable. Another line of research has demonstrated - using rate-based neural networks trained with back-propagation - that having many layers increases the recognition robustness, an approach known as deep learning. We thus designed a deep SNN, comprising several convolutional (trainable with STDP) and pooling layers. We used a temporal coding scheme where the most strongly activated neurons fire first, and less activated neurons fire later or not at all. The network was exposed to natural images. Thanks to STDP, neurons progressively learned features corresponding to prototypical patterns that were both salient and frequent. Only a few tens of examples per category were required and no label was needed. After learning, the complexity of the extracted features increased along the hierarchy, from edge detectors in the first layer to object prototypes in the last layer. Coding was very sparse, with only a few thousands spikes per image, and in some cases the object category could be reasonably well inferred from the activity of a single higher-order neuron. More generally, the activity of a few hundreds of such neurons contained robust category information, as demonstrated using a classifier on Caltech 101, ETH-80, and MNIST databases. We also demonstrate the superiority of STDP over other unsupervised techniques such as random crops (HMAX) or auto-encoders. Taken together, our results suggest that the combination of STDP with latency coding may be a key to understanding the way that the primate visual system learns, its remarkable processing speed and its low energy consumption. These mechanisms are also interesting for artificial vision systems, particularly for hardware solutions. Copyright © 2017 Elsevier Ltd. All rights reserved.

Diverse spike-timing-dependent plasticity based on multilevel HfO x memristor for neuromorphic computing

NASA Astrophysics Data System (ADS)

Lu, Ke; Li, Yi; He, Wei-Fan; Chen, Jia; Zhou, Ya-Xiong; Duan, Nian; Jin, Miao-Miao; Gu, Wei; Xue, Kan-Hao; Sun, Hua-Jun; Miao, Xiang-Shui

2018-06-01

Memristors have emerged as promising candidates for artificial synaptic devices, serving as the building block of brain-inspired neuromorphic computing. In this letter, we developed a Pt/HfO x /Ti memristor with nonvolatile multilevel resistive switching behaviors due to the evolution of the conductive filaments and the variation in the Schottky barrier. Diverse state-dependent spike-timing-dependent-plasticity (STDP) functions were implemented with different initial resistance states. The measured STDP forms were adopted as the learning rule for a three-layer spiking neural network which achieves a 75.74% recognition accuracy for MNIST handwritten digit dataset. This work has shown the capability of memristive synapse in spiking neural networks for pattern recognition application.

Learning rules for spike timing-dependent plasticity depend on dendritic synapse location.

PubMed

Letzkus, Johannes J; Kampa, Björn M; Stuart, Greg J

2006-10-11

Previous studies focusing on the temporal rules governing changes in synaptic strength during spike timing-dependent synaptic plasticity (STDP) have paid little attention to the fact that synaptic inputs are distributed across complex dendritic trees. During STDP, propagation of action potentials (APs) back to the site of synaptic input is thought to trigger plasticity. However, in pyramidal neurons, backpropagation of single APs is decremental, whereas high-frequency bursts lead to generation of distal dendritic calcium spikes. This raises the question whether STDP learning rules depend on synapse location and firing mode. Here, we investigate this issue at synapses between layer 2/3 and layer 5 pyramidal neurons in somatosensory cortex. We find that low-frequency pairing of single APs at positive times leads to a distance-dependent shift to long-term depression (LTD) at distal inputs. At proximal sites, this LTD could be converted to long-term potentiation (LTP) by dendritic depolarizations suprathreshold for BAC-firing or by high-frequency AP bursts. During AP bursts, we observed a progressive, distance-dependent shift in the timing requirements for induction of LTP and LTD, such that distal synapses display novel timing rules: they potentiate when inputs are activated after burst onset (negative timing) but depress when activated before burst onset (positive timing). These findings could be explained by distance-dependent differences in the underlying dendritic voltage waveforms driving NMDA receptor activation during STDP induction. Our results suggest that synapse location within the dendritic tree is a crucial determinant of STDP, and that synapses undergo plasticity according to local rather than global learning rules.

Role of AMPA and NMDA receptors and back-propagating action potentials in spike timing-dependent plasticity.

PubMed

Fuenzalida, Marco; Fernández de Sevilla, David; Couve, Alejandro; Buño, Washington

2010-01-01

The cellular mechanisms that mediate spike timing-dependent plasticity (STDP) are largely unknown. We studied in vitro in CA1 pyramidal neurons the contribution of AMPA and N-methyl-d-aspartate (NMDA) components of Schaffer collateral (SC) excitatory postsynaptic potentials (EPSPs; EPSP(AMPA) and EPSP(NMDA)) and of the back-propagating action potential (BAP) to the long-term potentiation (LTP) induced by a STDP protocol that consisted in pairing an EPSP and a BAP. Transient blockade of EPSP(AMPA) with 7-nitro-2,3-dioxo-1,4-dihydroquinoxaline-6-carbonitrile (CNQX) during the STDP protocol prevented LTP. Contrastingly LTP was induced under transient inhibition of EPSP(AMPA) by combining SC stimulation, an imposed EPSP(AMPA)-like depolarization, and BAP or by coupling the EPSP(NMDA) evoked under sustained depolarization (approximately -40 mV) and BAP. In Mg(2+)-free solution EPSP(NMDA) and BAP also produced LTP. Suppression of EPSP(NMDA) or BAP always prevented LTP. Thus activation of NMDA receptors and BAPs are needed but not sufficient because AMPA receptor activation is also obligatory for STDP. However, a transient depolarization of another origin that unblocks NMDA receptors and a BAP may also trigger LTP.

Bayesian Computation Emerges in Generic Cortical Microcircuits through Spike-Timing-Dependent Plasticity

PubMed Central

Nessler, Bernhard; Pfeiffer, Michael; Buesing, Lars; Maass, Wolfgang

2013-01-01

The principles by which networks of neurons compute, and how spike-timing dependent plasticity (STDP) of synaptic weights generates and maintains their computational function, are unknown. Preceding work has shown that soft winner-take-all (WTA) circuits, where pyramidal neurons inhibit each other via interneurons, are a common motif of cortical microcircuits. We show through theoretical analysis and computer simulations that Bayesian computation is induced in these network motifs through STDP in combination with activity-dependent changes in the excitability of neurons. The fundamental components of this emergent Bayesian computation are priors that result from adaptation of neuronal excitability and implicit generative models for hidden causes that are created in the synaptic weights through STDP. In fact, a surprising result is that STDP is able to approximate a powerful principle for fitting such implicit generative models to high-dimensional spike inputs: Expectation Maximization. Our results suggest that the experimentally observed spontaneous activity and trial-to-trial variability of cortical neurons are essential features of their information processing capability, since their functional role is to represent probability distributions rather than static neural codes. Furthermore it suggests networks of Bayesian computation modules as a new model for distributed information processing in the cortex. PMID:23633941

A Re-Examination of Hebbian-Covariance Rules and Spike Timing-Dependent Plasticity in Cat Visual Cortex in vivo

PubMed Central

Frégnac, Yves; Pananceau, Marc; René, Alice; Huguet, Nazyed; Marre, Olivier; Levy, Manuel; Shulz, Daniel E.

2010-01-01

Spike timing-dependent plasticity (STDP) is considered as an ubiquitous rule for associative plasticity in cortical networks in vitro. However, limited supporting evidence for its functional role has been provided in vivo. In particular, there are very few studies demonstrating the co-occurrence of synaptic efficiency changes and alteration of sensory responses in adult cortex during Hebbian or STDP protocols. We addressed this issue by reviewing and comparing the functional effects of two types of cellular conditioning in cat visual cortex. The first one, referred to as the “covariance” protocol, obeys a generalized Hebbian framework, by imposing, for different stimuli, supervised positive and negative changes in covariance between postsynaptic and presynaptic activity rates. The second protocol, based on intracellular recordings, replicated in vivo variants of the theta-burst paradigm (TBS), proven successful in inducing long-term potentiation in vitro. Since it was shown to impose a precise correlation delay between the electrically activated thalamic input and the TBS-induced postsynaptic spike, this protocol can be seen as a probe of causal (“pre-before-post”) STDP. By choosing a thalamic region where the visual field representation was in retinotopic overlap with the intracellularly recorded cortical receptive field as the afferent site for supervised electrical stimulation, this protocol allowed to look for possible correlates between STDP and functional reorganization of the conditioned cortical receptive field. The rate-based “covariance protocol” induced significant and large amplitude changes in receptive field properties, in both kitten and adult V1 cortex. The TBS STDP-like protocol produced in the adult significant changes in the synaptic gain of the electrically activated thalamic pathway, but the statistical significance of the functional correlates was detectable mostly at the population level. Comparison of our observations with the literature leads us to re-examine the experimental status of spike timing-dependent potentiation in adult cortex. We propose the existence of a correlation-based threshold in vivo, limiting the expression of STDP-induced changes outside the critical period, and which accounts for the stability of synaptic weights during sensory cortical processing in the absence of attention or reward-gated supervision. PMID:21423533

Mirrored STDP Implements Autoencoder Learning in a Network of Spiking Neurons.

PubMed

Burbank, Kendra S

2015-12-01

The autoencoder algorithm is a simple but powerful unsupervised method for training neural networks. Autoencoder networks can learn sparse distributed codes similar to those seen in cortical sensory areas such as visual area V1, but they can also be stacked to learn increasingly abstract representations. Several computational neuroscience models of sensory areas, including Olshausen & Field's Sparse Coding algorithm, can be seen as autoencoder variants, and autoencoders have seen extensive use in the machine learning community. Despite their power and versatility, autoencoders have been difficult to implement in a biologically realistic fashion. The challenges include their need to calculate differences between two neuronal activities and their requirement for learning rules which lead to identical changes at feedforward and feedback connections. Here, we study a biologically realistic network of integrate-and-fire neurons with anatomical connectivity and synaptic plasticity that closely matches that observed in cortical sensory areas. Our choice of synaptic plasticity rules is inspired by recent experimental and theoretical results suggesting that learning at feedback connections may have a different form from learning at feedforward connections, and our results depend critically on this novel choice of plasticity rules. Specifically, we propose that plasticity rules at feedforward versus feedback connections are temporally opposed versions of spike-timing dependent plasticity (STDP), leading to a symmetric combined rule we call Mirrored STDP (mSTDP). We show that with mSTDP, our network follows a learning rule that approximately minimizes an autoencoder loss function. When trained with whitened natural image patches, the learned synaptic weights resemble the receptive fields seen in V1. Our results use realistic synaptic plasticity rules to show that the powerful autoencoder learning algorithm could be within the reach of real biological networks.

Mirrored STDP Implements Autoencoder Learning in a Network of Spiking Neurons

PubMed Central

Burbank, Kendra S.

2015-01-01

The autoencoder algorithm is a simple but powerful unsupervised method for training neural networks. Autoencoder networks can learn sparse distributed codes similar to those seen in cortical sensory areas such as visual area V1, but they can also be stacked to learn increasingly abstract representations. Several computational neuroscience models of sensory areas, including Olshausen & Field’s Sparse Coding algorithm, can be seen as autoencoder variants, and autoencoders have seen extensive use in the machine learning community. Despite their power and versatility, autoencoders have been difficult to implement in a biologically realistic fashion. The challenges include their need to calculate differences between two neuronal activities and their requirement for learning rules which lead to identical changes at feedforward and feedback connections. Here, we study a biologically realistic network of integrate-and-fire neurons with anatomical connectivity and synaptic plasticity that closely matches that observed in cortical sensory areas. Our choice of synaptic plasticity rules is inspired by recent experimental and theoretical results suggesting that learning at feedback connections may have a different form from learning at feedforward connections, and our results depend critically on this novel choice of plasticity rules. Specifically, we propose that plasticity rules at feedforward versus feedback connections are temporally opposed versions of spike-timing dependent plasticity (STDP), leading to a symmetric combined rule we call Mirrored STDP (mSTDP). We show that with mSTDP, our network follows a learning rule that approximately minimizes an autoencoder loss function. When trained with whitened natural image patches, the learned synaptic weights resemble the receptive fields seen in V1. Our results use realistic synaptic plasticity rules to show that the powerful autoencoder learning algorithm could be within the reach of real biological networks. PMID:26633645

A Neuromorphic Architecture for Object Recognition and Motion Anticipation Using Burst-STDP

PubMed Central

Balduzzi, David; Tononi, Giulio

2012-01-01

In this work we investigate the possibilities offered by a minimal framework of artificial spiking neurons to be deployed in silico. Here we introduce a hierarchical network architecture of spiking neurons which learns to recognize moving objects in a visual environment and determine the correct motor output for each object. These tasks are learned through both supervised and unsupervised spike timing dependent plasticity (STDP). STDP is responsible for the strengthening (or weakening) of synapses in relation to pre- and post-synaptic spike times and has been described as a Hebbian paradigm taking place both in vitro and in vivo. We utilize a variation of STDP learning, called burst-STDP, which is based on the notion that, since spikes are expensive in terms of energy consumption, then strong bursting activity carries more information than single (sparse) spikes. Furthermore, this learning algorithm takes advantage of homeostatic renormalization, which has been hypothesized to promote memory consolidation during NREM sleep. Using this learning rule, we design a spiking neural network architecture capable of object recognition, motion detection, attention towards important objects, and motor control outputs. We demonstrate the abilities of our design in a simple environment with distractor objects, multiple objects moving concurrently, and in the presence of noise. Most importantly, we show how this neural network is capable of performing these tasks using a simple leaky-integrate-and-fire (LIF) neuron model with binary synapses, making it fully compatible with state-of-the-art digital neuromorphic hardware designs. As such, the building blocks and learning rules presented in this paper appear promising for scalable fully neuromorphic systems to be implemented in hardware chips. PMID:22615855

Different propagation speeds of recalled sequences in plastic spiking neural networks

NASA Astrophysics Data System (ADS)

Huang, Xuhui; Zheng, Zhigang; Hu, Gang; Wu, Si; Rasch, Malte J.

2015-03-01

Neural networks can generate spatiotemporal patterns of spike activity. Sequential activity learning and retrieval have been observed in many brain areas, and e.g. is crucial for coding of episodic memory in the hippocampus or generating temporal patterns during song production in birds. In a recent study, a sequential activity pattern was directly entrained onto the neural activity of the primary visual cortex (V1) of rats and subsequently successfully recalled by a local and transient trigger. It was observed that the speed of activity propagation in coordinates of the retinotopically organized neural tissue was constant during retrieval regardless how the speed of light stimulation sweeping across the visual field during training was varied. It is well known that spike-timing dependent plasticity (STDP) is a potential mechanism for embedding temporal sequences into neural network activity. How training and retrieval speeds relate to each other and how network and learning parameters influence retrieval speeds, however, is not well described. We here theoretically analyze sequential activity learning and retrieval in a recurrent neural network with realistic synaptic short-term dynamics and STDP. Testing multiple STDP rules, we confirm that sequence learning can be achieved by STDP. However, we found that a multiplicative nearest-neighbor (NN) weight update rule generated weight distributions and recall activities that best matched the experiments in V1. Using network simulations and mean-field analysis, we further investigated the learning mechanisms and the influence of network parameters on recall speeds. Our analysis suggests that a multiplicative STDP rule with dominant NN spike interaction might be implemented in V1 since recall speed was almost constant in an NMDA-dominant regime. Interestingly, in an AMPA-dominant regime, neural circuits might exhibit recall speeds that instead follow the change in stimulus speeds. This prediction could be tested in experiments.

Competitive STDP Learning of Overlapping Spatial Patterns.

PubMed

Krunglevicius, Dalius

2015-08-01

Spike-timing-dependent plasticity (STDP) is a set of Hebbian learning rules firmly based on biological evidence. It has been demonstrated that one of the STDP learning rules is suited for learning spatiotemporal patterns. When multiple neurons are organized in a simple competitive spiking neural network, this network is capable of learning multiple distinct patterns. If patterns overlap significantly (i.e., patterns are mutually inclusive), however, competition would not preclude trained neuron's responding to a new pattern and adjusting synaptic weights accordingly. This letter presents a simple neural network that combines vertical inhibition and Euclidean distance-dependent synaptic strength factor. This approach helps to solve the problem of pattern size-dependent parameter optimality and significantly reduces the probability of a neuron's forgetting an already learned pattern. For demonstration purposes, the network was trained for the first ten letters of the Braille alphabet.

Emergence of small-world structure in networks of spiking neurons through STDP plasticity.

PubMed

Basalyga, Gleb; Gleiser, Pablo M; Wennekers, Thomas

2011-01-01

In this work, we use a complex network approach to investigate how a neural network structure changes under synaptic plasticity. In particular, we consider a network of conductance-based, single-compartment integrate-and-fire excitatory and inhibitory neurons. Initially the neurons are connected randomly with uniformly distributed synaptic weights. The weights of excitatory connections can be strengthened or weakened during spiking activity by the mechanism known as spike-timing-dependent plasticity (STDP). We extract a binary directed connection matrix by thresholding the weights of the excitatory connections at every simulation step and calculate its major topological characteristics such as the network clustering coefficient, characteristic path length and small-world index. We numerically demonstrate that, under certain conditions, a nontrivial small-world structure can emerge from a random initial network subject to STDP learning.

Channel noise-induced temporal coherence transitions and synchronization transitions in adaptive neuronal networks with time delay

NASA Astrophysics Data System (ADS)

Gong, Yubing; Xie, Huijuan

2017-09-01

Using spike-timing-dependent plasticity (STDP), we study the effect of channel noise on temporal coherence and synchronization of adaptive scale-free Hodgkin-Huxley neuronal networks with time delay. It is found that the spiking regularity and spatial synchronization of the neurons intermittently increase and decrease as channel noise intensity is varied, exhibiting transitions of temporal coherence and synchronization. Moreover, this phenomenon depends on time delay, STDP, and network average degree. As time delay increases, the phenomenon is weakened, however, there are optimal STDP and network average degree by which the phenomenon becomes strongest. These results show that channel noise can intermittently enhance the temporal coherence and synchronization of the delayed adaptive neuronal networks. These findings provide a new insight into channel noise for the information processing and transmission in neural systems.

Emergent gamma synchrony in all-to-all interneuronal networks.

PubMed

Ratnadurai-Giridharan, Shivakeshavan; Khargonekar, Pramod P; Talathi, Sachin S

2015-01-01

We investigate the emergence of in-phase synchronization in a heterogeneous network of coupled inhibitory interneurons in the presence of spike timing dependent plasticity (STDP). Using a simple network of two mutually coupled interneurons (2-MCI), we first study the effects of STDP on in-phase synchronization. We demonstrate that, with STDP, the 2-MCI network can evolve to either a state of stable 1:1 in-phase synchronization or exhibit multiple regimes of higher order synchronization states. We show that the emergence of synchronization induces a structural asymmetry in the 2-MCI network such that the synapses onto the high frequency firing neurons are potentiated, while those onto the low frequency firing neurons are de-potentiated, resulting in the directed flow of information from low frequency firing neurons to high frequency firing neurons. Finally, we demonstrate that the principal findings from our analysis of the 2-MCI network contribute to the emergence of robust synchronization in the Wang-Buzsaki network (Wang and Buzsáki, 1996) of all-to-all coupled inhibitory interneurons (100-MCI) for a significantly larger range of heterogeneity in the intrinsic firing rate of the neurons in the network. We conclude that STDP of inhibitory synapses provide a viable mechanism for robust neural synchronization.

Emergent gamma synchrony in all-to-all interneuronal networks

PubMed Central

Ratnadurai-Giridharan, Shivakeshavan; Khargonekar, Pramod P.; Talathi, Sachin S.

2015-01-01

We investigate the emergence of in-phase synchronization in a heterogeneous network of coupled inhibitory interneurons in the presence of spike timing dependent plasticity (STDP). Using a simple network of two mutually coupled interneurons (2-MCI), we first study the effects of STDP on in-phase synchronization. We demonstrate that, with STDP, the 2-MCI network can evolve to either a state of stable 1:1 in-phase synchronization or exhibit multiple regimes of higher order synchronization states. We show that the emergence of synchronization induces a structural asymmetry in the 2-MCI network such that the synapses onto the high frequency firing neurons are potentiated, while those onto the low frequency firing neurons are de-potentiated, resulting in the directed flow of information from low frequency firing neurons to high frequency firing neurons. Finally, we demonstrate that the principal findings from our analysis of the 2-MCI network contribute to the emergence of robust synchronization in the Wang-Buzsaki network (Wang and Buzsáki, 1996) of all-to-all coupled inhibitory interneurons (100-MCI) for a significantly larger range of heterogeneity in the intrinsic firing rate of the neurons in the network. We conclude that STDP of inhibitory synapses provide a viable mechanism for robust neural synchronization. PMID:26528174

Long-Term Memory Stabilized by Noise-Induced Rehearsal

PubMed Central

Wei, Yi

2014-01-01

Cortical networks can maintain memories for decades despite the short lifetime of synaptic strengths. Can a neural network store long-lasting memories in unstable synapses? Here, we study the effects of ongoing spike-timing-dependent plasticity (STDP) on the stability of memory patterns stored in synapses of an attractor neural network. We show that certain classes of STDP rules can stabilize all stored memory patterns despite a short lifetime of synapses. In our model, unstructured neural noise, after passing through the recurrent network connections, carries the imprint of all memory patterns in temporal correlations. STDP, combined with these correlations, leads to reinforcement of all stored patterns, even those that are never explicitly visited. Our findings may provide the functional reason for irregular spiking displayed by cortical neurons and justify models of system memory consolidation. Therefore, we propose that irregular neural activity is the feature that helps cortical networks maintain stable connections. PMID:25411507

Presynaptic ionotropic receptors controlling and modulating the rules for spike timing-dependent plasticity.

PubMed

Verhoog, Matthijs B; Mansvelder, Huibert D

2011-01-01

Throughout life, activity-dependent changes in neuronal connection strength enable the brain to refine neural circuits and learn based on experience. In line with predictions made by Hebb, synapse strength can be modified depending on the millisecond timing of action potential firing (STDP). The sign of synaptic plasticity depends on the spike order of presynaptic and postsynaptic neurons. Ionotropic neurotransmitter receptors, such as NMDA receptors and nicotinic acetylcholine receptors, are intimately involved in setting the rules for synaptic strengthening and weakening. In addition, timing rules for STDP within synapses are not fixed. They can be altered by activation of ionotropic receptors located at, or close to, synapses. Here, we will highlight studies that uncovered how network actions control and modulate timing rules for STDP by activating presynaptic ionotropic receptors. Furthermore, we will discuss how interaction between different types of ionotropic receptors may create "timing" windows during which particular timing rules lead to synaptic changes.

The Convallis Rule for Unsupervised Learning in Cortical Networks

PubMed Central

Yger, Pierre; Harris, Kenneth D.

2013-01-01

The phenomenology and cellular mechanisms of cortical synaptic plasticity are becoming known in increasing detail, but the computational principles by which cortical plasticity enables the development of sensory representations are unclear. Here we describe a framework for cortical synaptic plasticity termed the “Convallis rule”, mathematically derived from a principle of unsupervised learning via constrained optimization. Implementation of the rule caused a recurrent cortex-like network of simulated spiking neurons to develop rate representations of real-world speech stimuli, enabling classification by a downstream linear decoder. Applied to spike patterns used in in vitro plasticity experiments, the rule reproduced multiple results including and beyond STDP. However STDP alone produced poorer learning performance. The mathematical form of the rule is consistent with a dual coincidence detector mechanism that has been suggested by experiments in several synaptic classes of juvenile neocortex. Based on this confluence of normative, phenomenological, and mechanistic evidence, we suggest that the rule may approximate a fundamental computational principle of the neocortex. PMID:24204224

STDP Installs in Winner-Take-All Circuits an Online Approximation to Hidden Markov Model Learning

PubMed Central

Kappel, David; Nessler, Bernhard; Maass, Wolfgang

2014-01-01

In order to cross a street without being run over, we need to be able to extract very fast hidden causes of dynamically changing multi-modal sensory stimuli, and to predict their future evolution. We show here that a generic cortical microcircuit motif, pyramidal cells with lateral excitation and inhibition, provides the basis for this difficult but all-important information processing capability. This capability emerges in the presence of noise automatically through effects of STDP on connections between pyramidal cells in Winner-Take-All circuits with lateral excitation. In fact, one can show that these motifs endow cortical microcircuits with functional properties of a hidden Markov model, a generic model for solving such tasks through probabilistic inference. Whereas in engineering applications this model is adapted to specific tasks through offline learning, we show here that a major portion of the functionality of hidden Markov models arises already from online applications of STDP, without any supervision or rewards. We demonstrate the emergent computing capabilities of the model through several computer simulations. The full power of hidden Markov model learning can be attained through reward-gated STDP. This is due to the fact that these mechanisms enable a rejection sampling approximation to theoretically optimal learning. We investigate the possible performance gain that can be achieved with this more accurate learning method for an artificial grammar task. PMID:24675787

Synchronization in a noise-driven developing neural network

NASA Astrophysics Data System (ADS)

Lin, I.-H.; Wu, R.-K.; Chen, C.-M.

2011-11-01

We use computer simulations to investigate the structural and dynamical properties of a developing neural network whose activity is driven by noise. Structurally, the constructed neural networks in our simulations exhibit the small-world properties that have been observed in several neural networks. The dynamical change of neuronal membrane potential is described by the Hodgkin-Huxley model, and two types of learning rules, including spike-timing-dependent plasticity (STDP) and inverse STDP, are considered to restructure the synaptic strength between neurons. Clustered synchronized firing (SF) of the network is observed when the network connectivity (number of connections/maximal connections) is about 0.75, in which the firing rate of neurons is only half of the network frequency. At the connectivity of 0.86, all neurons fire synchronously at the network frequency. The network SF frequency increases logarithmically with the culturing time of a growing network and decreases exponentially with the delay time in signal transmission. These conclusions are consistent with experimental observations. The phase diagrams of SF in a developing network are investigated for both learning rules.

Ultrafast Synaptic Events in a Chalcogenide Memristor

NASA Astrophysics Data System (ADS)

Li, Yi; Zhong, Yingpeng; Xu, Lei; Zhang, Jinjian; Xu, Xiaohua; Sun, Huajun; Miao, Xiangshui

2013-04-01

Compact and power-efficient plastic electronic synapses are of fundamental importance to overcoming the bottlenecks of developing a neuromorphic chip. Memristor is a strong contender among the various electronic synapses in existence today. However, the speeds of synaptic events are relatively slow in most attempts at emulating synapses due to the material-related mechanism. Here we revealed the intrinsic memristance of stoichiometric crystalline Ge2Sb2Te5 that originates from the charge trapping and releasing by the defects. The device resistance states, representing synaptic weights, were precisely modulated by 30 ns potentiating/depressing electrical pulses. We demonstrated four spike-timing-dependent plasticity (STDP) forms by applying programmed pre- and postsynaptic spiking pulse pairs in different time windows ranging from 50 ms down to 500 ns, the latter of which is 105 times faster than the speed of STDP in human brain. This study provides new opportunities for building ultrafast neuromorphic computing systems and surpassing Von Neumann architecture.

Ultrafast synaptic events in a chalcogenide memristor.

PubMed

Li, Yi; Zhong, Yingpeng; Xu, Lei; Zhang, Jinjian; Xu, Xiaohua; Sun, Huajun; Miao, Xiangshui

2013-01-01

Compact and power-efficient plastic electronic synapses are of fundamental importance to overcoming the bottlenecks of developing a neuromorphic chip. Memristor is a strong contender among the various electronic synapses in existence today. However, the speeds of synaptic events are relatively slow in most attempts at emulating synapses due to the material-related mechanism. Here we revealed the intrinsic memristance of stoichiometric crystalline Ge2Sb2Te5 that originates from the charge trapping and releasing by the defects. The device resistance states, representing synaptic weights, were precisely modulated by 30 ns potentiating/depressing electrical pulses. We demonstrated four spike-timing-dependent plasticity (STDP) forms by applying programmed pre- and postsynaptic spiking pulse pairs in different time windows ranging from 50 ms down to 500 ns, the latter of which is 10(5) times faster than the speed of STDP in human brain. This study provides new opportunities for building ultrafast neuromorphic computing systems and surpassing Von Neumann architecture.

VLSI circuits implementing computational models of neocortical circuits.

PubMed

Wijekoon, Jayawan H B; Dudek, Piotr

2012-09-15

This paper overviews the design and implementation of three neuromorphic integrated circuits developed for the COLAMN ("Novel Computing Architecture for Cognitive Systems based on the Laminar Microcircuitry of the Neocortex") project. The circuits are implemented in a standard 0.35 μm CMOS technology and include spiking and bursting neuron models, and synapses with short-term (facilitating/depressing) and long-term (STDP and dopamine-modulated STDP) dynamics. They enable execution of complex nonlinear models in accelerated-time, as compared with biology, and with low power consumption. The neural dynamics are implemented using analogue circuit techniques, with digital asynchronous event-based input and output. The circuits provide configurable hardware blocks that can be used to simulate a variety of neural networks. The paper presents experimental results obtained from the fabricated devices, and discusses the advantages and disadvantages of the analogue circuit approach to computational neural modelling. Copyright © 2012 Elsevier B.V. All rights reserved.

Spike-timing-dependent plasticity in the human dorso-lateral prefrontal cortex.

PubMed

Casula, Elias Paolo; Pellicciari, Maria Concetta; Picazio, Silvia; Caltagirone, Carlo; Koch, Giacomo

2016-12-01

Changes in the synaptic strength of neural connections are induced by repeated coupling of activity of interconnected neurons with precise timing, a phenomenon known as spike-timing-dependent plasticity (STDP). It is debated if this mechanism exists in large-scale cortical networks in humans. We combined transcranial magnetic stimulation (TMS) with concurrent electroencephalography (EEG) to directly investigate the effects of two paired associative stimulation (PAS) protocols (fronto-parietal and parieto-frontal) of pre and post-synaptic inputs within the human fronto-parietal network. We found evidence that the dorsolateral prefrontal cortex (DLPFC) has the potential to form robust STDP. Long-term potentiation/depression of TMS-evoked cortical activity is prompted after that DLPFC stimulation is followed/preceded by posterior parietal stimulation. Such bidirectional changes are paralleled by sustained increase/decrease of high-frequency oscillatory activity, likely reflecting STDP responsivity. The current findings could be important to drive plasticity of damaged cortical circuits in patients with cognitive or psychiatric disorders. Copyright © 2016 Elsevier Inc. All rights reserved.

Dendritic small conductance calcium-activated potassium channels activated by action potentials suppress EPSPs and gate spike-timing dependent synaptic plasticity.

PubMed

Jones, Scott L; To, Minh-Son; Stuart, Greg J

2017-10-23

Small conductance calcium-activated potassium channels (SK channels) are present in spines and can be activated by backpropagating action potentials (APs). This suggests they may play a critical role in spike-timing dependent synaptic plasticity (STDP). Consistent with this idea, EPSPs in both cortical and hippocampal pyramidal neurons were suppressed by preceding APs in an SK-dependent manner. In cortical pyramidal neurons EPSP suppression by preceding APs depended on their precise timing as well as the distance of activated synapses from the soma, was dendritic in origin, and involved SK-dependent suppression of NMDA receptor activation. As a result SK channel activation by backpropagating APs gated STDP induction during low-frequency AP-EPSP pairing, with both LTP and LTD absent under control conditions but present after SK channel block. These findings indicate that activation of SK channels in spines by backpropagating APs plays a key role in regulating both EPSP amplitude and STDP induction.

Long-term memory stabilized by noise-induced rehearsal.

PubMed

Wei, Yi; Koulakov, Alexei A

2014-11-19

Cortical networks can maintain memories for decades despite the short lifetime of synaptic strengths. Can a neural network store long-lasting memories in unstable synapses? Here, we study the effects of ongoing spike-timing-dependent plasticity (STDP) on the stability of memory patterns stored in synapses of an attractor neural network. We show that certain classes of STDP rules can stabilize all stored memory patterns despite a short lifetime of synapses. In our model, unstructured neural noise, after passing through the recurrent network connections, carries the imprint of all memory patterns in temporal correlations. STDP, combined with these correlations, leads to reinforcement of all stored patterns, even those that are never explicitly visited. Our findings may provide the functional reason for irregular spiking displayed by cortical neurons and justify models of system memory consolidation. Therefore, we propose that irregular neural activity is the feature that helps cortical networks maintain stable connections. Copyright © 2014 the authors 0270-6474/14/3415804-12$15.00/0.

Presynaptic Ionotropic Receptors Controlling and Modulating the Rules for Spike Timing-Dependent Plasticity

PubMed Central

Verhoog, Matthijs B.; Mansvelder, Huibert D.

2011-01-01

Throughout life, activity-dependent changes in neuronal connection strength enable the brain to refine neural circuits and learn based on experience. In line with predictions made by Hebb, synapse strength can be modified depending on the millisecond timing of action potential firing (STDP). The sign of synaptic plasticity depends on the spike order of presynaptic and postsynaptic neurons. Ionotropic neurotransmitter receptors, such as NMDA receptors and nicotinic acetylcholine receptors, are intimately involved in setting the rules for synaptic strengthening and weakening. In addition, timing rules for STDP within synapses are not fixed. They can be altered by activation of ionotropic receptors located at, or close to, synapses. Here, we will highlight studies that uncovered how network actions control and modulate timing rules for STDP by activating presynaptic ionotropic receptors. Furthermore, we will discuss how interaction between different types of ionotropic receptors may create “timing” windows during which particular timing rules lead to synaptic changes. PMID:21941664

Two New Real-Time PCR-based Surveillance Systems for “Candidatus Liberibacter” Species Detection

USDA-ARS?s Scientific Manuscript database

We developed two novel surveillance systems for “Candidatus Liberibacter” (CL) species detection and identification. The first system is called “single tube dual primer Taq-Man PCR” (STDP). The procedure involves two sequential rounds of PCR using the CL asiaticus species-specific outer and inner pr...

Triphasic spike-timing-dependent plasticity organizes networks to produce robust sequences of neural activity

PubMed Central

Waddington, Amelia; Appleby, Peter A.; De Kamps, Marc; Cohen, Netta

2012-01-01

Synfire chains have long been proposed to generate precisely timed sequences of neural activity. Such activity has been linked to numerous neural functions including sensory encoding, cognitive and motor responses. In particular, it has been argued that synfire chains underlie the precise spatiotemporal firing patterns that control song production in a variety of songbirds. Previous studies have suggested that the development of synfire chains requires either initial sparse connectivity or strong topological constraints, in addition to any synaptic learning rules. Here, we show that this necessity can be removed by using a previously reported but hitherto unconsidered spike-timing-dependent plasticity (STDP) rule and activity-dependent excitability. Under this rule the network develops stable synfire chains that possess a non-trivial, scalable multi-layer structure, in which relative layer sizes appear to follow a universal function. Using computational modeling and a coarse grained random walk model, we demonstrate the role of the STDP rule in growing, molding and stabilizing the chain, and link model parameters to the resulting structure. PMID:23162457

Correlation-based model of artificially induced plasticity in motor cortex by a bidirectional brain-computer interface.

PubMed

Lajoie, Guillaume; Krouchev, Nedialko I; Kalaska, John F; Fairhall, Adrienne L; Fetz, Eberhard E

2017-02-01

Experiments show that spike-triggered stimulation performed with Bidirectional Brain-Computer-Interfaces (BBCI) can artificially strengthen connections between separate neural sites in motor cortex (MC). When spikes from a neuron recorded at one MC site trigger stimuli at a second target site after a fixed delay, the connections between sites eventually strengthen. It was also found that effective spike-stimulus delays are consistent with experimentally derived spike-timing-dependent plasticity (STDP) rules, suggesting that STDP is key to drive these changes. However, the impact of STDP at the level of circuits, and the mechanisms governing its modification with neural implants remain poorly understood. The present work describes a recurrent neural network model with probabilistic spiking mechanisms and plastic synapses capable of capturing both neural and synaptic activity statistics relevant to BBCI conditioning protocols. Our model successfully reproduces key experimental results, both established and new, and offers mechanistic insights into spike-triggered conditioning. Using analytical calculations and numerical simulations, we derive optimal operational regimes for BBCIs, and formulate predictions concerning the efficacy of spike-triggered conditioning in different regimes of cortical activity.

Correlation-based model of artificially induced plasticity in motor cortex by a bidirectional brain-computer interface

PubMed Central

Lajoie, Guillaume; Kalaska, John F.; Fairhall, Adrienne L.; Fetz, Eberhard E.

2017-01-01

Experiments show that spike-triggered stimulation performed with Bidirectional Brain-Computer-Interfaces (BBCI) can artificially strengthen connections between separate neural sites in motor cortex (MC). When spikes from a neuron recorded at one MC site trigger stimuli at a second target site after a fixed delay, the connections between sites eventually strengthen. It was also found that effective spike-stimulus delays are consistent with experimentally derived spike-timing-dependent plasticity (STDP) rules, suggesting that STDP is key to drive these changes. However, the impact of STDP at the level of circuits, and the mechanisms governing its modification with neural implants remain poorly understood. The present work describes a recurrent neural network model with probabilistic spiking mechanisms and plastic synapses capable of capturing both neural and synaptic activity statistics relevant to BBCI conditioning protocols. Our model successfully reproduces key experimental results, both established and new, and offers mechanistic insights into spike-triggered conditioning. Using analytical calculations and numerical simulations, we derive optimal operational regimes for BBCIs, and formulate predictions concerning the efficacy of spike-triggered conditioning in different regimes of cortical activity. PMID:28151957

Unsupervised Feature Learning With Winner-Takes-All Based STDP

PubMed Central

Ferré, Paul; Mamalet, Franck; Thorpe, Simon J.

2018-01-01

We present a novel strategy for unsupervised feature learning in image applications inspired by the Spike-Timing-Dependent-Plasticity (STDP) biological learning rule. We show equivalence between rank order coding Leaky-Integrate-and-Fire neurons and ReLU artificial neurons when applied to non-temporal data. We apply this to images using rank-order coding, which allows us to perform a full network simulation with a single feed-forward pass using GPU hardware. Next we introduce a binary STDP learning rule compatible with training on batches of images. Two mechanisms to stabilize the training are also presented : a Winner-Takes-All (WTA) framework which selects the most relevant patches to learn from along the spatial dimensions, and a simple feature-wise normalization as homeostatic process. This learning process allows us to train multi-layer architectures of convolutional sparse features. We apply our method to extract features from the MNIST, ETH80, CIFAR-10, and STL-10 datasets and show that these features are relevant for classification. We finally compare these results with several other state of the art unsupervised learning methods. PMID:29674961

Modeling somatic and dendritic spike mediated plasticity at the single neuron and network level.

PubMed

Bono, Jacopo; Clopath, Claudia

2017-09-26

Synaptic plasticity is thought to be the principal neuronal mechanism underlying learning. Models of plastic networks typically combine point neurons with spike-timing-dependent plasticity (STDP) as the learning rule. However, a point neuron does not capture the local non-linear processing of synaptic inputs allowed for by dendrites. Furthermore, experimental evidence suggests that STDP is not the only learning rule available to neurons. By implementing biophysically realistic neuron models, we study how dendrites enable multiple synaptic plasticity mechanisms to coexist in a single cell. In these models, we compare the conditions for STDP and for synaptic strengthening by local dendritic spikes. We also explore how the connectivity between two cells is affected by these plasticity rules and by different synaptic distributions. Finally, we show that how memory retention during associative learning can be prolonged in networks of neurons by including dendrites.Synaptic plasticity is the neuronal mechanism underlying learning. Here the authors construct biophysical models of pyramidal neurons that reproduce observed plasticity gradients along the dendrite and show that dendritic spike dependent LTP which is predominant in distal sections can prolong memory retention.

Effects of spike-time-dependent plasticity on the stochastic resonance of small-world neuronal networks

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

Yu, Haitao; Guo, Xinmeng; Wang, Jiang, E-mail: jiangwang@tju.edu.cn

2014-09-01

The phenomenon of stochastic resonance in Newman-Watts small-world neuronal networks is investigated when the strength of synaptic connections between neurons is adaptively adjusted by spike-time-dependent plasticity (STDP). It is shown that irrespective of the synaptic connectivity is fixed or adaptive, the phenomenon of stochastic resonance occurs. The efficiency of network stochastic resonance can be largely enhanced by STDP in the coupling process. Particularly, the resonance for adaptive coupling can reach a much larger value than that for fixed one when the noise intensity is small or intermediate. STDP with dominant depression and small temporal window ratio is more efficient formore » the transmission of weak external signal in small-world neuronal networks. In addition, we demonstrate that the effect of stochastic resonance can be further improved via fine-tuning of the average coupling strength of the adaptive network. Furthermore, the small-world topology can significantly affect stochastic resonance of excitable neuronal networks. It is found that there exists an optimal probability of adding links by which the noise-induced transmission of weak periodic signal peaks.« less

Unsupervised discrimination of patterns in spiking neural networks with excitatory and inhibitory synaptic plasticity

PubMed Central

Srinivasa, Narayan; Cho, Youngkwan

2014-01-01

A spiking neural network model is described for learning to discriminate among spatial patterns in an unsupervised manner. The network anatomy consists of source neurons that are activated by external inputs, a reservoir that resembles a generic cortical layer with an excitatory-inhibitory (EI) network and a sink layer of neurons for readout. Synaptic plasticity in the form of STDP is imposed on all the excitatory and inhibitory synapses at all times. While long-term excitatory STDP enables sparse and efficient learning of the salient features in inputs, inhibitory STDP enables this learning to be stable by establishing a balance between excitatory and inhibitory currents at each neuron in the network. The synaptic weights between source and reservoir neurons form a basis set for the input patterns. The neural trajectories generated in the reservoir due to input stimulation and lateral connections between reservoir neurons can be readout by the sink layer neurons. This activity is used for adaptation of synapses between reservoir and sink layer neurons. A new measure called the discriminability index (DI) is introduced to compute if the network can discriminate between old patterns already presented in an initial training session. The DI is also used to compute if the network adapts to new patterns without losing its ability to discriminate among old patterns. The final outcome is that the network is able to correctly discriminate between all patterns—both old and new. This result holds as long as inhibitory synapses employ STDP to continuously enable current balance in the network. The results suggest a possible direction for future investigation into how spiking neural networks could address the stability-plasticity question despite having continuous synaptic plasticity. PMID:25566045

Unsupervised discrimination of patterns in spiking neural networks with excitatory and inhibitory synaptic plasticity.

PubMed

Srinivasa, Narayan; Cho, Youngkwan

2014-01-01

A spiking neural network model is described for learning to discriminate among spatial patterns in an unsupervised manner. The network anatomy consists of source neurons that are activated by external inputs, a reservoir that resembles a generic cortical layer with an excitatory-inhibitory (EI) network and a sink layer of neurons for readout. Synaptic plasticity in the form of STDP is imposed on all the excitatory and inhibitory synapses at all times. While long-term excitatory STDP enables sparse and efficient learning of the salient features in inputs, inhibitory STDP enables this learning to be stable by establishing a balance between excitatory and inhibitory currents at each neuron in the network. The synaptic weights between source and reservoir neurons form a basis set for the input patterns. The neural trajectories generated in the reservoir due to input stimulation and lateral connections between reservoir neurons can be readout by the sink layer neurons. This activity is used for adaptation of synapses between reservoir and sink layer neurons. A new measure called the discriminability index (DI) is introduced to compute if the network can discriminate between old patterns already presented in an initial training session. The DI is also used to compute if the network adapts to new patterns without losing its ability to discriminate among old patterns. The final outcome is that the network is able to correctly discriminate between all patterns-both old and new. This result holds as long as inhibitory synapses employ STDP to continuously enable current balance in the network. The results suggest a possible direction for future investigation into how spiking neural networks could address the stability-plasticity question despite having continuous synaptic plasticity.

Artificial neuron operations and spike-timing-dependent plasticity using memristive devices for brain-inspired computing

NASA Astrophysics Data System (ADS)

Marukame, Takao; Nishi, Yoshifumi; Yasuda, Shin-ichi; Tanamoto, Tetsufumi

2018-04-01

The use of memristive devices for creating artificial neurons is promising for brain-inspired computing from the viewpoints of computation architecture and learning protocol. We present an energy-efficient multiplier accumulator based on a memristive array architecture incorporating both analog and digital circuitries. The analog circuitry is used to full advantage for neural networks, as demonstrated by the spike-timing-dependent plasticity (STDP) in fabricated AlO x /TiO x -based metal-oxide memristive devices. STDP protocols for controlling periodic analog resistance with long-range stability were experimentally verified using a variety of voltage amplitudes and spike timings.

Oscillation, Conduction Delays, and Learning Cooperate to Establish Neural Competition in Recurrent Networks

PubMed Central

Kato, Hideyuki; Ikeguchi, Tohru

2016-01-01

Specific memory might be stored in a subnetwork consisting of a small population of neurons. To select neurons involved in memory formation, neural competition might be essential. In this paper, we show that excitable neurons are competitive and organize into two assemblies in a recurrent network with spike timing-dependent synaptic plasticity (STDP) and axonal conduction delays. Neural competition is established by the cooperation of spontaneously induced neural oscillation, axonal conduction delays, and STDP. We also suggest that the competition mechanism in this paper is one of the basic functions required to organize memory-storing subnetworks into fine-scale cortical networks. PMID:26840529

Optimal Design for Hetero-Associative Memory: Hippocampal CA1 Phase Response Curve and Spike-Timing-Dependent Plasticity

PubMed Central

Miyata, Ryota; Ota, Keisuke; Aonishi, Toru

2013-01-01

Recently reported experimental findings suggest that the hippocampal CA1 network stores spatio-temporal spike patterns and retrieves temporally reversed and spread-out patterns. In this paper, we explore the idea that the properties of the neural interactions and the synaptic plasticity rule in the CA1 network enable it to function as a hetero-associative memory recalling such reversed and spread-out spike patterns. In line with Lengyel’s speculation (Lengyel et al., 2005), we firstly derive optimally designed spike-timing-dependent plasticity (STDP) rules that are matched to neural interactions formalized in terms of phase response curves (PRCs) for performing the hetero-associative memory function. By maximizing object functions formulated in terms of mutual information for evaluating memory retrieval performance, we search for STDP window functions that are optimal for retrieval of normal and doubly spread-out patterns under the constraint that the PRCs are those of CA1 pyramidal neurons. The system, which can retrieve normal and doubly spread-out patterns, can also retrieve reversed patterns with the same quality. Finally, we demonstrate that purposely designed STDP window functions qualitatively conform to typical ones found in CA1 pyramidal neurons. PMID:24204822

Synaptic dynamics regulation in response to high frequency stimulation in neuronal networks

NASA Astrophysics Data System (ADS)

Su, Fei; Wang, Jiang; Li, Huiyan; Wei, Xile; Yu, Haitao; Deng, Bin

2018-02-01

High frequency stimulation (HFS) has confirmed its ability in modulating the pathological neural activities. However its detailed mechanism is unclear. This study aims to explore the effects of HFS on neuronal networks dynamics. First, the two-neuron FitzHugh-Nagumo (FHN) networks with static coupling strength and the small-world FHN networks with spike-time-dependent plasticity (STDP) modulated synaptic coupling strength are constructed. Then, the multi-scale method is used to transform the network models into equivalent averaged models, where the HFS intensity is modeled as the ratio between stimulation amplitude and frequency. Results show that in static two-neuron networks, there is still synaptic current projected to the postsynaptic neuron even if the presynaptic neuron is blocked by the HFS. In the small-world networks, the effects of the STDP adjusting rate parameter on the inactivation ratio and synchrony degree increase with the increase of HFS intensity. However, only when the HFS intensity becomes very large can the STDP time window parameter affect the inactivation ratio and synchrony index. Both simulation and numerical analysis demonstrate that the effects of HFS on neuronal network dynamics are realized through the adjustment of synaptic variable and conductance.

Spiking neural network model for memorizing sequences with forward and backward recall.

PubMed

Borisyuk, Roman; Chik, David; Kazanovich, Yakov; da Silva Gomes, João

2013-06-01

We present an oscillatory network of conductance based spiking neurons of Hodgkin-Huxley type as a model of memory storage and retrieval of sequences of events (or objects). The model is inspired by psychological and neurobiological evidence on sequential memories. The building block of the model is an oscillatory module which contains excitatory and inhibitory neurons with all-to-all connections. The connection architecture comprises two layers. A lower layer represents consecutive events during their storage and recall. This layer is composed of oscillatory modules. Plastic excitatory connections between the modules are implemented using an STDP type learning rule for sequential storage. Excitatory neurons in the upper layer project star-like modifiable connections toward the excitatory lower layer neurons. These neurons in the upper layer are used to tag sequences of events represented in the lower layer. Computer simulations demonstrate good performance of the model including difficult cases when different sequences contain overlapping events. We show that the model with STDP type or anti-STDP type learning rules can be applied for the simulation of forward and backward replay of neural spikes respectively. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Synchronization and Inter-Layer Interactions of Noise-Driven Neural Networks

PubMed Central

Yuniati, Anis; Mai, Te-Lun; Chen, Chi-Ming

2017-01-01

In this study, we used the Hodgkin-Huxley (HH) model of neurons to investigate the phase diagram of a developing single-layer neural network and that of a network consisting of two weakly coupled neural layers. These networks are noise driven and learn through the spike-timing-dependent plasticity (STDP) or the inverse STDP rules. We described how these networks transited from a non-synchronous background activity state (BAS) to a synchronous firing state (SFS) by varying the network connectivity and the learning efficacy. In particular, we studied the interaction between a SFS layer and a BAS layer, and investigated how synchronous firing dynamics was induced in the BAS layer. We further investigated the effect of the inter-layer interaction on a BAS to SFS repair mechanism by considering three types of neuron positioning (random, grid, and lognormal distributions) and two types of inter-layer connections (random and preferential connections). Among these scenarios, we concluded that the repair mechanism has the largest effect for a network with the lognormal neuron positioning and the preferential inter-layer connections. PMID:28197088

Synchronization and Inter-Layer Interactions of Noise-Driven Neural Networks.

PubMed

Yuniati, Anis; Mai, Te-Lun; Chen, Chi-Ming

2017-01-01

In this study, we used the Hodgkin-Huxley (HH) model of neurons to investigate the phase diagram of a developing single-layer neural network and that of a network consisting of two weakly coupled neural layers. These networks are noise driven and learn through the spike-timing-dependent plasticity (STDP) or the inverse STDP rules. We described how these networks transited from a non-synchronous background activity state (BAS) to a synchronous firing state (SFS) by varying the network connectivity and the learning efficacy. In particular, we studied the interaction between a SFS layer and a BAS layer, and investigated how synchronous firing dynamics was induced in the BAS layer. We further investigated the effect of the inter-layer interaction on a BAS to SFS repair mechanism by considering three types of neuron positioning (random, grid, and lognormal distributions) and two types of inter-layer connections (random and preferential connections). Among these scenarios, we concluded that the repair mechanism has the largest effect for a network with the lognormal neuron positioning and the preferential inter-layer connections.

Regulation of Local Ambient GABA Levels via Transporter-Mediated GABA Import and Export for Subliminal Learning.

PubMed

Hoshino, Osamu

2015-06-01

Perception of supraliminal stimuli might in general be reflected in bursts of action potentials (spikes), and their memory traces could be formed through spike-timing-dependent plasticity (STDP). Memory traces for subliminal stimuli might be formed in a different manner, because subliminal stimulation evokes a fraction (but not a burst) of spikes. Simulations of a cortical neural network model showed that a subliminal stimulus that was too brief (10 msec) to perceive transiently (more than about 500 msec) depolarized stimulus-relevant principal cells and hyperpolarized stimulus-irrelevant principal cells in a subthreshold manner. This led to a small increase or decrease in ongoing-spontaneous spiking activity frequency (less than 1 Hz). Synaptic modification based on STDP during this period effectively enhanced relevant synaptic weights, by which subliminal learning was improved. GABA transporters on GABAergic interneurons modulated local levels of ambient GABA. Ambient GABA molecules acted on extrasynaptic receptors, provided principal cells with tonic inhibitory currents, and contributed to achieving the subthreshold neuronal state. We suggest that ongoing-spontaneous synaptic alteration through STDP following subliminal stimulation may be a possible neuronal mechanism for leaving its memory trace in cortical circuitry. Regulation of local ambient GABA levels by transporter-mediated GABA import and export may be crucial for subliminal learning.

Distributed Cerebellar Motor Learning: A Spike-Timing-Dependent Plasticity Model

PubMed Central

Luque, Niceto R.; Garrido, Jesús A.; Naveros, Francisco; Carrillo, Richard R.; D'Angelo, Egidio; Ros, Eduardo

2016-01-01

Deep cerebellar nuclei neurons receive both inhibitory (GABAergic) synaptic currents from Purkinje cells (within the cerebellar cortex) and excitatory (glutamatergic) synaptic currents from mossy fibers. Those two deep cerebellar nucleus inputs are thought to be also adaptive, embedding interesting properties in the framework of accurate movements. We show that distributed spike-timing-dependent plasticity mechanisms (STDP) located at different cerebellar sites (parallel fibers to Purkinje cells, mossy fibers to deep cerebellar nucleus cells, and Purkinje cells to deep cerebellar nucleus cells) in close-loop simulations provide an explanation for the complex learning properties of the cerebellum in motor learning. Concretely, we propose a new mechanistic cerebellar spiking model. In this new model, deep cerebellar nuclei embed a dual functionality: deep cerebellar nuclei acting as a gain adaptation mechanism and as a facilitator for the slow memory consolidation at mossy fibers to deep cerebellar nucleus synapses. Equipping the cerebellum with excitatory (e-STDP) and inhibitory (i-STDP) mechanisms at deep cerebellar nuclei afferents allows the accommodation of synaptic memories that were formed at parallel fibers to Purkinje cells synapses and then transferred to mossy fibers to deep cerebellar nucleus synapses. These adaptive mechanisms also contribute to modulate the deep-cerebellar-nucleus-output firing rate (output gain modulation toward optimizing its working range). PMID:26973504

Spike Pattern Structure Influences Synaptic Efficacy Variability under STDP and Synaptic Homeostasis. I: Spike Generating Models on Converging Motifs

PubMed Central

Bi, Zedong; Zhou, Changsong

2016-01-01

In neural systems, synaptic plasticity is usually driven by spike trains. Due to the inherent noises of neurons and synapses as well as the randomness of connection details, spike trains typically exhibit variability such as spatial randomness and temporal stochasticity, resulting in variability of synaptic changes under plasticity, which we call efficacy variability. How the variability of spike trains influences the efficacy variability of synapses remains unclear. In this paper, we try to understand this influence under pair-wise additive spike-timing dependent plasticity (STDP) when the mean strength of plastic synapses into a neuron is bounded (synaptic homeostasis). Specifically, we systematically study, analytically and numerically, how four aspects of statistical features, i.e., synchronous firing, burstiness/regularity, heterogeneity of rates and heterogeneity of cross-correlations, as well as their interactions influence the efficacy variability in converging motifs (simple networks in which one neuron receives from many other neurons). Neurons (including the post-synaptic neuron) in a converging motif generate spikes according to statistical models with tunable parameters. In this way, we can explicitly control the statistics of the spike patterns, and investigate their influence onto the efficacy variability, without worrying about the feedback from synaptic changes onto the dynamics of the post-synaptic neuron. We separate efficacy variability into two parts: the drift part (DriftV) induced by the heterogeneity of change rates of different synapses, and the diffusion part (DiffV) induced by weight diffusion caused by stochasticity of spike trains. Our main findings are: (1) synchronous firing and burstiness tend to increase DiffV, (2) heterogeneity of rates induces DriftV when potentiation and depression in STDP are not balanced, and (3) heterogeneity of cross-correlations induces DriftV together with heterogeneity of rates. We anticipate our work important for understanding functional processes of neuronal networks (such as memory) and neural development. PMID:26941634

Reward-based learning under hardware constraints-using a RISC processor embedded in a neuromorphic substrate.

PubMed

Friedmann, Simon; Frémaux, Nicolas; Schemmel, Johannes; Gerstner, Wulfram; Meier, Karlheinz

2013-01-01

In this study, we propose and analyze in simulations a new, highly flexible method of implementing synaptic plasticity in a wafer-scale, accelerated neuromorphic hardware system. The study focuses on globally modulated STDP, as a special use-case of this method. Flexibility is achieved by embedding a general-purpose processor dedicated to plasticity into the wafer. To evaluate the suitability of the proposed system, we use a reward modulated STDP rule in a spike train learning task. A single layer of neurons is trained to fire at specific points in time with only the reward as feedback. This model is simulated to measure its performance, i.e., the increase in received reward after learning. Using this performance as baseline, we then simulate the model with various constraints imposed by the proposed implementation and compare the performance. The simulated constraints include discretized synaptic weights, a restricted interface between analog synapses and embedded processor, and mismatch of analog circuits. We find that probabilistic updates can increase the performance of low-resolution weights, a simple interface between analog synapses and processor is sufficient for learning, and performance is insensitive to mismatch. Further, we consider communication latency between wafer and the conventional control computer system that is simulating the environment. This latency increases the delay, with which the reward is sent to the embedded processor. Because of the time continuous operation of the analog synapses, delay can cause a deviation of the updates as compared to the not delayed situation. We find that for highly accelerated systems latency has to be kept to a minimum. This study demonstrates the suitability of the proposed implementation to emulate the selected reward modulated STDP learning rule. It is therefore an ideal candidate for implementation in an upgraded version of the wafer-scale system developed within the BrainScaleS project.

Reward-based learning under hardware constraints—using a RISC processor embedded in a neuromorphic substrate

PubMed Central

Friedmann, Simon; Frémaux, Nicolas; Schemmel, Johannes; Gerstner, Wulfram; Meier, Karlheinz

2013-01-01

In this study, we propose and analyze in simulations a new, highly flexible method of implementing synaptic plasticity in a wafer-scale, accelerated neuromorphic hardware system. The study focuses on globally modulated STDP, as a special use-case of this method. Flexibility is achieved by embedding a general-purpose processor dedicated to plasticity into the wafer. To evaluate the suitability of the proposed system, we use a reward modulated STDP rule in a spike train learning task. A single layer of neurons is trained to fire at specific points in time with only the reward as feedback. This model is simulated to measure its performance, i.e., the increase in received reward after learning. Using this performance as baseline, we then simulate the model with various constraints imposed by the proposed implementation and compare the performance. The simulated constraints include discretized synaptic weights, a restricted interface between analog synapses and embedded processor, and mismatch of analog circuits. We find that probabilistic updates can increase the performance of low-resolution weights, a simple interface between analog synapses and processor is sufficient for learning, and performance is insensitive to mismatch. Further, we consider communication latency between wafer and the conventional control computer system that is simulating the environment. This latency increases the delay, with which the reward is sent to the embedded processor. Because of the time continuous operation of the analog synapses, delay can cause a deviation of the updates as compared to the not delayed situation. We find that for highly accelerated systems latency has to be kept to a minimum. This study demonstrates the suitability of the proposed implementation to emulate the selected reward modulated STDP learning rule. It is therefore an ideal candidate for implementation in an upgraded version of the wafer-scale system developed within the BrainScaleS project. PMID:24065877

Patient affect experiencing following therapist interventions in short-term dynamic psychotherapy.

PubMed

Town, Joel M; Hardy, Gillian E; McCullough, Leigh; Stride, Chris

2012-01-01

The aim of this research was to examine the relationship between therapist interventions and patient affect responses in Short-Term Dynamic Psychotherapy (STDP). The Affect Experiencing subscale from the Achievement of Therapeutic Objectives Scale (ATOS) was adapted to measure individual immediate affect experiencing (I-AES) responses in relation to therapist interventions coded within the preceding speaking turn, using the Psychotherapy Interaction Coding (PIC) system. A hierarchical linear modelling procedure was used to assess the change in affect experiencing and the relationship between affect experiencing and therapist interventions within and across segments of therapy. Process data was taken from six STDP cases; in total 24 hours of video-taped sessions were examined. Therapist interventions were found to account for a statistically significant amount of variance in immediate affect experiencing. Higher levels of immediate affect experiencing followed the therapist's use of Confrontation, Clarification and Support compared to Questions, Self-disclosure and Information interventions. Therapist Confrontation interventions that attempted to direct pressure towards either the visceral experience of affect or a patient's defences against feelings led to the highest levels of immediate affect experiencing. The type of therapist intervention accounts for a small but significant amount of the variation observed in a patient's immediate emotional arousal. Empirical findings support clinical theory in STDP that suggests strategic verbal responses promote the achievement of this specific therapeutic objective.

Acetylcholine-modulated plasticity in reward-driven navigation: a computational study.

PubMed

Zannone, Sara; Brzosko, Zuzanna; Paulsen, Ole; Clopath, Claudia

2018-06-21

Neuromodulation plays a fundamental role in the acquisition of new behaviours. In previous experimental work, we showed that acetylcholine biases hippocampal synaptic plasticity towards depression, and the subsequent application of dopamine can retroactively convert depression into potentiation. We also demonstrated that incorporating this sequentially neuromodulated Spike-Timing-Dependent Plasticity (STDP) rule in a network model of navigation yields effective learning of changing reward locations. Here, we employ computational modelling to further characterize the effects of cholinergic depression on behaviour. We find that acetylcholine, by allowing learning from negative outcomes, enhances exploration over the action space. We show that this results in a variety of effects, depending on the structure of the model, the environment and the task. Interestingly, sequentially neuromodulated STDP also yields flexible learning, surpassing the performance of other reward-modulated plasticity rules.

Reaction-diffusion-like formalism for plastic neural networks reveals dissipative solitons at criticality

NASA Astrophysics Data System (ADS)

Grytskyy, Dmytro; Diesmann, Markus; Helias, Moritz

2016-06-01

Self-organized structures in networks with spike-timing dependent synaptic plasticity (STDP) are likely to play a central role for information processing in the brain. In the present study we derive a reaction-diffusion-like formalism for plastic feed-forward networks of nonlinear rate-based model neurons with a correlation sensitive learning rule inspired by and being qualitatively similar to STDP. After obtaining equations that describe the change of the spatial shape of the signal from layer to layer, we derive a criterion for the nonlinearity necessary to obtain stable dynamics for arbitrary input. We classify the possible scenarios of signal evolution and find that close to the transition to the unstable regime metastable solutions appear. The form of these dissipative solitons is determined analytically and the evolution and interaction of several such coexistent objects is investigated.

Learning through ferroelectric domain dynamics in solid-state synapses

NASA Astrophysics Data System (ADS)

Boyn, Sören; Grollier, Julie; Lecerf, Gwendal; Xu, Bin; Locatelli, Nicolas; Fusil, Stéphane; Girod, Stéphanie; Carrétéro, Cécile; Garcia, Karin; Xavier, Stéphane; Tomas, Jean; Bellaiche, Laurent; Bibes, Manuel; Barthélémy, Agnès; Saïghi, Sylvain; Garcia, Vincent

2017-04-01

In the brain, learning is achieved through the ability of synapses to reconfigure the strength by which they connect neurons (synaptic plasticity). In promising solid-state synapses called memristors, conductance can be finely tuned by voltage pulses and set to evolve according to a biological learning rule called spike-timing-dependent plasticity (STDP). Future neuromorphic architectures will comprise billions of such nanosynapses, which require a clear understanding of the physical mechanisms responsible for plasticity. Here we report on synapses based on ferroelectric tunnel junctions and show that STDP can be harnessed from inhomogeneous polarization switching. Through combined scanning probe imaging, electrical transport and atomic-scale molecular dynamics, we demonstrate that conductance variations can be modelled by the nucleation-dominated reversal of domains. Based on this physical model, our simulations show that arrays of ferroelectric nanosynapses can autonomously learn to recognize patterns in a predictable way, opening the path towards unsupervised learning in spiking neural networks.

Channel Noise-Enhanced Synchronization Transitions Induced by Time Delay in Adaptive Neuronal Networks with Spike-Timing-Dependent Plasticity

NASA Astrophysics Data System (ADS)

Xie, Huijuan; Gong, Yubing; Wang, Baoying

In this paper, we numerically study the effect of channel noise on synchronization transitions induced by time delay in adaptive scale-free Hodgkin-Huxley neuronal networks with spike-timing-dependent plasticity (STDP). It is found that synchronization transitions by time delay vary as channel noise intensity is changed and become most pronounced when channel noise intensity is optimal. This phenomenon depends on STDP and network average degree, and it can be either enhanced or suppressed as network average degree increases depending on channel noise intensity. These results show that there are optimal channel noise and network average degree that can enhance the synchronization transitions by time delay in the adaptive neuronal networks. These findings could be helpful for better understanding of the regulation effect of channel noise on synchronization of neuronal networks. They could find potential implications for information transmission in neural systems.

RM-SORN: a reward-modulated self-organizing recurrent neural network.

PubMed

Aswolinskiy, Witali; Pipa, Gordon

2015-01-01

Neural plasticity plays an important role in learning and memory. Reward-modulation of plasticity offers an explanation for the ability of the brain to adapt its neural activity to achieve a rewarded goal. Here, we define a neural network model that learns through the interaction of Intrinsic Plasticity (IP) and reward-modulated Spike-Timing-Dependent Plasticity (STDP). IP enables the network to explore possible output sequences and STDP, modulated by reward, reinforces the creation of the rewarded output sequences. The model is tested on tasks for prediction, recall, non-linear computation, pattern recognition, and sequence generation. It achieves performance comparable to networks trained with supervised learning, while using simple, biologically motivated plasticity rules, and rewarding strategies. The results confirm the importance of investigating the interaction of several plasticity rules in the context of reward-modulated learning and whether reward-modulated self-organization can explain the amazing capabilities of the brain.

Self-organization in Balanced State Networks by STDP and Homeostatic Plasticity

PubMed Central

Effenberger, Felix; Jost, Jürgen; Levina, Anna

2015-01-01

Structural inhomogeneities in synaptic efficacies have a strong impact on population response dynamics of cortical networks and are believed to play an important role in their functioning. However, little is known about how such inhomogeneities could evolve by means of synaptic plasticity. Here we present an adaptive model of a balanced neuronal network that combines two different types of plasticity, STDP and synaptic scaling. The plasticity rules yield both long-tailed distributions of synaptic weights and firing rates. Simultaneously, a highly connected subnetwork of driver neurons with strong synapses emerges. Coincident spiking activity of several driver cells can evoke population bursts and driver cells have similar dynamical properties as leader neurons found experimentally. Our model allows us to observe the delicate interplay between structural and dynamical properties of the emergent inhomogeneities. It is simple, robust to parameter changes and able to explain a multitude of different experimental findings in one basic network. PMID:26335425

Energy-efficient STDP-based learning circuits with memristor synapses

NASA Astrophysics Data System (ADS)

Wu, Xinyu; Saxena, Vishal; Campbell, Kristy A.

2014-05-01

It is now accepted that the traditional von Neumann architecture, with processor and memory separation, is ill suited to process parallel data streams which a mammalian brain can efficiently handle. Moreover, researchers now envision computing architectures which enable cognitive processing of massive amounts of data by identifying spatio-temporal relationships in real-time and solving complex pattern recognition problems. Memristor cross-point arrays, integrated with standard CMOS technology, are expected to result in massively parallel and low-power Neuromorphic computing architectures. Recently, significant progress has been made in spiking neural networks (SNN) which emulate data processing in the cortical brain. These architectures comprise of a dense network of neurons and the synapses formed between the axons and dendrites. Further, unsupervised or supervised competitive learning schemes are being investigated for global training of the network. In contrast to a software implementation, hardware realization of these networks requires massive circuit overhead for addressing and individually updating network weights. Instead, we employ bio-inspired learning rules such as the spike-timing-dependent plasticity (STDP) to efficiently update the network weights locally. To realize SNNs on a chip, we propose to use densely integrating mixed-signal integrate-andfire neurons (IFNs) and cross-point arrays of memristors in back-end-of-the-line (BEOL) of CMOS chips. Novel IFN circuits have been designed to drive memristive synapses in parallel while maintaining overall power efficiency (<1 pJ/spike/synapse), even at spike rate greater than 10 MHz. We present circuit design details and simulation results of the IFN with memristor synapses, its response to incoming spike trains and STDP learning characterization.

Spike Pattern Structure Influences Synaptic Efficacy Variability under STDP and Synaptic Homeostasis. II: Spike Shuffling Methods on LIF Networks

PubMed Central

Bi, Zedong; Zhou, Changsong

2016-01-01

Synapses may undergo variable changes during plasticity because of the variability of spike patterns such as temporal stochasticity and spatial randomness. Here, we call the variability of synaptic weight changes during plasticity to be efficacy variability. In this paper, we investigate how four aspects of spike pattern statistics (i.e., synchronous firing, burstiness/regularity, heterogeneity of rates and heterogeneity of cross-correlations) influence the efficacy variability under pair-wise additive spike-timing dependent plasticity (STDP) and synaptic homeostasis (the mean strength of plastic synapses into a neuron is bounded), by implementing spike shuffling methods onto spike patterns self-organized by a network of excitatory and inhibitory leaky integrate-and-fire (LIF) neurons. With the increase of the decay time scale of the inhibitory synaptic currents, the LIF network undergoes a transition from asynchronous state to weak synchronous state and then to synchronous bursting state. We first shuffle these spike patterns using a variety of methods, each designed to evidently change a specific pattern statistics; and then investigate the change of efficacy variability of the synapses under STDP and synaptic homeostasis, when the neurons in the network fire according to the spike patterns before and after being treated by a shuffling method. In this way, we can understand how the change of pattern statistics may cause the change of efficacy variability. Our results are consistent with those of our previous study which implements spike-generating models on converging motifs. We also find that burstiness/regularity is important to determine the efficacy variability under asynchronous states, while heterogeneity of cross-correlations is the main factor to cause efficacy variability when the network moves into synchronous bursting states (the states observed in epilepsy). PMID:27555816

When Long-Range Zero-Lag Synchronization is Feasible in Cortical Networks

PubMed Central

Viriyopase, Atthaphon; Bojak, Ingo; Zeitler, Magteld; Gielen, Stan

2012-01-01

Many studies have reported long-range synchronization of neuronal activity between brain areas, in particular in the beta and gamma bands with frequencies in the range of 14–30 and 40–80 Hz, respectively. Several studies have reported synchrony with zero phase lag, which is remarkable considering the synaptic and conduction delays inherent in the connections between distant brain areas. This result has led to many speculations about the possible functional role of zero-lag synchrony, such as for neuronal communication, attention, memory, and feature binding. However, recent studies using recordings of single-unit activity and local field potentials report that neuronal synchronization may occur with non-zero phase lags. This raises the questions whether zero-lag synchrony can occur in the brain and, if so, under which conditions. We used analytical methods and computer simulations to investigate which connectivity between neuronal populations allows or prohibits zero-lag synchrony. We did so for a model where two oscillators interact via a relay oscillator. Analytical results and computer simulations were obtained for both type I Mirollo–Strogatz neurons and type II Hodgkin–Huxley neurons. We have investigated the dynamics of the model for various types of synaptic coupling and importantly considered the potential impact of Spike-Timing Dependent Plasticity (STDP) and its learning window. We confirm previous results that zero-lag synchrony can be achieved in this configuration. This is much easier to achieve with Hodgkin–Huxley neurons, which have a biphasic phase response curve, than for type I neurons. STDP facilitates zero-lag synchrony as it adjusts the synaptic strengths such that zero-lag synchrony is feasible for a much larger range of parameters than without STDP. PMID:22866034

A compound memristive synapse model for statistical learning through STDP in spiking neural networks

PubMed Central

Bill, Johannes; Legenstein, Robert

2014-01-01

Memristors have recently emerged as promising circuit elements to mimic the function of biological synapses in neuromorphic computing. The fabrication of reliable nanoscale memristive synapses, that feature continuous conductance changes based on the timing of pre- and postsynaptic spikes, has however turned out to be challenging. In this article, we propose an alternative approach, the compound memristive synapse, that circumvents this problem by the use of memristors with binary memristive states. A compound memristive synapse employs multiple bistable memristors in parallel to jointly form one synapse, thereby providing a spectrum of synaptic efficacies. We investigate the computational implications of synaptic plasticity in the compound synapse by integrating the recently observed phenomenon of stochastic filament formation into an abstract model of stochastic switching. Using this abstract model, we first show how standard pulsing schemes give rise to spike-timing dependent plasticity (STDP) with a stabilizing weight dependence in compound synapses. In a next step, we study unsupervised learning with compound synapses in networks of spiking neurons organized in a winner-take-all architecture. Our theoretical analysis reveals that compound-synapse STDP implements generalized Expectation-Maximization in the spiking network. Specifically, the emergent synapse configuration represents the most salient features of the input distribution in a Mixture-of-Gaussians generative model. Furthermore, the network's spike response to spiking input streams approximates a well-defined Bayesian posterior distribution. We show in computer simulations how such networks learn to represent high-dimensional distributions over images of handwritten digits with high fidelity even in presence of substantial device variations and under severe noise conditions. Therefore, the compound memristive synapse may provide a synaptic design principle for future neuromorphic architectures. PMID:25565943

Learning complex temporal patterns with resource-dependent spike timing-dependent plasticity.

PubMed

Hunzinger, Jason F; Chan, Victor H; Froemke, Robert C

2012-07-01

Studies of spike timing-dependent plasticity (STDP) have revealed that long-term changes in the strength of a synapse may be modulated substantially by temporal relationships between multiple presynaptic and postsynaptic spikes. Whereas long-term potentiation (LTP) and long-term depression (LTD) of synaptic strength have been modeled as distinct or separate functional mechanisms, here, we propose a new shared resource model. A functional consequence of our model is fast, stable, and diverse unsupervised learning of temporal multispike patterns with a biologically consistent spiking neural network. Due to interdependencies between LTP and LTD, dendritic delays, and proactive homeostatic aspects of the model, neurons are equipped to learn to decode temporally coded information within spike bursts. Moreover, neurons learn spike timing with few exposures in substantial noise and jitter. Surprisingly, despite having only one parameter, the model also accurately predicts in vitro observations of STDP in more complex multispike trains, as well as rate-dependent effects. We discuss candidate commonalities in natural long-term plasticity mechanisms.

Learning through ferroelectric domain dynamics in solid-state synapses

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

Boyn, Soren; Grollier, Julie; Lecerf, Gwendal

In the brain, learning is achieved through the ability of synapses to reconfigure the strength by which they connect neurons (synaptic plasticity). In promising solid-state synapses called memristors, conductance can be finely tuned by voltage pulses and set to evolve according to a biological learning rule called spike-timing-dependent plasticity (STDP). Future neuromorphic architectures will comprise billions of such nanosynapses, which require a clear understanding of the physical mechanisms responsible for plasticity. Here we report on synapses based on ferroelectric tunnel junctions and show that STDP can be harnessed from inhomogeneous polarization switching. Through combined scanning probe imaging, electrical transport andmore » atomic-scale molecular dynamics, we demonstrate that conductance variations can be modelled by the nucleation-dominated reversal of domains. Finally, based on this physical model, our simulations show that arrays of ferroelectric nanosynapses can autonomously learn to recognize patterns in a predictable way, opening the path towards unsupervised learning in spiking neural networks.« less

Learning through ferroelectric domain dynamics in solid-state synapses

DOE PAGES

Boyn, Soren; Grollier, Julie; Lecerf, Gwendal; ...

2017-04-03

In the brain, learning is achieved through the ability of synapses to reconfigure the strength by which they connect neurons (synaptic plasticity). In promising solid-state synapses called memristors, conductance can be finely tuned by voltage pulses and set to evolve according to a biological learning rule called spike-timing-dependent plasticity (STDP). Future neuromorphic architectures will comprise billions of such nanosynapses, which require a clear understanding of the physical mechanisms responsible for plasticity. Here we report on synapses based on ferroelectric tunnel junctions and show that STDP can be harnessed from inhomogeneous polarization switching. Through combined scanning probe imaging, electrical transport andmore » atomic-scale molecular dynamics, we demonstrate that conductance variations can be modelled by the nucleation-dominated reversal of domains. Finally, based on this physical model, our simulations show that arrays of ferroelectric nanosynapses can autonomously learn to recognize patterns in a predictable way, opening the path towards unsupervised learning in spiking neural networks.« less

Interplay between Short- and Long-Term Plasticity in Cell-Assembly Formation

PubMed Central

Hiratani, Naoki; Fukai, Tomoki

2014-01-01

Various hippocampal and neocortical synapses of mammalian brain show both short-term plasticity and long-term plasticity, which are considered to underlie learning and memory by the brain. According to Hebb’s postulate, synaptic plasticity encodes memory traces of past experiences into cell assemblies in cortical circuits. However, it remains unclear how the various forms of long-term and short-term synaptic plasticity cooperatively create and reorganize such cell assemblies. Here, we investigate the mechanism in which the three forms of synaptic plasticity known in cortical circuits, i.e., spike-timing-dependent plasticity (STDP), short-term depression (STD) and homeostatic plasticity, cooperatively generate, retain and reorganize cell assemblies in a recurrent neuronal network model. We show that multiple cell assemblies generated by external stimuli can survive noisy spontaneous network activity for an adequate range of the strength of STD. Furthermore, our model predicts that a symmetric temporal window of STDP, such as observed in dopaminergic modulations on hippocampal neurons, is crucial for the retention and integration of multiple cell assemblies. These results may have implications for the understanding of cortical memory processes. PMID:25007209

Spike-Timing Dependent Plasticity in Unipolar Silicon Oxide RRAM Devices

PubMed Central

Zarudnyi, Konstantin; Mehonic, Adnan; Montesi, Luca; Buckwell, Mark; Hudziak, Stephen; Kenyon, Anthony J.

2018-01-01

Resistance switching, or Resistive RAM (RRAM) devices show considerable potential for application in hardware spiking neural networks (neuro-inspired computing) by mimicking some of the behavior of biological synapses, and hence enabling non-von Neumann computer architectures. Spike-timing dependent plasticity (STDP) is one such behavior, and one example of several classes of plasticity that are being examined with the aim of finding suitable algorithms for application in many computing tasks such as coincidence detection, classification and image recognition. In previous work we have demonstrated that the neuromorphic capabilities of silicon-rich silicon oxide (SiOx) resistance switching devices extend beyond plasticity to include thresholding, spiking, and integration. We previously demonstrated such behaviors in devices operated in the unipolar mode, opening up the question of whether we could add plasticity to the list of features exhibited by our devices. Here we demonstrate clear STDP in unipolar devices. Significantly, we show that the response of our devices is broadly similar to that of biological synapses. This work further reinforces the potential of simple two-terminal RRAM devices to mimic neuronal functionality in hardware spiking neural networks. PMID:29472837

A real-time spiking cerebellum model for learning robot control.

PubMed

Carrillo, Richard R; Ros, Eduardo; Boucheny, Christian; Coenen, Olivier J-M D

2008-01-01

We describe a neural network model of the cerebellum based on integrate-and-fire spiking neurons with conductance-based synapses. The neuron characteristics are derived from our earlier detailed models of the different cerebellar neurons. We tested the cerebellum model in a real-time control application with a robotic platform. Delays were introduced in the different sensorimotor pathways according to the biological system. The main plasticity in the cerebellar model is a spike-timing dependent plasticity (STDP) at the parallel fiber to Purkinje cell connections. This STDP is driven by the inferior olive (IO) activity, which encodes an error signal using a novel probabilistic low frequency model. We demonstrate the cerebellar model in a robot control system using a target-reaching task. We test whether the system learns to reach different target positions in a non-destructive way, therefore abstracting a general dynamics model. To test the system's ability to self-adapt to different dynamical situations, we present results obtained after changing the dynamics of the robotic platform significantly (its friction and load). The experimental results show that the cerebellar-based system is able to adapt dynamically to different contexts.

Dual coding with STDP in a spiking recurrent neural network model of the hippocampus.

PubMed

Bush, Daniel; Philippides, Andrew; Husbands, Phil; O'Shea, Michael

2010-07-01

The firing rate of single neurons in the mammalian hippocampus has been demonstrated to encode for a range of spatial and non-spatial stimuli. It has also been demonstrated that phase of firing, with respect to the theta oscillation that dominates the hippocampal EEG during stereotype learning behaviour, correlates with an animal's spatial location. These findings have led to the hypothesis that the hippocampus operates using a dual (rate and temporal) coding system. To investigate the phenomenon of dual coding in the hippocampus, we examine a spiking recurrent network model with theta coded neural dynamics and an STDP rule that mediates rate-coded Hebbian learning when pre- and post-synaptic firing is stochastic. We demonstrate that this plasticity rule can generate both symmetric and asymmetric connections between neurons that fire at concurrent or successive theta phase, respectively, and subsequently produce both pattern completion and sequence prediction from partial cues. This unifies previously disparate auto- and hetero-associative network models of hippocampal function and provides them with a firmer basis in modern neurobiology. Furthermore, the encoding and reactivation of activity in mutually exciting Hebbian cell assemblies demonstrated here is believed to represent a fundamental mechanism of cognitive processing in the brain.

Synthetic Modeling of Autonomous Learning with a Chaotic Neural Network

NASA Astrophysics Data System (ADS)

Funabashi, Masatoshi

We investigate the possible role of intermittent chaotic dynamics called chaotic itinerancy, in interaction with nonsupervised learnings that reinforce and weaken the neural connection depending on the dynamics itself. We first performed hierarchical stability analysis of the Chaotic Neural Network model (CNN) according to the structure of invariant subspaces. Irregular transition between two attractor ruins with positive maximum Lyapunov exponent was triggered by the blowout bifurcation of the attractor spaces, and was associated with riddled basins structure. We secondly modeled two autonomous learnings, Hebbian learning and spike-timing-dependent plasticity (STDP) rule, and simulated the effect on the chaotic itinerancy state of CNN. Hebbian learning increased the residence time on attractor ruins, and produced novel attractors in the minimum higher-dimensional subspace. It also augmented the neuronal synchrony and established the uniform modularity in chaotic itinerancy. STDP rule reduced the residence time on attractor ruins, and brought a wide range of periodicity in emerged attractors, possibly including strange attractors. Both learning rules selectively destroyed and preserved the specific invariant subspaces, depending on the neuron synchrony of the subspace where the orbits are situated. Computational rationale of the autonomous learning is discussed in connectionist perspective.

Where’s the Noise? Key Features of Spontaneous Activity and Neural Variability Arise through Learning in a Deterministic Network

PubMed Central

Hartmann, Christoph; Lazar, Andreea; Nessler, Bernhard; Triesch, Jochen

2015-01-01

Even in the absence of sensory stimulation the brain is spontaneously active. This background “noise” seems to be the dominant cause of the notoriously high trial-to-trial variability of neural recordings. Recent experimental observations have extended our knowledge of trial-to-trial variability and spontaneous activity in several directions: 1. Trial-to-trial variability systematically decreases following the onset of a sensory stimulus or the start of a motor act. 2. Spontaneous activity states in sensory cortex outline the region of evoked sensory responses. 3. Across development, spontaneous activity aligns itself with typical evoked activity patterns. 4. The spontaneous brain activity prior to the presentation of an ambiguous stimulus predicts how the stimulus will be interpreted. At present it is unclear how these observations relate to each other and how they arise in cortical circuits. Here we demonstrate that all of these phenomena can be accounted for by a deterministic self-organizing recurrent neural network model (SORN), which learns a predictive model of its sensory environment. The SORN comprises recurrently coupled populations of excitatory and inhibitory threshold units and learns via a combination of spike-timing dependent plasticity (STDP) and homeostatic plasticity mechanisms. Similar to balanced network architectures, units in the network show irregular activity and variable responses to inputs. Additionally, however, the SORN exhibits sequence learning abilities matching recent findings from visual cortex and the network’s spontaneous activity reproduces the experimental findings mentioned above. Intriguingly, the network’s behaviour is reminiscent of sampling-based probabilistic inference, suggesting that correlates of sampling-based inference can develop from the interaction of STDP and homeostasis in deterministic networks. We conclude that key observations on spontaneous brain activity and the variability of neural responses can be accounted for by a simple deterministic recurrent neural network which learns a predictive model of its sensory environment via a combination of generic neural plasticity mechanisms. PMID:26714277

Learning touch preferences with a tactile robot using dopamine modulated STDP in a model of insular cortex

PubMed Central

Chou, Ting-Shuo; Bucci, Liam D.; Krichmar, Jeffrey L.

2015-01-01

Neurorobots enable researchers to study how behaviors are produced by neural mechanisms in an uncertain, noisy, real-world environment. To investigate how the somatosensory system processes noisy, real-world touch inputs, we introduce a neurorobot called CARL-SJR, which has a full-body tactile sensory area. The design of CARL-SJR is such that it encourages people to communicate with it through gentle touch. CARL-SJR provides feedback to users by displaying bright colors on its surface. In the present study, we show that CARL-SJR is capable of learning associations between conditioned stimuli (CS; a color pattern on its surface) and unconditioned stimuli (US; a preferred touch pattern) by applying a spiking neural network (SNN) with neurobiologically inspired plasticity. Specifically, we modeled the primary somatosensory cortex, prefrontal cortex, striatum, and the insular cortex, which is important for hedonic touch, to process noisy data generated directly from CARL-SJR's tactile sensory area. To facilitate learning, we applied dopamine-modulated Spike Timing Dependent Plasticity (STDP) to our simulated prefrontal cortex, striatum, and insular cortex. To cope with noisy, varying inputs, the SNN was tuned to produce traveling waves of activity that carried spatiotemporal information. Despite the noisy tactile sensors, spike trains, and variations in subject hand swipes, the learning was quite robust. Further, insular cortex activities in the incremental pathway of dopaminergic reward system allowed us to control CARL-SJR's preference for touch direction without heavily pre-processed inputs. The emerged behaviors we found in this model match animal's behaviors wherein they prefer touch in particular areas and directions. Thus, the results in this paper could serve as an explanation on the underlying neural mechanisms for developing tactile preferences and hedonic touch. PMID:26257639

Unsupervised learning of temporal features for word categorization in a spiking neural network model of the auditory brain.

PubMed

Higgins, Irina; Stringer, Simon; Schnupp, Jan

2017-01-01

The nature of the code used in the auditory cortex to represent complex auditory stimuli, such as naturally spoken words, remains a matter of debate. Here we argue that such representations are encoded by stable spatio-temporal patterns of firing within cell assemblies known as polychronous groups, or PGs. We develop a physiologically grounded, unsupervised spiking neural network model of the auditory brain with local, biologically realistic, spike-time dependent plasticity (STDP) learning, and show that the plastic cortical layers of the network develop PGs which convey substantially more information about the speaker independent identity of two naturally spoken word stimuli than does rate encoding that ignores the precise spike timings. We furthermore demonstrate that such informative PGs can only develop if the input spatio-temporal spike patterns to the plastic cortical areas of the model are relatively stable.

Unsupervised learning of temporal features for word categorization in a spiking neural network model of the auditory brain

PubMed Central

Stringer, Simon

2017-01-01

The nature of the code used in the auditory cortex to represent complex auditory stimuli, such as naturally spoken words, remains a matter of debate. Here we argue that such representations are encoded by stable spatio-temporal patterns of firing within cell assemblies known as polychronous groups, or PGs. We develop a physiologically grounded, unsupervised spiking neural network model of the auditory brain with local, biologically realistic, spike-time dependent plasticity (STDP) learning, and show that the plastic cortical layers of the network develop PGs which convey substantially more information about the speaker independent identity of two naturally spoken word stimuli than does rate encoding that ignores the precise spike timings. We furthermore demonstrate that such informative PGs can only develop if the input spatio-temporal spike patterns to the plastic cortical areas of the model are relatively stable. PMID:28797034

A neuromorphic implementation of multiple spike-timing synaptic plasticity rules for large-scale neural networks

PubMed Central

Wang, Runchun M.; Hamilton, Tara J.; Tapson, Jonathan C.; van Schaik, André

2015-01-01

We present a neuromorphic implementation of multiple synaptic plasticity learning rules, which include both Spike Timing Dependent Plasticity (STDP) and Spike Timing Dependent Delay Plasticity (STDDP). We present a fully digital implementation as well as a mixed-signal implementation, both of which use a novel dynamic-assignment time-multiplexing approach and support up to 226 (64M) synaptic plasticity elements. Rather than implementing dedicated synapses for particular types of synaptic plasticity, we implemented a more generic synaptic plasticity adaptor array that is separate from the neurons in the neural network. Each adaptor performs synaptic plasticity according to the arrival times of the pre- and post-synaptic spikes assigned to it, and sends out a weighted or delayed pre-synaptic spike to the post-synaptic neuron in the neural network. This strategy provides great flexibility for building complex large-scale neural networks, as a neural network can be configured for multiple synaptic plasticity rules without changing its structure. We validate the proposed neuromorphic implementations with measurement results and illustrate that the circuits are capable of performing both STDP and STDDP. We argue that it is practical to scale the work presented here up to 236 (64G) synaptic adaptors on a current high-end FPGA platform. PMID:26041985

Oxygen transport in congenital heart disease: influence of fetal hemoglobin, red cell pH, and 2,3-diphosphoglycerate.

PubMed

Versmold, H T; Linderkamp, C; Döhlemann, C; Riegel, K P

1976-06-01

In 48 individuals (age 1 day to 13 years) with congenital heart disease, blood oxygen transport function was studied in order to evaluate adaptive changes in shunt hypoxemia and to investigate the in vivo regulation of erythrocyte 2, 3-diphosphoglycerate concentration (RBC 2, 3-DPG) in the presence of fetal hemoglobin (HbF). Arterial pO2 and oxygen content, oxygen capacity, acid base status, oxygen affinity, HbF fraction, plasma pH, red cell pH, and RBC 2, 3-DPG were determined. During the first 50 days of life values of standard P50 (stdP50) (37, pH 7.4), actual in vivo P50 (actP50), RBC 2, 3-DPG, O2 capacity, arterial plasma pH, and red cell pH were scattered around the normal range, although tending to low values for stdP50 and arterial plasma pH and to high values for O2 capacity. After the third month, stdP50 actP50, RBC 2, 3-DPG, O2 capacity, and red cell pH were found to be elevated. Plasma pH and actP50 were scattered around the normal range (Figs. 1 and 2). Intraerythrocytic pH in hypoxemic infants was increased compared with normal children when related to plasma pH (Fig. 3). A close to normal intraerythrocytic pH was therefore found in the hypoxemic infants with low plasma pH, and an increased intraerythrocytic pH in the hypoxemic children with normal plasma pH (Fig. 1). A significant negative correlation exists between erythrocyte H+ ion and 2, 3-DPG concentration (Fig. 5); regression constants derived from data at high (mean 47%) and low (mean 9%) fractions of HbF are not significantly different (Regression Equations 8 and 11 in Table 1). Thus, the known difference in 2, 3-DPG binding to fetal or adult deoxyhemoglobin does not measurably influence the erythrocyte 2, 3-DPG concentration, indicating that in vivo the 2, 3-DPG synthesis in hypoxia is virtually regulated by the erythrocyte pH, which in turn is determined by plasma pH and the oxygenation state of hemoglobin.

Unsupervised learning in neural networks with short range synapses

NASA Astrophysics Data System (ADS)

Brunnet, L. G.; Agnes, E. J.; Mizusaki, B. E. P.; Erichsen, R., Jr.

2013-01-01

Different areas of the brain are involved in specific aspects of the information being processed both in learning and in memory formation. For example, the hippocampus is important in the consolidation of information from short-term memory to long-term memory, while emotional memory seems to be dealt by the amygdala. On the microscopic scale the underlying structures in these areas differ in the kind of neurons involved, in their connectivity, or in their clustering degree but, at this level, learning and memory are attributed to neuronal synapses mediated by longterm potentiation and long-term depression. In this work we explore the properties of a short range synaptic connection network, a nearest neighbor lattice composed mostly by excitatory neurons and a fraction of inhibitory ones. The mechanism of synaptic modification responsible for the emergence of memory is Spike-Timing-Dependent Plasticity (STDP), a Hebbian-like rule, where potentiation/depression is acquired when causal/non-causal spikes happen in a synapse involving two neurons. The system is intended to store and recognize memories associated to spatial external inputs presented as simple geometrical forms. The synaptic modifications are continuously applied to excitatory connections, including a homeostasis rule and STDP. In this work we explore the different scenarios under which a network with short range connections can accomplish the task of storing and recognizing simple connected patterns.

A model of human motor sequence learning explains facilitation and interference effects based on spike-timing dependent plasticity.

PubMed

Wang, Quan; Rothkopf, Constantin A; Triesch, Jochen

2017-08-01

The ability to learn sequential behaviors is a fundamental property of our brains. Yet a long stream of studies including recent experiments investigating motor sequence learning in adult human subjects have produced a number of puzzling and seemingly contradictory results. In particular, when subjects have to learn multiple action sequences, learning is sometimes impaired by proactive and retroactive interference effects. In other situations, however, learning is accelerated as reflected in facilitation and transfer effects. At present it is unclear what the underlying neural mechanism are that give rise to these diverse findings. Here we show that a recently developed recurrent neural network model readily reproduces this diverse set of findings. The self-organizing recurrent neural network (SORN) model is a network of recurrently connected threshold units that combines a simplified form of spike-timing dependent plasticity (STDP) with homeostatic plasticity mechanisms ensuring network stability, namely intrinsic plasticity (IP) and synaptic normalization (SN). When trained on sequence learning tasks modeled after recent experiments we find that it reproduces the full range of interference, facilitation, and transfer effects. We show how these effects are rooted in the network's changing internal representation of the different sequences across learning and how they depend on an interaction of training schedule and task similarity. Furthermore, since learning in the model is based on fundamental neuronal plasticity mechanisms, the model reveals how these plasticity mechanisms are ultimately responsible for the network's sequence learning abilities. In particular, we find that all three plasticity mechanisms are essential for the network to learn effective internal models of the different training sequences. This ability to form effective internal models is also the basis for the observed interference and facilitation effects. This suggests that STDP, IP, and SN may be the driving forces behind our ability to learn complex action sequences.

Enabling an Integrated Rate-temporal Learning Scheme on Memristor

NASA Astrophysics Data System (ADS)

He, Wei; Huang, Kejie; Ning, Ning; Ramanathan, Kiruthika; Li, Guoqi; Jiang, Yu; Sze, Jiayin; Shi, Luping; Zhao, Rong; Pei, Jing

2014-04-01

Learning scheme is the key to the utilization of spike-based computation and the emulation of neural/synaptic behaviors toward realization of cognition. The biological observations reveal an integrated spike time- and spike rate-dependent plasticity as a function of presynaptic firing frequency. However, this integrated rate-temporal learning scheme has not been realized on any nano devices. In this paper, such scheme is successfully demonstrated on a memristor. Great robustness against the spiking rate fluctuation is achieved by waveform engineering with the aid of good analog properties exhibited by the iron oxide-based memristor. The spike-time-dependence plasticity (STDP) occurs at moderate presynaptic firing frequencies and spike-rate-dependence plasticity (SRDP) dominates other regions. This demonstration provides a novel approach in neural coding implementation, which facilitates the development of bio-inspired computing systems.

Event-driven contrastive divergence for spiking neuromorphic systems.

PubMed

Neftci, Emre; Das, Srinjoy; Pedroni, Bruno; Kreutz-Delgado, Kenneth; Cauwenberghs, Gert

2013-01-01

Restricted Boltzmann Machines (RBMs) and Deep Belief Networks have been demonstrated to perform efficiently in a variety of applications, such as dimensionality reduction, feature learning, and classification. Their implementation on neuromorphic hardware platforms emulating large-scale networks of spiking neurons can have significant advantages from the perspectives of scalability, power dissipation and real-time interfacing with the environment. However, the traditional RBM architecture and the commonly used training algorithm known as Contrastive Divergence (CD) are based on discrete updates and exact arithmetics which do not directly map onto a dynamical neural substrate. Here, we present an event-driven variation of CD to train a RBM constructed with Integrate & Fire (I&F) neurons, that is constrained by the limitations of existing and near future neuromorphic hardware platforms. Our strategy is based on neural sampling, which allows us to synthesize a spiking neural network that samples from a target Boltzmann distribution. The recurrent activity of the network replaces the discrete steps of the CD algorithm, while Spike Time Dependent Plasticity (STDP) carries out the weight updates in an online, asynchronous fashion. We demonstrate our approach by training an RBM composed of leaky I&F neurons with STDP synapses to learn a generative model of the MNIST hand-written digit dataset, and by testing it in recognition, generation and cue integration tasks. Our results contribute to a machine learning-driven approach for synthesizing networks of spiking neurons capable of carrying out practical, high-level functionality.

Event-driven contrastive divergence for spiking neuromorphic systems

PubMed Central

Neftci, Emre; Das, Srinjoy; Pedroni, Bruno; Kreutz-Delgado, Kenneth; Cauwenberghs, Gert

2014-01-01

Restricted Boltzmann Machines (RBMs) and Deep Belief Networks have been demonstrated to perform efficiently in a variety of applications, such as dimensionality reduction, feature learning, and classification. Their implementation on neuromorphic hardware platforms emulating large-scale networks of spiking neurons can have significant advantages from the perspectives of scalability, power dissipation and real-time interfacing with the environment. However, the traditional RBM architecture and the commonly used training algorithm known as Contrastive Divergence (CD) are based on discrete updates and exact arithmetics which do not directly map onto a dynamical neural substrate. Here, we present an event-driven variation of CD to train a RBM constructed with Integrate & Fire (I&F) neurons, that is constrained by the limitations of existing and near future neuromorphic hardware platforms. Our strategy is based on neural sampling, which allows us to synthesize a spiking neural network that samples from a target Boltzmann distribution. The recurrent activity of the network replaces the discrete steps of the CD algorithm, while Spike Time Dependent Plasticity (STDP) carries out the weight updates in an online, asynchronous fashion. We demonstrate our approach by training an RBM composed of leaky I&F neurons with STDP synapses to learn a generative model of the MNIST hand-written digit dataset, and by testing it in recognition, generation and cue integration tasks. Our results contribute to a machine learning-driven approach for synthesizing networks of spiking neurons capable of carrying out practical, high-level functionality. PMID:24574952

Characterization of emergent synaptic topologies in noisy neural networks

NASA Astrophysics Data System (ADS)

Miller, Aaron James

Learned behaviors are one of the key contributors to an animal's ultimate survival. It is widely believed that the brain's microcircuitry undergoes structural changes when a new behavior is learned. In particular, motor learning, during which an animal learns a sequence of muscular movements, often requires precisely-timed coordination between muscles and becomes very natural once ingrained. Experiments show that neurons in the motor cortex exhibit precisely-timed spike activity when performing a learned motor behavior, and constituent stereotypical elements of the behavior can last several hundred milliseconds. The subject of this manuscript concerns how organized synaptic structures that produce stereotypical spike sequences emerge from random, dynamical networks. After a brief introduction in Chapter 1, we begin Chapter 2 by introducing a spike-timing-dependent plasticity (STDP) rule that defines how the activity of the network drives changes in network topology. The rule is then applied to idealized networks of leaky integrate-and-fire neurons (LIF). These neurons are not subjected to the variability that typically characterize neurons in vivo. In noiseless networks, synapses develop closed loops of strong connectivity that reproduce stereotypical, precisely-timed spike patterns from an initially random network. We demonstrate the characteristics of the asymptotic synaptic configuration are dependent on the statistics of the initial random network. The spike timings of the neurons simulated in Chapter 2 are generated exactly by a computationally economical, nonlinear mapping which is extended to LIF neurons injected with fluctuating current in Chapter 3. Development of an economical mapping that incorporates noise provides a practical solution to the long simulation times required to produce asymptotic synaptic topologies in networks with STDP in the presence of realistic neuronal variability. The mapping relies on generating numerical solutions to the dynamics of a LIF neuron subjected to Gaussian white noise (GWN). The system reduces to the Ornstein-Uhlenbeck first passage time problem, the solution of which we build into the mapping method of Chapter 2. We demonstrate that simulations using the stochastic mapping have reduced computation time compared to traditional Runge-Kutta methods by more than a factor of 150. In Chapter 4, we use the stochastic mapping to study the dynamics of emerging synaptic topologies in noisy networks. With the addition of membrane noise, networks with dynamical synapses can admit states in which the distribution of the synaptic weights is static under spontaneous activity, but the random connectivity between neurons is dynamical. The widely cited problem of instabilities in networks with STDP is avoided with the implementation of a synaptic decay and an activation threshold on each synapse. When such networks are presented with stimulus modeled by a focused excitatory current, chain-like networks can emerge with the addition of an axon-remodeling plasticity rule, a topological constraint on the connectivity modeling the finite resources available to each neuron. The emergent topologies are the result of an iterative stochastic process. The dynamics of the growth process suggest a strong interplay between the network topology and the spike sequences they produce during development. Namely, the existence of an embedded spike sequence alters the distribution of synaptic weights through the entire network. The roles of model parameters that affect the interplay between network structure and activity are elucidated. Finally, we propose two mathematical growth models, which are complementary, that capture the essence of the growth dynamics observed in simulations. In Chapter 5, we present an extension of the stochastic mapping that allows the possibility of neuronal cooperation. We demonstrate that synaptic topologies admitting stereotypical sequences can emerge in yet higher, biologically realistic levels of membrane potential variability when neurons cooperate to innervate shared targets. The structure that is most robust to the variability is that of a synfire chain. The principles of growth dynamics detailed in Chapter 4 are the same that sculpt the emergent synfire topologies. We conclude by discussing avenues for extensions of these results.

Using the virtual brain to reveal the role of oscillations and plasticity in shaping brain's dynamical landscape.

PubMed

Roy, Dipanjan; Sigala, Rodrigo; Breakspear, Michael; McIntosh, Anthony Randal; Jirsa, Viktor K; Deco, Gustavo; Ritter, Petra

2014-12-01

Spontaneous brain activity, that is, activity in the absence of controlled stimulus input or an explicit active task, is topologically organized in multiple functional networks (FNs) maintaining a high degree of coherence. These "resting state networks" are constrained by the underlying anatomical connectivity between brain areas. They are also influenced by the history of task-related activation. The precise rules that link plastic changes and ongoing dynamics of resting-state functional connectivity (rs-FC) remain unclear. Using the framework of the open source neuroinformatics platform "The Virtual Brain," we identify potential computational mechanisms that alter the dynamical landscape, leading to reconfigurations of FNs. Using a spiking neuron model, we first demonstrate that network activity in the absence of plasticity is characterized by irregular oscillations between low-amplitude asynchronous states and high-amplitude synchronous states. We then demonstrate the capability of spike-timing-dependent plasticity (STDP) combined with intrinsic alpha (8-12 Hz) oscillations to efficiently influence learning. Further, we show how alpha-state-dependent STDP alters the local area dynamics from an irregular to a highly periodic alpha-like state. This is an important finding, as the cortical input from the thalamus is at the rate of alpha. We demonstrate how resulting rhythmic cortical output in this frequency range acts as a neuronal tuner and, hence, leads to synchronization or de-synchronization between brain areas. Finally, we demonstrate that locally restricted structural connectivity changes influence local as well as global dynamics and lead to altered rs-FC.

Synaptic plasticity modulates autonomous transitions between waking and sleep states: Insights from a Morris-Lecar model

NASA Astrophysics Data System (ADS)

Ciszak, Marzena; Bellesi, Michele

2011-12-01

The transitions between waking and sleep states are characterized by considerable changes in neuronal firing. During waking, neurons fire tonically at irregular intervals and a desynchronized activity is observed at the electroencephalogram. This activity becomes synchronized with slow wave sleep onset when neurons start to oscillate between periods of firing (up-states) and periods of silence (down-states). Recently, it has been proposed that the connections between neurons undergo potentiation during waking, whereas they weaken during slow wave sleep. Here, we propose a dynamical model to describe basic features of the autonomous transitions between such states. We consider a network of coupled neurons in which the strength of the interactions is modulated by synaptic long term potentiation and depression, according to the spike time-dependent plasticity rule (STDP). The model shows that the enhancement of synaptic strength between neurons occurring in waking increases the propensity of the network to synchronize and, conversely, desynchronization appears when the strength of the connections become weaker. Both transitions appear spontaneously, but the transition from sleep to waking required a slight modification of the STDP rule with the introduction of a mechanism which becomes active during sleep and changes the proportion between potentiation and depression in accordance with biological data. At the neuron level, transitions from desynchronization to synchronization and vice versa can be described as a bifurcation between two different states, whose dynamical regime is modulated by synaptic strengths, thus suggesting that transition from a state to an another can be determined by quantitative differences between potentiation and depression.

Categorization and decision-making in a neurobiologically plausible spiking network using a STDP-like learning rule.

PubMed

Beyeler, Michael; Dutt, Nikil D; Krichmar, Jeffrey L

2013-12-01

Understanding how the human brain is able to efficiently perceive and understand a visual scene is still a field of ongoing research. Although many studies have focused on the design and optimization of neural networks to solve visual recognition tasks, most of them either lack neurobiologically plausible learning rules or decision-making processes. Here we present a large-scale model of a hierarchical spiking neural network (SNN) that integrates a low-level memory encoding mechanism with a higher-level decision process to perform a visual classification task in real-time. The model consists of Izhikevich neurons and conductance-based synapses for realistic approximation of neuronal dynamics, a spike-timing-dependent plasticity (STDP) synaptic learning rule with additional synaptic dynamics for memory encoding, and an accumulator model for memory retrieval and categorization. The full network, which comprised 71,026 neurons and approximately 133 million synapses, ran in real-time on a single off-the-shelf graphics processing unit (GPU). The network was constructed on a publicly available SNN simulator that supports general-purpose neuromorphic computer chips. The network achieved 92% correct classifications on MNIST in 100 rounds of random sub-sampling, which is comparable to other SNN approaches and provides a conservative and reliable performance metric. Additionally, the model correctly predicted reaction times from psychophysical experiments. Because of the scalability of the approach and its neurobiological fidelity, the current model can be extended to an efficient neuromorphic implementation that supports more generalized object recognition and decision-making architectures found in the brain. Copyright © 2013 Elsevier Ltd. All rights reserved.

Bimodal stimulus timing-dependent plasticity in primary auditory cortex is altered after noise exposure with and without tinnitus

PubMed Central

Koehler, Seth D.; Shore, Susan E.

2015-01-01

Central auditory circuits are influenced by the somatosensory system, a relationship that may underlie tinnitus generation. In the guinea pig dorsal cochlear nucleus (DCN), pairing spinal trigeminal nucleus (Sp5) stimulation with tones at specific intervals and orders facilitated or suppressed subsequent tone-evoked neural responses, reflecting spike timing-dependent plasticity (STDP). Furthermore, after noise-induced tinnitus, bimodal responses in DCN were shifted from Hebbian to anti-Hebbian timing rules with less discrete temporal windows, suggesting a role for bimodal plasticity in tinnitus. Here, we aimed to determine if multisensory STDP principles like those in DCN also exist in primary auditory cortex (A1), and whether they change following noise-induced tinnitus. Tone-evoked and spontaneous neural responses were recorded before and 15 min after bimodal stimulation in which the intervals and orders of auditory-somatosensory stimuli were randomized. Tone-evoked and spontaneous firing rates were influenced by the interval and order of the bimodal stimuli, and in sham-controls Hebbian-like timing rules predominated as was seen in DCN. In noise-exposed animals with and without tinnitus, timing rules shifted away from those found in sham-controls to more anti-Hebbian rules. Only those animals with evidence of tinnitus showed increased spontaneous firing rates, a purported neurophysiological correlate of tinnitus in A1. Together, these findings suggest that bimodal plasticity is also evident in A1 following noise damage and may have implications for tinnitus generation and therapeutic intervention across the central auditory circuit. PMID:26289461

Reversible optical switching memristors with tunable STDP synaptic plasticity: a route to hierarchical control in artificial intelligent systems.

PubMed

Jaafar, Ayoub H; Gray, Robert J; Verrelli, Emanuele; O'Neill, Mary; Kelly, Stephen M; Kemp, Neil T

2017-11-09

Optical control of memristors opens the route to new applications in optoelectronic switching and neuromorphic computing. Motivated by the need for reversible and latched optical switching we report on the development of a memristor with electronic properties tunable and switchable by wavelength and polarization specific light. The device consists of an optically active azobenzene polymer, poly(disperse red 1 acrylate), overlaying a forest of vertically aligned ZnO nanorods. Illumination induces trans-cis isomerization of the azobenzene molecules, which expands or contracts the polymer layer and alters the resistance of the off/on states, their ratio and retention time. The reversible optical effect enables dynamic control of a memristor's learning properties including control of synaptic potentiation and depression, optical switching between short-term and long-term memory and optical modulation of the synaptic efficacy via spike timing dependent plasticity. The work opens the route to the dynamic patterning of memristor networks both spatially and temporally by light, thus allowing the development of new optically reconfigurable neural networks and adaptive electronic circuits.

The BDNF Val66Met polymorphism impairs synaptic transmission and plasticity in the infralimbic medial prefrontal cortex

PubMed Central

Pattwell, Siobhan S.; Bath, Kevin G.; Perez-Castro, Rosalia; Lee, Francis S.; Chao, Moses V.; Ninan, Ipe

2012-01-01

The brain-derived neurotrophic factor (BDNF) Val66Met polymorphism is a common human single nucleotide polymorphism (SNP) that affects the regulated release of BDNF, and has been implicated in affective disorders and cognitive dysfunction. A decreased activation of the infralimbic medial prefrontal cortex (IL-mPFC), a brain region critical for the regulation of affective behaviors, has been described in BDNFMet carriers. However, it is unclear whether and how the Val66Met polymorphism affects the IL-mPFC synapses. Here we report that spike timing-dependent plasticity (STDP) was absent in the IL-mPFC pyramidal neurons from BDNFMet/Met mice, a mouse that recapitulates the specific phenotypic properties of the human BDNF Val66Met polymorphism. Also, we observed a decrease in N-methyl-D-aspartic acid (NMDA) and γ-aminobutyric acid (GABA) receptor-mediated synaptic transmission in the pyramidal neurons of BDNFMet/Met mice. While BDNF enhanced non-NMDA receptor transmission and depressed GABA receptor transmission in the wild-type mice, both effects were absent in BDNFMet/Met mice after BDNF treatment. Indeed, exogenous BDNF reversed the deficits in STDP and NMDA receptor transmission in BDNFMet/Met neurons. BDNF-mediated selective reversal of the deficit in plasticity and NMDA receptor transmission, but its lack of effect on GABA and non-NMDA receptor transmission in BDNFMet/Met mice, suggests separate mechanisms of Val66Met polymorphism upon synaptic transmission. The effect of the Val66Met polymorphism on synaptic transmission and plasticity in the IL-mPFC represents a mechanism to account for this SNP's impact on affective disorders and cognitive dysfunction. PMID:22396415

A framework for plasticity implementation on the SpiNNaker neural architecture.

PubMed

Galluppi, Francesco; Lagorce, Xavier; Stromatias, Evangelos; Pfeiffer, Michael; Plana, Luis A; Furber, Steve B; Benosman, Ryad B

2014-01-01

Many of the precise biological mechanisms of synaptic plasticity remain elusive, but simulations of neural networks have greatly enhanced our understanding of how specific global functions arise from the massively parallel computation of neurons and local Hebbian or spike-timing dependent plasticity rules. For simulating large portions of neural tissue, this has created an increasingly strong need for large scale simulations of plastic neural networks on special purpose hardware platforms, because synaptic transmissions and updates are badly matched to computing style supported by current architectures. Because of the great diversity of biological plasticity phenomena and the corresponding diversity of models, there is a great need for testing various hypotheses about plasticity before committing to one hardware implementation. Here we present a novel framework for investigating different plasticity approaches on the SpiNNaker distributed digital neural simulation platform. The key innovation of the proposed architecture is to exploit the reconfigurability of the ARM processors inside SpiNNaker, dedicating a subset of them exclusively to process synaptic plasticity updates, while the rest perform the usual neural and synaptic simulations. We demonstrate the flexibility of the proposed approach by showing the implementation of a variety of spike- and rate-based learning rules, including standard Spike-Timing dependent plasticity (STDP), voltage-dependent STDP, and the rate-based BCM rule. We analyze their performance and validate them by running classical learning experiments in real time on a 4-chip SpiNNaker board. The result is an efficient, modular, flexible and scalable framework, which provides a valuable tool for the fast and easy exploration of learning models of very different kinds on the parallel and reconfigurable SpiNNaker system.

The effect of synaptic plasticity on orientation selectivity in a balanced model of primary visual cortex

PubMed Central

Gonzalo Cogno, Soledad; Mato, Germán

2015-01-01

Orientation selectivity is ubiquitous in the primary visual cortex (V1) of mammals. In cats and monkeys, V1 displays spatially ordered maps of orientation preference. Instead, in mice, squirrels, and rats, orientation selective neurons in V1 are not spatially organized, giving rise to a seemingly random pattern usually referred to as a salt-and-pepper layout. The fact that such different organizations can sharpen orientation tuning leads to question the structural role of the intracortical connections; specifically the influence of plasticity and the generation of functional connectivity. In this work, we analyze the effect of plasticity processes on orientation selectivity for both scenarios. We study a computational model of layer 2/3 and a reduced one-dimensional model of orientation selective neurons, both in the balanced state. We analyze two plasticity mechanisms. The first one involves spike-timing dependent plasticity (STDP), while the second one considers the reconnection of the interactions according to the preferred orientations of the neurons. We find that under certain conditions STDP can indeed improve selectivity but it works in a somehow unexpected way, that is, effectively decreasing the modulated part of the intracortical connectivity as compared to the non-modulated part of it. For the reconnection mechanism we find that increasing functional connectivity leads, in fact, to a decrease in orientation selectivity if the network is in a stable balanced state. Both counterintuitive results are a consequence of the dynamics of the balanced state. We also find that selectivity can increase due to a reconnection process if the resulting connections give rise to an unstable balanced state. We compare these findings with recent experimental results. PMID:26347615

A framework for plasticity implementation on the SpiNNaker neural architecture

PubMed Central

Galluppi, Francesco; Lagorce, Xavier; Stromatias, Evangelos; Pfeiffer, Michael; Plana, Luis A.; Furber, Steve B.; Benosman, Ryad B.

2015-01-01

Many of the precise biological mechanisms of synaptic plasticity remain elusive, but simulations of neural networks have greatly enhanced our understanding of how specific global functions arise from the massively parallel computation of neurons and local Hebbian or spike-timing dependent plasticity rules. For simulating large portions of neural tissue, this has created an increasingly strong need for large scale simulations of plastic neural networks on special purpose hardware platforms, because synaptic transmissions and updates are badly matched to computing style supported by current architectures. Because of the great diversity of biological plasticity phenomena and the corresponding diversity of models, there is a great need for testing various hypotheses about plasticity before committing to one hardware implementation. Here we present a novel framework for investigating different plasticity approaches on the SpiNNaker distributed digital neural simulation platform. The key innovation of the proposed architecture is to exploit the reconfigurability of the ARM processors inside SpiNNaker, dedicating a subset of them exclusively to process synaptic plasticity updates, while the rest perform the usual neural and synaptic simulations. We demonstrate the flexibility of the proposed approach by showing the implementation of a variety of spike- and rate-based learning rules, including standard Spike-Timing dependent plasticity (STDP), voltage-dependent STDP, and the rate-based BCM rule. We analyze their performance and validate them by running classical learning experiments in real time on a 4-chip SpiNNaker board. The result is an efficient, modular, flexible and scalable framework, which provides a valuable tool for the fast and easy exploration of learning models of very different kinds on the parallel and reconfigurable SpiNNaker system. PMID:25653580

Limits to high-speed simulations of spiking neural networks using general-purpose computers.

PubMed

Zenke, Friedemann; Gerstner, Wulfram

2014-01-01

To understand how the central nervous system performs computations using recurrent neuronal circuitry, simulations have become an indispensable tool for theoretical neuroscience. To study neuronal circuits and their ability to self-organize, increasing attention has been directed toward synaptic plasticity. In particular spike-timing-dependent plasticity (STDP) creates specific demands for simulations of spiking neural networks. On the one hand a high temporal resolution is required to capture the millisecond timescale of typical STDP windows. On the other hand network simulations have to evolve over hours up to days, to capture the timescale of long-term plasticity. To do this efficiently, fast simulation speed is the crucial ingredient rather than large neuron numbers. Using different medium-sized network models consisting of several thousands of neurons and off-the-shelf hardware, we compare the simulation speed of the simulators: Brian, NEST and Neuron as well as our own simulator Auryn. Our results show that real-time simulations of different plastic network models are possible in parallel simulations in which numerical precision is not a primary concern. Even so, the speed-up margin of parallelism is limited and boosting simulation speeds beyond one tenth of real-time is difficult. By profiling simulation code we show that the run times of typical plastic network simulations encounter a hard boundary. This limit is partly due to latencies in the inter-process communications and thus cannot be overcome by increased parallelism. Overall, these results show that to study plasticity in medium-sized spiking neural networks, adequate simulation tools are readily available which run efficiently on small clusters. However, to run simulations substantially faster than real-time, special hardware is a prerequisite.

A neuromorphic model of motor overflow in focal hand dystonia due to correlated sensory input

NASA Astrophysics Data System (ADS)

Sohn, Won Joon; Niu, Chuanxin M.; Sanger, Terence D.

2016-10-01

Objective. Motor overflow is a common and frustrating symptom of dystonia, manifested as unintentional muscle contraction that occurs during an intended voluntary movement. Although it is suspected that motor overflow is due to cortical disorganization in some types of dystonia (e.g. focal hand dystonia), it remains elusive which mechanisms could initiate and, more importantly, perpetuate motor overflow. We hypothesize that distinct motor elements have low risk of motor overflow if their sensory inputs remain statistically independent. But when provided with correlated sensory inputs, pre-existing crosstalk among sensory projections will grow under spike-timing-dependent-plasticity (STDP) and eventually produce irreversible motor overflow. Approach. We emulated a simplified neuromuscular system comprising two anatomically distinct digital muscles innervated by two layers of spiking neurons with STDP. The synaptic connections between layers included crosstalk connections. The input neurons received either independent or correlated sensory drive during 4 days of continuous excitation. The emulation is critically enabled and accelerated by our neuromorphic hardware created in previous work. Main results. When driven by correlated sensory inputs, the crosstalk synapses gained weight and produced prominent motor overflow; the growth of crosstalk synapses resulted in enlarged sensory representation reflecting cortical reorganization. The overflow failed to recede when the inputs resumed their original uncorrelated statistics. In the control group, no motor overflow was observed. Significance. Although our model is a highly simplified and limited representation of the human sensorimotor system, it allows us to explain how correlated sensory input to anatomically distinct muscles is by itself sufficient to cause persistent and irreversible motor overflow. Further studies are needed to locate the source of correlation in sensory input.

Ground Robotic Hand Applications for the Space Program study (GRASP)

NASA Astrophysics Data System (ADS)

Grissom, William A.; Rafla, Nader I.

1992-04-01

This document reports on a NASA-STDP effort to address research interests of the NASA Kennedy Space Center (KSC) through a study entitled, Ground Robotic-Hand Applications for the Space Program (GRASP). The primary objective of the GRASP study was to identify beneficial applications of specialized end-effectors and robotic hand devices for automating any ground operations which are performed at the Kennedy Space Center. Thus, operations for expendable vehicles, the Space Shuttle and its components, and all payloads were included in the study. Typical benefits of automating operations, or augmenting human operators performing physical tasks, include: reduced costs; enhanced safety and reliability; and reduced processing turnaround time.

Ground Robotic Hand Applications for the Space Program study (GRASP)

NASA Technical Reports Server (NTRS)

Grissom, William A.; Rafla, Nader I. (Editor)

1992-01-01

This document reports on a NASA-STDP effort to address research interests of the NASA Kennedy Space Center (KSC) through a study entitled, Ground Robotic-Hand Applications for the Space Program (GRASP). The primary objective of the GRASP study was to identify beneficial applications of specialized end-effectors and robotic hand devices for automating any ground operations which are performed at the Kennedy Space Center. Thus, operations for expendable vehicles, the Space Shuttle and its components, and all payloads were included in the study. Typical benefits of automating operations, or augmenting human operators performing physical tasks, include: reduced costs; enhanced safety and reliability; and reduced processing turnaround time.

Learning Pitch with STDP: A Computational Model of Place and Temporal Pitch Perception Using Spiking Neural Networks.

PubMed

Erfanian Saeedi, Nafise; Blamey, Peter J; Burkitt, Anthony N; Grayden, David B

2016-04-01

Pitch perception is important for understanding speech prosody, music perception, recognizing tones in tonal languages, and perceiving speech in noisy environments. The two principal pitch perception theories consider the place of maximum neural excitation along the auditory nerve and the temporal pattern of the auditory neurons' action potentials (spikes) as pitch cues. This paper describes a biophysical mechanism by which fine-structure temporal information can be extracted from the spikes generated at the auditory periphery. Deriving meaningful pitch-related information from spike times requires neural structures specialized in capturing synchronous or correlated activity from amongst neural events. The emergence of such pitch-processing neural mechanisms is described through a computational model of auditory processing. Simulation results show that a correlation-based, unsupervised, spike-based form of Hebbian learning can explain the development of neural structures required for recognizing the pitch of simple and complex tones, with or without the fundamental frequency. The temporal code is robust to variations in the spectral shape of the signal and thus can explain the phenomenon of pitch constancy.

Learning Pitch with STDP: A Computational Model of Place and Temporal Pitch Perception Using Spiking Neural Networks

PubMed Central

Erfanian Saeedi, Nafise; Blamey, Peter J.; Burkitt, Anthony N.; Grayden, David B.

2016-01-01

Pitch perception is important for understanding speech prosody, music perception, recognizing tones in tonal languages, and perceiving speech in noisy environments. The two principal pitch perception theories consider the place of maximum neural excitation along the auditory nerve and the temporal pattern of the auditory neurons’ action potentials (spikes) as pitch cues. This paper describes a biophysical mechanism by which fine-structure temporal information can be extracted from the spikes generated at the auditory periphery. Deriving meaningful pitch-related information from spike times requires neural structures specialized in capturing synchronous or correlated activity from amongst neural events. The emergence of such pitch-processing neural mechanisms is described through a computational model of auditory processing. Simulation results show that a correlation-based, unsupervised, spike-based form of Hebbian learning can explain the development of neural structures required for recognizing the pitch of simple and complex tones, with or without the fundamental frequency. The temporal code is robust to variations in the spectral shape of the signal and thus can explain the phenomenon of pitch constancy. PMID:27049657

Learning to Generate Sequences with Combination of Hebbian and Non-hebbian Plasticity in Recurrent Spiking Neural Networks

PubMed Central

Panda, Priyadarshini; Roy, Kaushik

2017-01-01

Synaptic Plasticity, the foundation for learning and memory formation in the human brain, manifests in various forms. Here, we combine the standard spike timing correlation based Hebbian plasticity with a non-Hebbian synaptic decay mechanism for training a recurrent spiking neural model to generate sequences. We show that inclusion of the adaptive decay of synaptic weights with standard STDP helps learn stable contextual dependencies between temporal sequences, while reducing the strong attractor states that emerge in recurrent models due to feedback loops. Furthermore, we show that the combined learning scheme suppresses the chaotic activity in the recurrent model substantially, thereby enhancing its' ability to generate sequences consistently even in the presence of perturbations. PMID:29311774

A scalable neural chip with synaptic electronics using CMOS integrated memristors.

PubMed

Cruz-Albrecht, Jose M; Derosier, Timothy; Srinivasa, Narayan

2013-09-27

The design and simulation of a scalable neural chip with synaptic electronics using nanoscale memristors fully integrated with complementary metal-oxide-semiconductor (CMOS) is presented. The circuit consists of integrate-and-fire neurons and synapses with spike-timing dependent plasticity (STDP). The synaptic conductance values can be stored in memristors with eight levels, and the topology of connections between neurons is reconfigurable. The circuit has been designed using a 90 nm CMOS process with via connections to on-chip post-processed memristor arrays. The design has about 16 million CMOS transistors and 73 728 integrated memristors. We provide circuit level simulations of the entire chip performing neuronal and synaptic computations that result in biologically realistic functional behavior.

Enhanced polychronization in a spiking network with metaplasticity.

PubMed

Guise, Mira; Knott, Alistair; Benuskova, Lubica

2015-01-01

Computational models of metaplasticity have usually focused on the modeling of single synapses (Shouval et al., 2002). In this paper we study the effect of metaplasticity on network behavior. Our guiding assumption is that the primary purpose of metaplasticity is to regulate synaptic plasticity, by increasing it when input is low and decreasing it when input is high. For our experiments we adopt a model of metaplasticity that demonstrably has this effect for a single synapse; our primary interest is in how metaplasticity thus defined affects network-level phenomena. We focus on a network-level phenomenon called polychronicity, that has a potential role in representation and memory. A network with polychronicity has the ability to produce non-synchronous but precisely timed sequences of neural firing events that can arise from strongly connected groups of neurons called polychronous neural groups (Izhikevich et al., 2004). Polychronous groups (PNGs) develop readily when spiking networks are exposed to repeated spatio-temporal stimuli under the influence of spike-timing-dependent plasticity (STDP), but are sensitive to changes in synaptic weight distribution. We use a technique we have recently developed called Response Fingerprinting to show that PNGs formed in the presence of metaplasticity are significantly larger than those with no metaplasticity. A potential mechanism for this enhancement is proposed that links an inherent property of integrator type neurons called spike latency to an increase in the tolerance of PNG neurons to jitter in their inputs.

A memristive plasticity model of voltage-based STDP suitable for recurrent bidirectional neural networks in the hippocampus.

PubMed

Diederich, Nick; Bartsch, Thorsten; Kohlstedt, Hermann; Ziegler, Martin

2018-06-19

Memristive systems have gained considerable attention in the field of neuromorphic engineering, because they allow the emulation of synaptic functionality in solid state nano-physical systems. In this study, we show that memristive behavior provides a broad working framework for the phenomenological modelling of cellular synaptic mechanisms. In particular, we seek to understand how close a memristive system can account for the biological realism. The basic characteristics of memristive systems, i.e. voltage and memory behavior, are used to derive a voltage-based plasticity rule. We show that this model is suitable to account for a variety of electrophysiology plasticity data. Furthermore, we incorporate the plasticity model into an all-to-all connecting network scheme. Motivated by the auto-associative CA3 network of the hippocampus, we show that the implemented network allows the discrimination and processing of mnemonic pattern information, i.e. the formation of functional bidirectional connections resulting in the formation of local receptive fields. Since the presented plasticity model can be applied to real memristive devices as well, the presented theoretical framework can support both, the design of appropriate memristive devices for neuromorphic computing and the development of complex neuromorphic networks, which account for the specific advantage of memristive devices.

Self-Organization of Microcircuits in Networks of Spiking Neurons with Plastic Synapses.

PubMed

Ocker, Gabriel Koch; Litwin-Kumar, Ashok; Doiron, Brent

2015-08-01

The synaptic connectivity of cortical networks features an overrepresentation of certain wiring motifs compared to simple random-network models. This structure is shaped, in part, by synaptic plasticity that promotes or suppresses connections between neurons depending on their joint spiking activity. Frequently, theoretical studies focus on how feedforward inputs drive plasticity to create this network structure. We study the complementary scenario of self-organized structure in a recurrent network, with spike timing-dependent plasticity driven by spontaneous dynamics. We develop a self-consistent theory for the evolution of network structure by combining fast spiking covariance with a slow evolution of synaptic weights. Through a finite-size expansion of network dynamics we obtain a low-dimensional set of nonlinear differential equations for the evolution of two-synapse connectivity motifs. With this theory in hand, we explore how the form of the plasticity rule drives the evolution of microcircuits in cortical networks. When potentiation and depression are in approximate balance, synaptic dynamics depend on weighted divergent, convergent, and chain motifs. For additive, Hebbian STDP these motif interactions create instabilities in synaptic dynamics that either promote or suppress the initial network structure. Our work provides a consistent theoretical framework for studying how spiking activity in recurrent networks interacts with synaptic plasticity to determine network structure.

Control of Abnormal Synchronization in Neurological Disorders

PubMed Central

Popovych, Oleksandr V.; Tass, Peter A.

2014-01-01

In the nervous system, synchronization processes play an important role, e.g., in the context of information processing and motor control. However, pathological, excessive synchronization may strongly impair brain function and is a hallmark of several neurological disorders. This focused review addresses the question of how an abnormal neuronal synchronization can specifically be counteracted by invasive and non-invasive brain stimulation as, for instance, by deep brain stimulation for the treatment of Parkinson’s disease, or by acoustic stimulation for the treatment of tinnitus. On the example of coordinated reset (CR) neuromodulation, we illustrate how insights into the dynamics of complex systems contribute to successful model-based approaches, which use methods from synergetics, non-linear dynamics, and statistical physics, for the development of novel therapies for normalization of brain function and synaptic connectivity. Based on the intrinsic multistability of the neuronal populations induced by spike timing-dependent plasticity (STDP), CR neuromodulation utilizes the mutual interdependence between synaptic connectivity and dynamics of the neuronal networks in order to restore more physiological patterns of connectivity via desynchronization of neuronal activity. The very goal is to shift the neuronal population by stimulation from an abnormally coupled and synchronized state to a desynchronized regime with normalized synaptic connectivity, which significantly outlasts the stimulation cessation, so that long-lasting therapeutic effects can be achieved. PMID:25566174

Self-Organization of Microcircuits in Networks of Spiking Neurons with Plastic Synapses

PubMed Central

Ocker, Gabriel Koch; Litwin-Kumar, Ashok; Doiron, Brent

2015-01-01

The synaptic connectivity of cortical networks features an overrepresentation of certain wiring motifs compared to simple random-network models. This structure is shaped, in part, by synaptic plasticity that promotes or suppresses connections between neurons depending on their joint spiking activity. Frequently, theoretical studies focus on how feedforward inputs drive plasticity to create this network structure. We study the complementary scenario of self-organized structure in a recurrent network, with spike timing-dependent plasticity driven by spontaneous dynamics. We develop a self-consistent theory for the evolution of network structure by combining fast spiking covariance with a slow evolution of synaptic weights. Through a finite-size expansion of network dynamics we obtain a low-dimensional set of nonlinear differential equations for the evolution of two-synapse connectivity motifs. With this theory in hand, we explore how the form of the plasticity rule drives the evolution of microcircuits in cortical networks. When potentiation and depression are in approximate balance, synaptic dynamics depend on weighted divergent, convergent, and chain motifs. For additive, Hebbian STDP these motif interactions create instabilities in synaptic dynamics that either promote or suppress the initial network structure. Our work provides a consistent theoretical framework for studying how spiking activity in recurrent networks interacts with synaptic plasticity to determine network structure. PMID:26291697

On building a memory evolutive system for application to learning and cognition modeling.

PubMed

de Lima do Rego Monteiro, Julio; Kogler, Joao Eduardo; Ribeiro, Joao Henrique Ranhel; Netto, Marcio Lobo

2010-01-01

We address here aspects of the implementation of a memory evolutive system (MES), based on the model proposed by A. Ehresmann and J. Vanbremeersch (2007), by means of a simulated network of spiking neurons with time dependent plasticity. We point out the advantages and challenges of applying category theory for the representation of cognition, by using the MES architecture. Then we discuss the issues concerning the minimum requirements that an artificial neural network (ANN) should fulfill in order that it would be capable of expressing the categories and mappings between them, underlying the MES. We conclude that a pulsed ANN based on Izhikevich's formal neuron with STDP (spike time-dependent plasticity) has sufficient dynamical properties to achieve these requirements, provided it can cope with the topological requirements. Finally, we present some perspectives of future research concerning the proposed ANN topology.

Integrated neuron circuit for implementing neuromorphic system with synaptic device

NASA Astrophysics Data System (ADS)

Lee, Jeong-Jun; Park, Jungjin; Kwon, Min-Woo; Hwang, Sungmin; Kim, Hyungjin; Park, Byung-Gook

2018-02-01

In this paper, we propose and fabricate Integrate & Fire neuron circuit for implementing neuromorphic system. Overall operation of the circuit is verified by measuring discrete devices and the output characteristics of the circuit. Since the neuron circuit shows asymmetric output characteristic that can drive synaptic device with Spike-Timing-Dependent-Plasticity (STDP) characteristic, the autonomous weight update process is also verified by connecting the synaptic device and the neuron circuit. The timing difference of the pre-neuron and the post-neuron induce autonomous weight change of the synaptic device. Unlike 2-terminal devices, which is frequently used to implement neuromorphic system, proposed scheme of the system enables autonomous weight update and simple configuration by using 4-terminal synapse device and appropriate neuron circuit. Weight update process in the multi-layer neuron-synapse connection ensures implementation of the hardware-based artificial intelligence, based on Spiking-Neural- Network (SNN).

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.

Career Mapping for Professional Development and Succession Planning.

PubMed

Webb, Tammy; Diamond-Wells, Tammy; Jeffs, Debra

Career mapping facilitates professional development of nurses by education specialists and nurse managers. On the basis of national Nursing Professional Development Scope and Standards, our education and professional development framework supports the organization's professional practice model and provides a foundation for the professional career map. This article describes development, implementation, and evaluation of the professional career map for nurses at a large children's hospital to support achievement of the nursing strategic goals for succession planning and professional development.

Emergent Auditory Feature Tuning in a Real-Time Neuromorphic VLSI System.

PubMed

Sheik, Sadique; Coath, Martin; Indiveri, Giacomo; Denham, Susan L; Wennekers, Thomas; Chicca, Elisabetta

2012-01-01

Many sounds of ecological importance, such as communication calls, are characterized by time-varying spectra. However, most neuromorphic auditory models to date have focused on distinguishing mainly static patterns, under the assumption that dynamic patterns can be learned as sequences of static ones. In contrast, the emergence of dynamic feature sensitivity through exposure to formative stimuli has been recently modeled in a network of spiking neurons based on the thalamo-cortical architecture. The proposed network models the effect of lateral and recurrent connections between cortical layers, distance-dependent axonal transmission delays, and learning in the form of Spike Timing Dependent Plasticity (STDP), which effects stimulus-driven changes in the pattern of network connectivity. In this paper we demonstrate how these principles can be efficiently implemented in neuromorphic hardware. In doing so we address two principle problems in the design of neuromorphic systems: real-time event-based asynchronous communication in multi-chip systems, and the realization in hybrid analog/digital VLSI technology of neural computational principles that we propose underlie plasticity in neural processing of dynamic stimuli. The result is a hardware neural network that learns in real-time and shows preferential responses, after exposure, to stimuli exhibiting particular spectro-temporal patterns. The availability of hardware on which the model can be implemented, makes this a significant step toward the development of adaptive, neurobiologically plausible, spike-based, artificial sensory systems.

Emergent Auditory Feature Tuning in a Real-Time Neuromorphic VLSI System

PubMed Central

Sheik, Sadique; Coath, Martin; Indiveri, Giacomo; Denham, Susan L.; Wennekers, Thomas; Chicca, Elisabetta

2011-01-01

Many sounds of ecological importance, such as communication calls, are characterized by time-varying spectra. However, most neuromorphic auditory models to date have focused on distinguishing mainly static patterns, under the assumption that dynamic patterns can be learned as sequences of static ones. In contrast, the emergence of dynamic feature sensitivity through exposure to formative stimuli has been recently modeled in a network of spiking neurons based on the thalamo-cortical architecture. The proposed network models the effect of lateral and recurrent connections between cortical layers, distance-dependent axonal transmission delays, and learning in the form of Spike Timing Dependent Plasticity (STDP), which effects stimulus-driven changes in the pattern of network connectivity. In this paper we demonstrate how these principles can be efficiently implemented in neuromorphic hardware. In doing so we address two principle problems in the design of neuromorphic systems: real-time event-based asynchronous communication in multi-chip systems, and the realization in hybrid analog/digital VLSI technology of neural computational principles that we propose underlie plasticity in neural processing of dynamic stimuli. The result is a hardware neural network that learns in real-time and shows preferential responses, after exposure, to stimuli exhibiting particular spectro-temporal patterns. The availability of hardware on which the model can be implemented, makes this a significant step toward the development of adaptive, neurobiologically plausible, spike-based, artificial sensory systems. PMID:22347163

Leading Professional Learning to Develop Professional Capital: The Saskatchewan Professional Development Unit's Facilitator Community

ERIC Educational Resources Information Center

Osmond-Johnson, Pamela

2017-01-01

Drawing on data from a mixed methods study of the Saskatchewan Professional Development Unit's (SPDU) Facilitator Community, this paper highlights the potential of teacher-led professional learning in developing professional capital through engagement in teacher leadership. Analysis of survey, interview, and observational data revealed the…

34 CFR 263.1 - What is the Professional Development program?

Code of Federal Regulations, 2011 CFR

2011-07-01

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

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.

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.

Literacy-Related Professional Development Preferences of Secondary Teachers

ERIC Educational Resources Information Center

Jones, Shara L.; Lee, Elizabeth A.

2014-01-01

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

Developing the Developers: Supporting and Researching the Learning of Professional Development Facilitators

ERIC Educational Resources Information Center

Perry, Emily; Boylan, Mark

2018-01-01

Research on teacher professional development is extensive but there are fewer studies about the practitioners who facilitate professional development. Here we report on a pilot programme for professional development facilitators rooted in a cycle of action research. Informed by a categorisation of professional knowledge and skills of facilitators,…

An Examination of the Relationship between Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs

NASA Astrophysics Data System (ADS)

Garcia Arriola, Alfonso

In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.

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

NASA Astrophysics Data System (ADS)

Musikul, Kusalin

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

Demonstration of Synaptic Behaviors and Resistive Switching Characterizations by Proton Exchange Reactions in Silicon Oxide

PubMed Central

Chang, Yao-Feng; Fowler, Burt; Chen, Ying-Chen; Zhou, Fei; Pan, Chih-Hung; Chang, Ting-Chang; Lee, Jack C.

2016-01-01

We realize a device with biological synaptic behaviors by integrating silicon oxide (SiOx) resistive switching memory with Si diodes. Minimal synaptic power consumption due to sneak-path current is achieved and the capability for spike-induced synaptic behaviors is demonstrated, representing critical milestones for the use of SiO2–based materials in future neuromorphic computing applications. Biological synaptic behaviors such as long-term potentiation (LTP), long-term depression (LTD) and spike-timing dependent plasticity (STDP) are demonstrated systematically using a comprehensive analysis of spike-induced waveforms, and represent interesting potential applications for SiOx-based resistive switching materials. The resistive switching SET transition is modeled as hydrogen (proton) release from (SiH)2 to generate the hydrogen bridge defect, and the RESET transition is modeled as an electrochemical reaction (proton capture) that re-forms (SiH)2. The experimental results suggest a simple, robust approach to realize programmable neuromorphic chips compatible with large-scale CMOS manufacturing technology. PMID:26880381

Demonstration of Synaptic Behaviors and Resistive Switching Characterizations by Proton Exchange Reactions in Silicon Oxide

NASA Astrophysics Data System (ADS)

Chang, Yao-Feng; Fowler, Burt; Chen, Ying-Chen; Zhou, Fei; Pan, Chih-Hung; Chang, Ting-Chang; Lee, Jack C.

2016-02-01

We realize a device with biological synaptic behaviors by integrating silicon oxide (SiOx) resistive switching memory with Si diodes. Minimal synaptic power consumption due to sneak-path current is achieved and the capability for spike-induced synaptic behaviors is demonstrated, representing critical milestones for the use of SiO2-based materials in future neuromorphic computing applications. Biological synaptic behaviors such as long-term potentiation (LTP), long-term depression (LTD) and spike-timing dependent plasticity (STDP) are demonstrated systematically using a comprehensive analysis of spike-induced waveforms, and represent interesting potential applications for SiOx-based resistive switching materials. The resistive switching SET transition is modeled as hydrogen (proton) release from (SiH)2 to generate the hydrogen bridge defect, and the RESET transition is modeled as an electrochemical reaction (proton capture) that re-forms (SiH)2. The experimental results suggest a simple, robust approach to realize programmable neuromorphic chips compatible with large-scale CMOS manufacturing technology.

Implementation of a spike-based perceptron learning rule using TiO2-x memristors.

PubMed

Mostafa, Hesham; Khiat, Ali; Serb, Alexander; Mayr, Christian G; Indiveri, Giacomo; Prodromakis, Themis

2015-01-01

Synaptic plasticity plays a crucial role in allowing neural networks to learn and adapt to various input environments. Neuromorphic systems need to implement plastic synapses to obtain basic "cognitive" capabilities such as learning. One promising and scalable approach for implementing neuromorphic synapses is to use nano-scale memristors as synaptic elements. In this paper we propose a hybrid CMOS-memristor system comprising CMOS neurons interconnected through TiO2-x memristors, and spike-based learning circuits that modulate the conductance of the memristive synapse elements according to a spike-based Perceptron plasticity rule. We highlight a number of advantages for using this spike-based plasticity rule as compared to other forms of spike timing dependent plasticity (STDP) rules. We provide experimental proof-of-concept results with two silicon neurons connected through a memristive synapse that show how the CMOS plasticity circuits can induce stable changes in memristor conductances, giving rise to increased synaptic strength after a potentiation episode and to decreased strength after a depression episode.

Conceptualizing and Evaluating Professional Development for School Leaders

ERIC Educational Resources Information Center

Goldring, Ellen B.; Preston, Courtney; Huff, Jason

2012-01-01

In this paper, we present a review of the field of professional development for school leaders. The paper sets out a framework for defining what professional development is, articulates criteria to define "high quality" professional development, and describes goals for professional development. It then critiques the research on…

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

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false What definitions apply to the Professional Development... Professional Development Program § 263.3 What definitions apply to the Professional Development program? The following definitions apply to the Professional Development program: Bureau-funded school means a Bureau...

34 CFR 263.4 - What training costs may a Professional Development program include?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false What training costs may a Professional Development... GRANT PROGRAMS Professional Development Program § 263.4 What training costs may a Professional Development program include? (a) A Professional Development program may include, as training costs, assistance...

34 CFR 263.4 - What training costs may a Professional Development program include?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false What training costs may a Professional Development... GRANT PROGRAMS Professional Development Program § 263.4 What training costs may a Professional Development program include? (a) A Professional Development program may include, as training costs, assistance...

Business Educators' Perceptions of the Impact of Their Professional Development on Classroom Instruction

ERIC Educational Resources Information Center

Shumack, Kellie A.; Forde, Connie M.

2011-01-01

Objective: This research investigated teachers' perceptions of the impact of professional development on the classroom instruction of secondary business teachers and the relationship between the impact of professional development and the number of hours spent in professional development. Background: Quality professional development for teachers…

From Novice to Seasoned Practitioner: a Qualitative Investigation of Genetic Counselor Professional Development.

PubMed

Zahm, Kimberly Wehner; Veach, Patricia McCarthy; Martyr, Meredith A; LeRoy, Bonnie S

2016-08-01

Research on genetic counselor professional development would characterize typical developmental processes, inform training and supervision, and promote life-long development opportunities. To date, however no studies have comprehensively examined this phenomenon. The aims of this study were to investigate the nature of professional development for genetic counselors (processes, influences, and outcomes) and whether professional development varies across experience levels. Thirty-four genetic counselors participated in semi-structured telephone interviews exploring their perspectives on their professional development. Participants were sampled from three levels of post-degree genetic counseling experience: novice (0-5 years), experienced (6-14 years), and seasoned (>15 years). Using modified Consensual Qualitative Research and grounded theory methods, themes, domains, and categories were extracted from the data. The themes reflect genetic counselors' evolving perceptions of their professional development and its relationship to: (a) being a clinician, (b) their professional identity, and (c) the field itself. Across experience levels, prevalent influences on professional development were interpersonal (e.g., experiences with patients, genetic counseling colleagues) and involved professional and personal life events. Common developmental experiences included greater confidence and less anxiety over time, being less information-driven and more emotion-focused with patients, delivering "bad news" to patients remains challenging, and individuals' professional development experiences parallel genetic counseling's development as a field. With a few noteworthy exceptions, professional development was similar across experience levels. A preliminary model of genetic counselor professional development is proposed suggesting development occurs in a non-linear fashion throughout the professional lifespan. Each component of the model mutually influences the others, and there are positive and negative avenues of development.

Report to the Legislature: Professional Development Expenditures. Line-Item 7061-0008

ERIC Educational Resources Information Center

Massachusetts Department of Elementary and Secondary Education, 2008

2008-01-01

This paper presents the "Report to the Legislature: Professional Development Expenditures". All public school districts report professional development expenditures as part of the required End of Year Financial Report in four areas: professional development leadership, teacher/instructional staff professional days, substitute salaries…

Considering Professional Identity to Enhance Agriculture Teacher Development

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Myers, Brian E.

2011-01-01

The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…

An Investigation of Traditional Professional Development versus Reform Professional Development and the Implementation of Strategies, Curriculum and Classroom Environment by Prekindergarten Teachers

ERIC Educational Resources Information Center

Oliver-Brooks, Helen

2013-01-01

The purpose of this study is to investigate differences between traditional conventional professional development and high quality reflective professional development and curriculum implementation of classroom practices. This study examined the extent to which professional development activities were associated with increased levels of curriculum…

Leading Learning: The Role of School Leaders in Supporting Continuous Professional Development

ERIC Educational Resources Information Center

Stevenson, Michael; Hedberg, John G.; O'Sullivan, Kerry-Ann; Howe, Cathie

2016-01-01

In contemporary school settings, leaders seeking to support professional development are faced with many challenges. These challenges call for educators who can undertake professional learning that is continuous and adaptive to change. As a term, continuous professional development (CPD) reflects many different forms of professional development in…

Continuous Professional Development of English Language Teachers: Perception and Practices

ERIC Educational Resources Information Center

Al Asmari, AbdulRahman

2016-01-01

Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD)…

Surviving the Lunacy Act of 1890: English Psychiatrists and Professional Development during the Early Twentieth Century.

PubMed

Takabayashi, Akinobu

2017-04-01

In recent decades, historians of English psychiatry have shifted their major concerns away from asylums and psychiatrists in the nineteenth century. This is also seen in the studies of twentieth-century psychiatry where historians have debated the rise of psychology, eugenics and community care. This shift in interest, however, does not indicate that English psychiatrists became passive and unimportant actors in the last century. In fact, they promoted Lunacy Law reform for a less asylum-dependent mode of psychiatry, with a strong emphasis on professional development. This paper illustrates the historical dynamics around the professional development of English psychiatry by employing Andrew Abbott's concept of professional development. Abbott redefines professional development as arising from both abstraction of professional knowledge and competition regarding professional jurisdiction. A profession, he suggests, develops through continuous re-formation of its occupational structure, mode of practice and political language in competing with other professional and non-professional forces. In early twentieth-century England, psychiatrists promoted professional development by framing political discourse, conducting a daily trade and promoting new legislation to defend their professional jurisdiction. This professional development story began with the Lunacy Act of 1890, which caused a professional crisis in psychiatry and led to inter-professional competition with non-psychiatric medical service providers. To this end, psychiatrists devised a new political rhetoric, 'early treatment of mental disorder', in their professional interests and succeeded in enacting the Mental Treatment Act of 1930, which re-instated psychiatrists as masters of English psychiatry.

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

PubMed Central

2016-01-01

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

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

PubMed

Alsobayel, Hana

2016-09-12

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

Professional Development of Academic Library Professionals in Kerala

ERIC Educational Resources Information Center

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

2011-01-01

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

Missouri Professional Development Guidelines for Student Success.

ERIC Educational Resources Information Center

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

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

A Comparison of Three Professional Development Mechanisms for Improving the Quality of Standards-Based IEP Objectives

ERIC Educational Resources Information Center

Lowman, J. Joneen

2016-01-01

Professional development is a necessary component of maintaining competency in professional practice. Technology has opened the door to new formats for delivering professional development, in addition to more traditional modes of training. This study compared three professional development formats for improving the quality of standards-based…

Surviving the Lunacy Act of 1890: English Psychiatrists and Professional Development during the Early Twentieth Century

PubMed Central

Takabayashi, Akinobu

2017-01-01

In recent decades, historians of English psychiatry have shifted their major concerns away from asylums and psychiatrists in the nineteenth century. This is also seen in the studies of twentieth-century psychiatry where historians have debated the rise of psychology, eugenics and community care. This shift in interest, however, does not indicate that English psychiatrists became passive and unimportant actors in the last century. In fact, they promoted Lunacy Law reform for a less asylum-dependent mode of psychiatry, with a strong emphasis on professional development. This paper illustrates the historical dynamics around the professional development of English psychiatry by employing Andrew Abbott’s concept of professional development. Abbott redefines professional development as arising from both abstraction of professional knowledge and competition regarding professional jurisdiction. A profession, he suggests, develops through continuous re-formation of its occupational structure, mode of practice and political language in competing with other professional and non-professional forces. In early twentieth-century England, psychiatrists promoted professional development by framing political discourse, conducting a daily trade and promoting new legislation to defend their professional jurisdiction. This professional development story began with the Lunacy Act of 1890, which caused a professional crisis in psychiatry and led to inter-professional competition with non-psychiatric medical service providers. To this end, psychiatrists devised a new political rhetoric, ‘early treatment of mental disorder’, in their professional interests and succeeded in enacting the Mental Treatment Act of 1930, which re-instated psychiatrists as masters of English psychiatry. PMID:28260566

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…

Professional Development between Iranian Distance Education PNU EFL University Teachers and Traditional Non-PNU EFL University Teachers

ERIC Educational Resources Information Center

Soleimani, Hassan; Khaliliyan, Monir

2012-01-01

Professional Development is a critical necessity in today's educational environment. The present research was based on the idea that teachers are professionals and they need professional development consisting of various processes of ongoing growth. We examined university teachers' attitude to professional development in a type of distance…

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.

Take Charge of Your Personal and Professional Development

ERIC Educational Resources Information Center

Goble, Carla B.; Horm, Diane M.

2010-01-01

The need for professional development is universal, whatever a person's profession. Professionals must continually enrich their knowledge and increase their sense of professionalism over the course of their careers so as to implement current research-based practice. Early childhood professional development brings to the forefront the significance…

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…

Professional Associations: Their Role in Promoting Sustainable Development in Australia

ERIC Educational Resources Information Center

Thomas, Ian; Hegarty, Kathryn; Whitman, Stuart; MacGregor, Val

2012-01-01

Professional associations have a strong influence on what is covered in the curricula of universities, especially that of professional degrees. They also provide members with professional development throughout their careers. Professional associations have the potential to facilitate development of sustainability competency in the workforce in…

Professional Competence and Continuing Professional Development in Accounting: Professional Practice vs. Non-Practice

ERIC Educational Resources Information Center

Murphy, Brid

2017-01-01

In 2004, the International Federation of Accountants introduced International Education Standard 7 (IES 7), requiring all member professional accounting bodies to adopt mandatory continuing professional development (CPD) schemes. IES 7 places responsibility on individual accounting practitioners to maintain, develop and certify appropriate…

The Development of Professional Learning Community in Primary Schools

ERIC Educational Resources Information Center

Sompong, Samoot; Erawan, Prawit; Dharm-tad-sa-na-non, Sudharm

2015-01-01

The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge,…

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 &…

Implementing School-Based Professional Development in Kentucky.

ERIC Educational Resources Information Center

Daniel, Patricia L.; Stallion, Brenda K.

1996-01-01

Data from elementary and secondary principals and teachers identified six recommendations for improving school based professional development: (preparing an articulated mission; planning for professional development at the school and practitioner level; implementing the plan; providing broad support for professional development; building and…

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…

Iranian nursing students' perspectives on transition to professional identity: a qualitative study.

PubMed

Neishabouri, M; Ahmadi, F; Kazemnejad, A

2017-09-01

To explore Iranian nursing students' transition to professional identity. Professional identity is an important outcome of nursing education that has not been fully explored in the Iranian nursing education system. Professional identity is a significant factor influencing the development of nursing education and practice. The transition of nursing students to professional identity is the main concern of nursing education and fundamental prerequisite for policymaking and planning in the field of nursing education. This was a qualitative content analysis study. In-depth unstructured interviews were held with 35 Iranian bachelor's degree nursing students recruited through purposive sampling. The interviews were transcribed verbatim and analysed using content analysis. The data analysis led to the development of four themes and 15 categories: 'satisfaction with professional practice (attending clinical settings and communicating with patients, the feeling of being beneficial)'; 'personal development (growing interest in nursing, feeling competent in helping others, changing character and attitude shift towards patients)'; 'professional development (realizing the importance of nursing knowledge, appreciating professional roles, a changing their understanding of nursing and the meaning it)'; and 'attaining professional commitment (a tendency to present oneself as a nurse, attempting to change oneself, other students and the public image of nursing)'. Development of professional identity is a continual process of transition. The greatest transition occurred in the last year of the programme. Nursing students experienced transition to PI through gaining satisfaction with professional practice, undergoing personal and professional development and developing a professional commitment. Educational policymakers can use our findings for developing strategies that facilitate and support nursing students' transition to professional identity. © 2016 International Council of Nurses.

A New Image: Online Communities to Facilitate Teacher Professional Development

ERIC Educational Resources Information Center

Lock, Jennifer V.

2006-01-01

Realizing the potential of online or virtual communities to facilitate teacher professional development requires educators to change their current perceptions of professional development. This calls for educators to develop new images of ongoing opportunities for professional development, based on their needs within an online community of learners…

Organizational impact of nurse supply and workload on nurses continuing professional development opportunities: an integrative review.

PubMed

Coventry, Tracey H; Maslin-Prothero, Sian E; Smith, Gilly

2015-12-01

To identify the best evidence on the impact of healthcare organizations' supply of nurses and nursing workload on the continuing professional development opportunities of Registered Nurses in the acute care hospital. To maintain registration and professional competence nurses are expected to participate in continuing professional development. One challenge of recruitment and retention is the Registered Nurse's ability to participate in continuing professional development opportunities. The integrative review method was used to present Registered Nurses perspectives on this area of professional concern. The review was conducted for the period of 2001-February 2015. Keywords were: nurs*, continuing professional development, continuing education, professional development, supply, shortage, staffing, workload, nurse: patient ratio, barrier and deterrent. The integrative review used a structured approach for literature search and data evaluation, analysis and presentation. Eleven international studies met the inclusion criteria. Nurses are reluctant or prevented from leaving clinical settings to attend continuing professional development due to lack of relief cover, obtaining paid or unpaid study leave, use of personal time to undertake mandatory training and organizational culture and leadership issues constraining the implementation of learning to benefit patients. Culture, leadership and workload issues impact nurses' ability to attend continuing professional development. The consequences affect competence to practice, the provision of safe, quality patient care, maintenance of professional registration, job satisfaction, recruitment and retention. Organizational leadership plays an important role in supporting attendance at continuing professional development as an investment for the future. © 2015 John Wiley & Sons Ltd.

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

ERIC Educational Resources Information Center

Thurlings, Marieke; den Brok, Perry

2017-01-01

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

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".…

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,…

The Role of Professional Development in Bridging Research and Practice in Adult Literacy and Basic Education

ERIC Educational Resources Information Center

Smith, Cristine

2016-01-01

In this brief article, Cristine Smith discusses the development and use of professional development activities at the national, state and local program level. Professional development systems and funding exist in every state, and the Workforce Innovation and Opportunity Act (WIOA) has prioritized high-quality professional development for…

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…

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…

Professional Development Initiative. Proposal for Action

ERIC Educational Resources Information Center

Center for Child and Family Policy, Duke University (NJ1), 2004

2004-01-01

With the support of the Education Cabinet, the Z. Smith Reynolds Foundation launched the Professional Development Initiative in early 2004. The Initiative's Implementation Work Group focused on four key areas to enhance North Carolina's system of professional development for K-12 teachers. Those areas were: (1) Professional Development Online…

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…

34 CFR 200.60 - Expenditures for professional development.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

34 CFR 200.60 - Expenditures for professional development.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph (a)(2... professional development activities to ensure that teachers and paraprofessionals meet the requirements of...

Professional Development. Issue Brief

ERIC Educational Resources Information Center

Keleher, Julia

2017-01-01

In this professional development research brief, the author sets forth the overarching considerations that should be kept in mind when conceptualizing professional development for educators working with neglected or delinquent youth (N or D). The brief begins by defining professional development and demonstrating why it is a critical support for…

Transformation and Framework of Teacher Professional Development in Taiwan

ERIC Educational Resources Information Center

Huang, Bo-Ruey

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Designing and Implementing Online Professional Development Workshops

ERIC Educational Resources Information Center

Kleiman, Glenn; Dash, Terry; Ethier, Denise; Johnson, Kirsten; Metrick, Susan; Treacy, Barbara

2000-01-01

This report provides useful information for those who are planning to incorporate online learning into professional development programs, as well as those who will design and implement online professional development activities. The Education Development center, Inc. (EDC) Center for Online Professional Education is continuing to explore this new…

SpikingLab: modelling agents controlled by Spiking Neural Networks in Netlogo.

PubMed

Jimenez-Romero, Cristian; Johnson, Jeffrey

2017-01-01

The scientific interest attracted by Spiking Neural Networks (SNN) has lead to the development of tools for the simulation and study of neuronal dynamics ranging from phenomenological models to the more sophisticated and biologically accurate Hodgkin-and-Huxley-based and multi-compartmental models. However, despite the multiple features offered by neural modelling tools, their integration with environments for the simulation of robots and agents can be challenging and time consuming. The implementation of artificial neural circuits to control robots generally involves the following tasks: (1) understanding the simulation tools, (2) creating the neural circuit in the neural simulator, (3) linking the simulated neural circuit with the environment of the agent and (4) programming the appropriate interface in the robot or agent to use the neural controller. The accomplishment of the above-mentioned tasks can be challenging, especially for undergraduate students or novice researchers. This paper presents an alternative tool which facilitates the simulation of simple SNN circuits using the multi-agent simulation and the programming environment Netlogo (educational software that simplifies the study and experimentation of complex systems). The engine proposed and implemented in Netlogo for the simulation of a functional model of SNN is a simplification of integrate and fire (I&F) models. The characteristics of the engine (including neuronal dynamics, STDP learning and synaptic delay) are demonstrated through the implementation of an agent representing an artificial insect controlled by a simple neural circuit. The setup of the experiment and its outcomes are described in this work.

Predictors of Professional Identity Development for Student Affairs Professionals

ERIC Educational Resources Information Center

Pittman, Edward C.; Foubert, John D.

2016-01-01

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

Creating a culture of professional development: a milestone pathway tool for registered nurses.

PubMed

Cooper, Elizabeth

2009-11-01

The nursing shortage continues to be a significant threat to health care. Creating a culture of professional development in health care institutions is one way to combat this shortage. Professional development refers to a constant commitment to maintain one's knowledge and skill base. Increasing professional development opportunities in the health care setting has been shown to affect nurse retention and satisfaction. Several approaches have been developed to increase professional development among nurses. However, for the most part, these are "one size fits all" approaches that direct nurses to progress in lock step fashion in skill and knowledge acquisition within a specialty. This article introduces a milestone pathway tool for registered nurses designed to enhance professional development that is unique to the individual nurse and the specific nursing unit. This tool provides a unit-specific concept map, a milestone pathway template, and a personal professional development plan. Copyright 2009, SLACK Incorporated.

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.

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

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-12

... DEPARTMENT OF EDUCATION [CFDA No. 84.325F] National Center To Enhance the Professional Development... of project period and waiver for the National Center to Enhance the Professional Development of... waiver enables the currently funded National Center to Enhance the Professional Development of School...

Further Research on an Undergraduate Measure of Professional Development Engagement

ERIC Educational Resources Information Center

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

2015-01-01

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

Learning, Motivation, and Transfer: Successful Teacher Professional Development

ERIC Educational Resources Information Center

McDonald, Lex

2012-01-01

In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

"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…

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…

Improving Teachers' In-Service Professional Development in Mathematics and Science: The Role of Postsecondary Institutions.

ERIC Educational Resources Information Center

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

2003-01-01

As part of national evaluation of Eisenhower Professional Development Program, examines management and implementation strategies contributing to high-quality inservice teacher professional development in mathematics and science. Finds higher quality professional development is related to management and implementation strategies such as continuous…

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…

Professional Development for Teachers: What Two Rigorous Studies Tell Us

ERIC Educational Resources Information Center

Quint, Janet

2011-01-01

Professional development--formal in-service training to upgrade the content knowledge and pedagogical skills of teachers--is widely viewed as an important means of improving teaching and learning. While many interventions "include" professional development, professional development was the central intervention of the two recent research and…

Helping Teachers Help Themselves: Professional Development That Makes a Difference

ERIC Educational Resources Information Center

Patton, Kevin; Parker, Melissa; Tannehill, Deborah

2015-01-01

For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

Professional Development Planning and Design. Issues in Science Education.

ERIC Educational Resources Information Center

Rhoton, Jack; Bowers, Patricia

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

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

ERIC Educational Resources Information Center

Avidov-Ungar, Orit

2016-01-01

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

Teachers' Perceptions of the Quantity and Quality of Professional Development Activities in Turkey

ERIC Educational Resources Information Center

Bellibas, Mehmet Sukru; Gumus, Emine

2016-01-01

Professional development for teachers has been a substantial issue in contemporary educational research and policy. Yet, opportunities for professional development activities have been very limited in Turkey. In this study, we examined Turkish teachers' involvement in professional development activities by comparing their participation with the…

Color opponent receptive fields self-organize in a biophysical model of visual cortex via spike-timing dependent plasticity

PubMed Central

Eguchi, Akihiro; Neymotin, Samuel A.; Stringer, Simon M.

2014-01-01

Although many computational models have been proposed to explain orientation maps in primary visual cortex (V1), it is not yet known how similar clusters of color-selective neurons in macaque V1/V2 are connected and develop. In this work, we address the problem of understanding the cortical processing of color information with a possible mechanism of the development of the patchy distribution of color selectivity via computational modeling. Each color input is decomposed into a red, green, and blue representation and transmitted to the visual cortex via a simulated optic nerve in a luminance channel and red–green and blue–yellow opponent color channels. Our model of the early visual system consists of multiple topographically-arranged layers of excitatory and inhibitory neurons, with sparse intra-layer connectivity and feed-forward connectivity between layers. Layers are arranged based on anatomy of early visual pathways, and include a retina, lateral geniculate nucleus, and layered neocortex. Each neuron in the V1 output layer makes synaptic connections to neighboring neurons and receives the three types of signals in the different channels from the corresponding photoreceptor position. Synaptic weights are randomized and learned using spike-timing-dependent plasticity (STDP). After training with natural images, the neurons display heightened sensitivity to specific colors. Information-theoretic analysis reveals mutual information between particular stimuli and responses, and that the information reaches a maximum with fewer neurons in the higher layers, indicating that estimations of the input colors can be done using the output of fewer cells in the later stages of cortical processing. In addition, cells with similar color receptive fields form clusters. Analysis of spiking activity reveals increased firing synchrony between neurons when particular color inputs are presented or removed (ON-cell/OFF-cell). PMID:24659956

Role of the site of synaptic competition and the balance of learning forces for Hebbian encoding of probabilistic Markov sequences

PubMed Central

Bouchard, Kristofer E.; Ganguli, Surya; Brainard, Michael S.

2015-01-01

The majority of distinct sensory and motor events occur as temporally ordered sequences with rich probabilistic structure. Sequences can be characterized by the probability of transitioning from the current state to upcoming states (forward probability), as well as the probability of having transitioned to the current state from previous states (backward probability). Despite the prevalence of probabilistic sequencing of both sensory and motor events, the Hebbian mechanisms that mold synapses to reflect the statistics of experienced probabilistic sequences are not well understood. Here, we show through analytic calculations and numerical simulations that Hebbian plasticity (correlation, covariance, and STDP) with pre-synaptic competition can develop synaptic weights equal to the conditional forward transition probabilities present in the input sequence. In contrast, post-synaptic competition can develop synaptic weights proportional to the conditional backward probabilities of the same input sequence. We demonstrate that to stably reflect the conditional probability of a neuron's inputs and outputs, local Hebbian plasticity requires balance between competitive learning forces that promote synaptic differentiation and homogenizing learning forces that promote synaptic stabilization. The balance between these forces dictates a prior over the distribution of learned synaptic weights, strongly influencing both the rate at which structure emerges and the entropy of the final distribution of synaptic weights. Together, these results demonstrate a simple correspondence between the biophysical organization of neurons, the site of synaptic competition, and the temporal flow of information encoded in synaptic weights by Hebbian plasticity while highlighting the utility of balancing learning forces to accurately encode probability distributions, and prior expectations over such probability distributions. PMID:26257637

(Co)Meta-Reflection as a Method for the Professional Development of Academic Middle Leaders in Higher Education

ERIC Educational Resources Information Center

Thorpe, Anthony; Garside, Diane

2017-01-01

The professional development of middle leaders in higher education is little considered in existing research, though there are general concerns being raised about the suitability of the professional development opportunities currently available. This article develops and explores the use of meta-reflection as a method for professional development,…

Interns' Professional Knowledge and Professional Identity Formation in Online Peer-Led Dialogue

ERIC Educational Resources Information Center

Lee, Hyun-Myoung

2010-01-01

The purpose of this study was to make interns-central members who directed a change the nature of the conception of professional development in an online peer-led dialogue. My focuses were what pedagogical aspects in an online peer-led dialogue contributed to intern's professional development (i.e., professional knowledge development and…

Conditions for Professional Development.

ERIC Educational Resources Information Center

Humes, Walter

2001-01-01

Examines aspects of initial teacher education and continuing professional development in Scotland against the backdrop of McCrone Report recommendations on teaching conditions. Discusses teachers' attitudes toward their own professional development; the nature of professional knowledge, skills, and values; and some principles to promote genuine…

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.

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.

Examining the Relationship between Teachers' Attitudes and Motivation toward Web-Based Professional Development: A Structural Equation Modeling Approach

ERIC Educational Resources Information Center

Chien, Hui-Min; Kao, Chia-Pin; Yeh, I-Jan; Lin, Kuen-Yi

2012-01-01

This study was conducted to investigate elementary school teachers' attitudes and motivation toward web-based professional development. The relationship between teachers' attitudes and motivation was explored using the AWPD (Attitudes toward Web-based Professional Development) and MWPD (Motivation toward Web-based Professional Development)…

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…

The Impact of a Professional Development Program on Elementary Teachers' Science Knowledge and Pedagogical Skills

ERIC Educational Resources Information Center

Ferreira, Maria Madalena

2015-01-01

Teacher professional development plays an important role in a teacher's growth and every year school districts spend a large portion of their budgets in professional development activities. However, as districts face increasing budget cuts, funds for professional development compete against other district priorities. As a result, partnerships…

Teacher Self-Efficacy, Professional Development and Student Reading Performance in Persistently Low-Performing Schools

ERIC Educational Resources Information Center

Washington, Vanassa

2016-01-01

The overall aim of this quantitative non-experimental study was to investigate the degree to which content-focused professional development, active based-learning professional development and teacher self-efficacy predict student performance in reading, within persistently low-performing schools. The need to investigate professional development in…

How Do District Management and Implementation Strategies Relate to the Quality of the Professional Development That Districts Provide to Teachers?

ERIC Educational Resources Information Center

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

2002-01-01

Examined policy mechanisms and processes that districts used to provide high quality inservice professional development to teachers. Data from a national probability sample of professional development coordinators in districts that received federal funding for professional development highlighted specific management and implementation strategies…

Examining the Roles of the Facilitator in Online and Face-to-Face PD Contexts

ERIC Educational Resources Information Center

Park, Gina; Johnson, Heather; Vath, Richard; Kubitskey, Beth; Fishman, Barry

2013-01-01

Online teacher professional development has become an alternative to face-to-face professional development. Such a shift from face-to-face to online professional development, however, brings new challenges for professional development facilitators, whose roles are crucial in orchestrating teacher learning. This paper is motivated by the need to…

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…

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…

Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation

ERIC Educational Resources Information Center

Su, Yahui; Feng, Liyia; Hsu, Chang-Hui

2017-01-01

The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…

Large-Scale Teacher Professional Development Endeavor: The Lincoln Tri-State Institute

ERIC Educational Resources Information Center

Murley, Lisa D.; Gandy, S. Kay; Sublett, Michael D.; Kruger, Darrell P.

2014-01-01

This article explores a two-year professional development initiative with four state geographic alliances. Professional development planners, whether planning for a large- or small-scale initiative or one with unlimited or limited funding, will benefit from learning about this successful professional development activity and how the impact in the…

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…

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.

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

ERIC Educational Resources Information Center

Campana, Joe

2014-01-01

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

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.

Design and Implementation of a Professional Development Course Series.

PubMed

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

2017-12-01

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

A study on professional stress, depression and alcohol use among Indian IT professionals

PubMed Central

Darshan, M. S.; Raman, Rajesh; Rao, T. S. Sathyanarayana; Ram, Dushad; Annigeri, Bindu

2013-01-01

Background: Stress has touched almost all professions posing threat to mental and physical health. India being the Information Technology (IT) hub with lakhs involved as IT Professionals, there is a need to assess prevalence of professional stress, depression and problem alcohol use and understand their association. Objectives: (1) To screen for the prevalence of professional stress, risk for depression and harmful alcohol use among software engineers. (2) To study the association between professional stress, risk for depression and harmful alcohol use. Materials and Methods: This is a cross-sectional online study conducted using screeing questionnaires like professional life stress scale, centre for epidemiological studies depression scale and alcohol use disorders identification test. This study was conducted specifically on professionals working in an IT firm with the designation of a software engineer. Results: A total of 129 subjects participated in the study. 51.2% of the study sample was found to be professionally stressed at the time of the interview. 43.4% of the study population were found to be at risk for developing depression. 68.2% of those who were professionally stressed were at risk for developing depression compared with only 17.5% of those who were not professionally stressed. Odds ratio revealed that subjects who were professionally stressed had 10 times higher risk for developing depression compared to those who were not professionally stressed. Subjects who were professionally stressed had 5.9 times higher prevalence of harmful alcohol use compared to those who were not professionally stressed. Subjects who were at risk for developing depression had 4.1 times higher prevalence of harmful alcohol use compared with those who were not at risk for developing depression. Conclusion: Such higher rates of professional stress, risk for developing depression and harmful alcohol use among software engineers could hinder the progress of IT development and also significantly increase the incidence of psychiatric disorders. PMID:23439801

Developing Professionalism in Business School Undergraduates

ERIC Educational Resources Information Center

Clark, Timothy S.; Amer, Tarek S.; Ng, Pin T.

2014-01-01

The authors explore the importance of developing professional behavior among business students and introduce a program designed to incentivize professionalism during undergraduate study. The Professionalism Recognition Program was established to promote, recognize, rate, and reward the students' professional conduct in a flexible and widely…

Contributions to These Practices from a Professional Program

ERIC Educational Resources Information Center

Kale, Ugur

2004-01-01

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

School Culture and Postgraduate Professional Development: Delineating the "Enabling School"

ERIC Educational Resources Information Center

Arthur, Linet; Marland, Harriet; Pill, Amanda; Rea, Tony

2010-01-01

The culture of the "enabling school" is investigated within the context of the government's policy of continuing professional development and postgraduate professional development for teachers in England. This context is problematised by considering teachers' conceptualisations of their professional autonomy, status and personal…

Professional Development and TransLink[R]. Final Report.

ERIC Educational Resources Information Center

Kuhn, Beverly T.; Jasek, Deborah

This report covers one segment of a larger professional development program for transportation professionals that addresses the need to develop a larger cadre of transportation professionals capable of designing, planning, managing, operating, and maintaining the transportation infrastructure nationwide. Three specific tasks were undertaken and…

Factor Analysis of Teacher Professional Development in Chinese Military Medical Universities

ERIC Educational Resources Information Center

Yue, Juan-Juan; Chen, Gang; Wang, Zhen-Wei; Liu, Wei-Dong

2017-01-01

Background and purpose: Teacher professional development potentially enhances teachers' professional morale, knowledge, skills and autonomy, which helps improve the quality of education. The military medical university is an important medical education institution in China; however, studies of teacher professional development within military…

Transforming Professional Development to Professional Learning

ERIC Educational Resources Information Center

Stewart, Chelsea

2014-01-01

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

Development of professional expertise in optometry.

PubMed

Faucher, Caroline

2011-04-01

Development of professional expertise is the gradual transition from novice to expert within a profession. Studies on expertise in the profession of optometry have never been published. However, many studies have been performed in other health professions (e.g., nursing, medicine, physical therapy, occupational therapy). This report is an overview of the development of professional expertise that will highlight some applications for optometry. A 5-level scale of professional expertise development, divided into 2 parts, is described. The first part is the progression of students during their professional studies (novice, intermediate, competent). The second part is the professional development occurring during the practice years (advanced, expert). Personal and collective efforts are required to foster the progression toward expertise. Great interest for the profession, motivation, and deliberate practice are individual attitudes that help this progression. The "optometric community of practice," by means of university (professional) training, continuing education, and collaboration between colleagues, also contributes to this process. Professional development is an integral part of the Optometric Oath. Each clinical case is a potential learning experience contributing to one's professional development. Optometrists' attitudes are predominant factors in the progression from one level to another. Copyright © 2011 American Optometric Association. Published by Elsevier Inc. All rights reserved.

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

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.

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…

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…

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…

Improving Professional Development Systems: Recommendations from the Pennsylvania Adult Basic and Literacy Education Professional Development System Evaluation

ERIC Educational Resources Information Center

Belzer, Alisa

2005-01-01

The recommendations from a two-part, formative evaluation of Pennsylvania's Bureau of Adult Basic and Literacy Education professional development system are reported here. The first phase of the evaluation studied the relationships between the vision for professional development held by planners and facilitators and the ways in which participants…

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.

Making Connections between the Appraisal, Performance Management and Professional Development of Dentists and Teachers: "Right, What Are the Problems We've Got and How Could We Sort This Out?'"

ERIC Educational Resources Information Center

Butt, Graham; Macnab, Natasha

2013-01-01

Evaluating the connections between the appraisal, or performance management, of different professional groups, and their subsequent uptake of continuing professional development (CPD), is valuable for both employees and managers. The linking of appraisal systems with professional/personal development plans amongst health professionals is now…

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.

Critical Care Nurses' Reasons for Poor Attendance at a Continuous Professional Development Program.

PubMed

Viljoen, Myra; Coetzee, Isabel; Heyns, Tanya

2016-12-01

Society demands competent and safe health care, which obligates professionals to deliver quality patient care using current knowledge and skills. Participation in continuous professional development programs is a way to ensure quality nursing care. Despite the importance of continuous professional development, however, critical care nurse practitioners' attendance rates at these programs is low. To explore critical care nurses' reasons for their unsatisfactory attendance at a continuous professional development program. A nominal group technique was used as a consensus method to involve the critical care nurses and provide them the opportunity to reflect on their experiences and challenges related to the current continuous professional development program for the critical care units. Participants were 14 critical care nurses from 3 critical care units in 1 private hospital. The consensus was that the central theme relating to the unsatisfactory attendance at the continuous professional development program was attitude. In order of importance, the 4 contributing priorities influencing attitude were communication, continuous professional development, time constraints, and financial implications. Attitude relating to attending a continuous professional development program can be changed if critical care nurses are aware of the program's importance and are involved in the planning and implementation of a program that focuses on the nurses' individual learning needs. ©2016 American Association of Critical-Care Nurses.

Tailoring Professional Development for IT Staff

ERIC Educational Resources Information Center

Haile, Christine E.; Trubitt, Lisa

2007-01-01

Professional development has become an increasingly important topic among information technology (IT) professionals in higher education, but what does it mean to engage in professional development activities? How does an institution create an initiative that meets broad organizational goals while taking into account the specific needs of the…

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…

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,…

Action Research and Collaborative Research: Their Specific Contributions to Professional Development

ERIC Educational Resources Information Center

Savoie-Zajc, Lorraine; Descamps-Bednarz, Nadine

2007-01-01

The increasing complexity of the teaching profession calls for engaged professionals in their professional development. This article claims that participative types of research contribute differently to professional development. Its intent is to explore the different contributions action research and collaborative research bring. One action…

Professional Learning 101: A Syllabus of Seven Protocols

ERIC Educational Resources Information Center

Fogarty, Robin; Pete, Brian

2010-01-01

Seven elements found in professional development research are necessary for successful professional development programs. High-quality professional learning must be sustained, job-embedded, collegial, interactive, integrative, practical, and results-oriented.

Associative memory of phase-coded spatiotemporal patterns in leaky Integrate and Fire networks.

PubMed

Scarpetta, Silvia; Giacco, Ferdinando

2013-04-01

We study the collective dynamics of a Leaky Integrate and Fire network in which precise relative phase relationship of spikes among neurons are stored, as attractors of the dynamics, and selectively replayed at different time scales. Using an STDP-based learning process, we store in the connectivity several phase-coded spike patterns, and we find that, depending on the excitability of the network, different working regimes are possible, with transient or persistent replay activity induced by a brief signal. We introduce an order parameter to evaluate the similarity between stored and recalled phase-coded pattern, and measure the storage capacity. Modulation of spiking thresholds during replay changes the frequency of the collective oscillation or the number of spikes per cycle, keeping preserved the phases relationship. This allows a coding scheme in which phase, rate and frequency are dissociable. Robustness with respect to noise and heterogeneity of neurons parameters is studied, showing that, since dynamics is a retrieval process, neurons preserve stable precise phase relationship among units, keeping a unique frequency of oscillation, even in noisy conditions and with heterogeneity of internal parameters of the units.

Learning Contrast-Invariant Cancellation of Redundant Signals in Neural Systems

PubMed Central

Bol, Kieran; Maler, Leonard; Longtin, André

2013-01-01

Cancellation of redundant information is a highly desirable feature of sensory systems, since it would potentially lead to a more efficient detection of novel information. However, biologically plausible mechanisms responsible for such selective cancellation, and especially those robust to realistic variations in the intensity of the redundant signals, are mostly unknown. In this work, we study, via in vivo experimental recordings and computational models, the behavior of a cerebellar-like circuit in the weakly electric fish which is known to perform cancellation of redundant stimuli. We experimentally observe contrast invariance in the cancellation of spatially and temporally redundant stimuli in such a system. Our model, which incorporates heterogeneously-delayed feedback, bursting dynamics and burst-induced STDP, is in agreement with our in vivo observations. In addition, the model gives insight on the activity of granule cells and parallel fibers involved in the feedback pathway, and provides a strong prediction on the parallel fiber potentiation time scale. Finally, our model predicts the existence of an optimal learning contrast around 15% contrast levels, which are commonly experienced by interacting fish. PMID:24068898

Learning tinnitus

NASA Astrophysics Data System (ADS)

van Hemmen, J. Leo

Tinnitus, implying the perception of sound without the presence of any acoustical stimulus, is a chronic and serious problem for about 2% of the human population. In many cases, tinnitus is a pitch-like sensation associated with a hearing loss that confines the tinnitus frequency to an interval of the tonotopic axis. Even in patients with a normal audiogram the presence of tinnitus may be associated with damage of hair-cell function in this interval. It has been suggested that homeostatic regulation and, hence, increase of activity leads to the emergence of tinnitus. For patients with hearing loss, we present spike-timing-dependent Hebbian plasticity (STDP) in conjunction with homeostasis as a mechanism for ``learning'' tinnitus in a realistic neuronal network with tonotopically arranged synaptic excitation and inhibition. In so doing we use both dynamical scaling of the synaptic strengths and altering the resting potential of the cells. The corresponding simulations are robust to parameter changes. Understanding the mechanisms of tinnitus induction, such as here, may help improving therapy. Work done in collaboration with Julie Goulet and Michael Schneider. JLvH has been supported partially by BCCN - Munich.

Rewriting Professional Development: Professional Learning Communities in an Urban Charter School

ERIC Educational Resources Information Center

Glasheen, Gregory J.

2017-01-01

This study challenges traditional professional development models, in which teachers are positioned as receptacles for knowledge and "best practices". This type of professional development devalues the local knowledge teachers possess, their theories of practice (Lytle & Cochran-Smith, 1994), and their ability to reflect on their…

Expanding Professional Horizons: Increasing Professional Opportunities.

ERIC Educational Resources Information Center

Gooch, Bill G.

Development of human resources is the primary purpose of vocational education, and it is only through continued professional growth that vocational educators can develop and maintain the knowledge, attitudes, skills, and habits needed to assist others in the process of realizing their full potential. The individual and professional development of…

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…

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

ERIC Educational Resources Information Center

Hobbs, Renee; Coiro, Julie

2016-01-01

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

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…

Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant

ERIC Educational Resources Information Center

Razak, Rafiza Abdul; Kaur, Dalwinder; Halili, Siti Hajar; Ramlan, Zahri

2016-01-01

Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers' professional development. Literature has revealed many shortcomings of the traditional and online professional development…

Who Provides Professional Development? A Study of Professional Development in Qatar

ERIC Educational Resources Information Center

Freeman, Donald; Reynolds, Dudley; Toledo, Will; Abu-Tineh, Abdullah Mohammad Hamdan

2016-01-01

This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The "Learning4Teaching" ("L4T") project…

The Development and Structure of Professional Examinations Planned for National Use.

ERIC Educational Resources Information Center

Hecht, James T.

The process typically employed by testing services in developing professional tests for national use is described: (1) determination of professional standards; (2) development of test specifications; (3) test construction; (4) test registration and administration; and (5) scoring, analysis, and reporting. To determine professional standards, input…

Analysis of an Instructional Coach's Role as Elementary School Language Teachers' Professional Developer

ERIC Educational Resources Information Center

Chien, Chin-Wen

2013-01-01

Coaches can provide teachers with quality professional development experiences by mentoring, providing workshops, modeling, or encouraging professional growth (York-Barr & Duke, 2004). This study focuses on the instructional coach's role in the professional development of teachers of English language learners (ELLs). The study has the following…

A Prospective Study on the Application of MOOC in Teacher Professional Development in China

ERIC Educational Resources Information Center

Ji, Zhaolin; Cao, Yanhua

2016-01-01

Teacher professional development is the process of constantly strengthening professional attainment, broadening academic knowledge, enhancing the professional skills, and improving teaching ability. With the reform of learning science and the development of Information and Communication Technology (ICT), the traditional mode of teacher…

Professional Environment for Teacher Professional Development

ERIC Educational Resources Information Center

Zascerinska, Jelena

2010-01-01

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

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…

Codification and Validation of Professional Development Questionnaire of Teachers

ERIC Educational Resources Information Center

Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

2016-01-01

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

Professional Development in Education: New Paradigms and Practices.

ERIC Educational Resources Information Center

Guskey, Thomas R., Ed.; Huberman, Michael, Ed.

Professional development is a crucial component in nearly every modern proposal for educational improvement. This book contains a collection of essays by individuals well known for their work in the professional development of educators. Each essay is a systematic effort to illustrate the conceptual grounds from which each professional-development…

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.

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

ERIC Educational Resources Information Center

Svendsen, Bodil

2016-01-01

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

A Study of Extension Professionals Preferences and Perceptions of Usefulness and Level of Comfort with Blogs as an Informal Professional Development Tool

ERIC Educational Resources Information Center

Cater, Melissa; Davis, Debra; Leger, Bradley; Machtmes, Krisanna; Arcemont, Lisa

2013-01-01

The use of blogs for informal professional development is a growing phenomenon in higher education. The purpose of the study reported here was to describe Extension faculty's preferences for and perceptions of using an online, particularly social media, environment for professional development. The LSU AgCenter Organization Development and…

Teachers' Self-Directed Professional Development: Science and Mathematics Teachers' Adoption of ICT as a Professional Development Strategy

ERIC Educational Resources Information Center

Mushayikwa, Emmanuel

2013-01-01

This paper is part of a larger study that was carried out to investigate the use of Information and Communication Technology (ICT) in the self-directed professional development on the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers…

Online Professional Development for K-12 Educators: Benefits for School Districts with Applications for Community College Faculty Professional Development

ERIC Educational Resources Information Center

Fenton, Celeste; Watkins, Brenda Ward

2007-01-01

Hillsborough Community College's IT3-Professional Development Services makes available to educators in the school district of Hillsborough County a series of online courses focused on professional development. The program boasts a retention rate exceeding 78%, with over 500 educators served. The program is self funded and pays for itself and an…

To Post, or Not to Post, That Is the Question: Teachers Candidates' Social Networking Decisions and Professional Development Needs

ERIC Educational Resources Information Center

Crompton, Helen; Rippard, Kelly; Sommerfeldt, Jody

2016-01-01

This rise in the use of social networks presents new ethical, legal, and professional challenges for educators. Pre-service teachers need professional development to be cognizant of the content they are posting to personal social networks. The purpose of this mixed-methods study was to develop professional development guidelines to help…

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.

Professional Development Programmes for Teachers in the Northern Territory of Australia: Enablers and Inhibiters for Success in Two Aspirant Leadership Programmes

ERIC Educational Resources Information Center

Speering, Glen

2016-01-01

Professional development programmes for teachers have become an increasing focus in the quest to improve teacher quality. In regional and remote areas of Australia the delivery of professional development programmes can become problematic. This study compares and contrasts the two separate professional development programmes evaluated (Programme A…

Hospital chief executive officer perspective on professional development activities.

PubMed

Khaliq, Amir A; Walston, Stephen L

2010-01-01

A study was undertaken to develop understanding of hospital chief executive officers' (CEOs') perspectives concerning importance and impact of professional development activities in US hospitals. It was also intended to reveal CEO preferences for various modalities of professional development including membership in professional societies, attainment of credentials, and coaching by mentors. A mail survey of 582 hospital CEOs made use of a pilot-tested questionnaire with 30 close ended multipart questions. Results showed that most CEOs assigned a high level of importance to professional development and favored conferences, seminars, and networking opportunities, but low priority assigned to online activities such as webinars. They reported lending support to senior managers for participation in these activities by providing financial resources and by allowing time off to engage in these activities. The respondents indicated that the importance of various modalities of professional development has either increased or remained high over the recent 5 years. Conclusions suggest that verifiable quantitative data are needed for understanding of the frequency of participation and resource commitment of health care organizations toward the professional development of CEOs and senior managers. The results of this perceptual study reveal a high level of importance accorded to various forms of professional development activities by the participating CEOs.

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.

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.

Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders

ERIC Educational Resources Information Center

Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

2012-01-01

This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two…

Socialization to Student Affairs: Early Career Experiences Associated with Professional Identity Development

ERIC Educational Resources Information Center

Hirschy, Amy S.; Wilson, Maureen E.; Liddell, Debora L.; Boyle, Kathleen M.; Pasquesi, Kira

2015-01-01

In this study, the authors propose and test a model of professional identity development among early career student affairs professionals. Using survey data from 173 new professionals (0-5 years of experience), factor analysis revealed 3 dimensions of professional identity: commitment, values congruence, and intellectual investment. Multivariate…

Examining a math-science professional development program for teachers in grades 7-12 in an urban school district in New York State

NASA Astrophysics Data System (ADS)

Kaszczak, Lesia

With the adoption of the Common Core State Standards in New York State and the Next Generation Science Standards, it is more important than ever for school districts to develop professional development programs to provide teachers with the resources that will assist them in incorporating the new standards into their classroom instruction. This study focused on a mathematics and science professional development program known as STEMtastic STEM. The two purposes of the study were: to determine if there is an increase in STEM content knowledge of the participants involved in year two of a three year professional development program and to examine the teachers' perceptions of the impact of the professional development program on classroom instruction. The sample included teachers of grades 7-12 from an urban school district in New York State. The scores of a content knowledge pre-test and post-test were analyzed using a paired sample t-test to determine any significant differences in scores. In order to determine mathematics and science teachers' perceptions of the impact of the professional development program, responses from a 22 item Likert-style survey were analyzed to establish patterns of responses and to determine positive and negative perceptions of participants of the professional development program. A single sample t-test was used to determine if the responses were significantly positive. The results of this study indicated that there was no significant increase in content knowledge as a result of participation in the STEMtastic STEM professional development program. Both mathematics and science teachers exhibited significant positive perceptions of items dealing with hands-on participation during the professional development; support provided by STEMtastic STEM specialists; and the support provided by the administration. It was concluded that both mathematics and science teachers responded positively to the training they received during the professional development sessions, but that their classroom practices did not change as a result of the professional development program.

Adoption, adaptation, and abandonment: Appropriation of science education professional development learning

NASA Astrophysics Data System (ADS)

Longhurst, Max L.

Understanding factors that impact teacher utilization of learning from professional development is critical in order maximize the educational and financial investment in teacher professional learning. This study used a multicase mixed quantitative and qualitative methodology to investigate the factors that influence teacher adoption, adaption, or abandonment of learning from science teacher professional development. The theoretical framework of activity theory was identified as a useful way to investigate the phenomenon of teacher appropriation of pedagogical practices from professional development. This framework has the capacity to account for a multitude of elements in the context of a learning experience. In this study educational appropriation is understood through a continuum of how an educator acquires and implements both practical and conceptual aspects of learning from professional development within localized context. The variability associated with instructional changes made from professional development drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify two participants from a group of eighth-grade science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in integrated science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting eight factors that influence conceptual and practical tools with the development of ownership of pedagogical practices in the appropriation hierarchy. Recommendations are shared with professional development developers, providers, and participants in anticipation that future science teaching experiences might be informed by findings from this study.

Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

ERIC Educational Resources Information Center

Armour, Kathleen M.; Yelling, Martin

2004-01-01

This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

"I Speak Prose and I Now Know It." Personal Development Trajectories among Teacher Educators in a Professional Development Community

ERIC Educational Resources Information Center

Brody, David; Hadar, Linor

2011-01-01

This study explores trajectories of professional growth by teacher educators participating in a professional development community on teaching thinking. Qualitative measures revealed a four stage model of personal professional trajectories: anticipation/curiosity, withdrawal, awareness and change. The model delineates passages traversed by teacher…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Grounding our practice in nursing professional development.

PubMed

Dickerson, Pamela S

2014-07-01

The Nursing Professional Development: Scope and Standards of Practice is foundational to the work of nurses in a continuing professional development role. Use of the practice and professional performance aspects of the standards supports both quality of learning activities and the continuous growth process of nurses engaged in this area of practice. Copyright 2014, SLACK Incorporated.

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

ERIC Educational Resources Information Center

Chu, Shiao-wei

2013-01-01

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

Reflective Engagement as Professional Development in the Lives of University Teachers

ERIC Educational Resources Information Center

Lyons, Nona

2006-01-01

This paper takes up two important issues in the professional development of university teachers: the controversy surrounding reflective inquiry and its purported benefits for professional development and the lack of research on what teachers learn from reflective inquiry and how that affects and/or changes their professional practice.…

Modern Trends in Continuous Professional Development of Foreign Language Teachers (On the Basis of the British Council Research)

ERIC Educational Resources Information Center

Sadovets, Olesia

2017-01-01

Research conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers' professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities…

Enhancing Teacher Competency through Co-Teaching and Embedded Professional Development

ERIC Educational Resources Information Center

Shaffer, LaShorage; Thomas-Brown, Karen

2015-01-01

The ongoing professional development of general education and special education teachers is vital to the success of students with disabilities. As more classrooms transition to a co-teaching model, the professional development that teachers engage in must transition to meet the needs of both groups of professionals. This study used a qualitative…

Teacher Perceptions of Professional Development Required by the Wisconsin Quality Educator Initiative, PI 34

ERIC Educational Resources Information Center

Sixel, Deborah Marie

2013-01-01

Existing research has shown an association between teachers' professional growth and student success. However, there is a lack of information on the mandated professional development linked to Wisconsin teacher licensure requirements. The purpose of this study was to examine the phenomenon of self-directed professional development and its impact…

From student to steward: the Interdisciplinary Program in Neuroscience at Georgetown University as a case study in professional development during doctoral training.

PubMed

Ullrich, Lauren; Dumanis, Sonya B; Evans, Tanya M; Jeannotte, Alexis M; Leonard, Carrie; Rozzi, Summer J; Taylor, Caitlin M; Gale, Karen; Kanwal, Jagmeet S; Maguire-Zeiss, Kathleen A; Wolfe, Barry B; Forcelli, Patrick A

2014-01-01

A key facet of professional development is the formation of professional identity. At its most basic level, professional identity for a scientist centers on mastery of a discipline and the development of research skills during doctoral training. To develop a broader understanding of professional identity in the context of doctoral training, the Carnegie Initiative on the Doctorate (CID) ran a multi-institutional study from 2001 to 2005. A key outcome of the CID was the development of the concept of 'stewards of the discipline'. The Interdisciplinary Program in Neuroscience (IPN) at Georgetown University participated in CID from 2003 to 2005. Here, we describe the IPN and highlight the programmatic developments resulting from participation in the CID. In particular, we emphasize programmatic activities that are designed to promote professional skills in parallel with scientific development. We describe activities in the domains of leadership, communication, teaching, public outreach, ethics, collaboration, and mentorship. Finally, we provide data that demonstrate that traditional metrics of academic success are not adversely affected by the inclusion of professional development activities in the curricula. By incorporating these seven 'professional development' activities into the required coursework and dissertation research experience, the IPN motivates students to become stewards of the discipline.

Professional Development in Adult Basic Education.

ERIC Educational Resources Information Center

Marceau, Georges

2003-01-01

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

An Examination of the Relationship between Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs

ERIC Educational Resources Information Center

Garcia Arriola, Alfonso

2017-01-01

In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on…

The Impact of Adapting a General Professional Development Framework to the Constraints of In-Service Professional Development on the Next Generation Science Standards in Urban Settings

ERIC Educational Resources Information Center

McGee, Steven; Nutakki, Nivedita

2017-01-01

Urban school districts face a dilemma in providing professional development support for teachers in transition to the Next Generation Science Standards (NGSS). Districts need to maximize the quality and amount of professional development within practical funding constraints. In this paper, we discuss preliminary results from a…

"It's Worth Our Time": A Model of Culturally and Linguistically Supportive Professional Development for K-12 STEM Educators

ERIC Educational Resources Information Center

Hudley, Anne H. Charity; Mallinson, Christine

2017-01-01

Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural…

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

PubMed Central

Mulvey, Rachel

2013-01-01

This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing professional development. The tension between the practitioner's quest for lifelong learning is set against professional body demands, leading to the conclusion that these are not necessarily mutually exclusive. Consideration is given to propositional, practical and procedural knowledge, and to overall competence. The article explores an existentialist approach to professional learning, and concludes that, along with personal agency, this could usefully be adopted by career practitioners to weather turbulent times. PMID:24009404

On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities

ERIC Educational Resources Information Center

Sobkin, V. S.; Adamchuk, D. V.

2015-01-01

The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations;…

Perceptions of Special Education Teachers' Professional Learning Experiences in Arkansas

ERIC Educational Resources Information Center

Rose-Greer, Paula

2017-01-01

Professional learning is gaining credence as a best practice for staff development. The change in terms from professional training to professional development may be an improvement; however, responding to the needs of the learners to support a teacher's need to learn themselves requires professional "learning" (Easton, 2008). Studies are…

A social media primer for professionals: digital dos and don'ts.

PubMed

Bernhardt, Jay M; Alber, Julia; Gold, Robert S

2014-03-01

Social media sites have become powerful and important tools for health education, promotion, and communication activities as they have dramatically grown in popularity. Social media sites also offer many features that can be used for professional development and advancement. When used wisely and prudently, social media sites and platforms offer great potential for professional development by building and cultivating professional networks, as well as sharing information to increase one's recognition and improve one's reputation. They also provide a medium for increasing one's knowledge and awareness of timely news and trends by following important organizations, opinion leaders, and influential professionals. When used unwisely and imprudently, there is the potential to delay, damage, or even destroy one's professional and personal life. In this commentary, we offer recommendations for using Facebook, LinkedIn, and Twitter for professional development and caution against online behaviors that may have negative professional consequences. In summary, we believe that the strengths and benefits of social media for professional advancement and development far outweigh the risks and encourage health promotion professionals to properly engage these powerful tools.

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.

HRD Professional Development.

ERIC Educational Resources Information Center

1998

This document contains four papers from a symposium on professional development of human resource development (HRD) professionals. "Lifelong Learning and Performance: The Role of Key Qualifications in Human Resource Development" (Simone J. van Zolingen, Wim J. Nijhof) argues that, besides being of interest to employers, key…

Application of a contextual instructional framework in a continuing professional development training program for physiotherapists in Rwanda.

PubMed

Dunleavy, Kim; Chevan, Julia; Sander, Antoinette P; Gasherebuka, Jean Damascene; Mann, Monika

2018-06-01

Continuing professional development is an important component of capacity building in low resource countries. The purpose of this case study is to describe the use of a contextual instructional framework to guide the processes and instructional design choices for a series of continuing professional development courses for physiotherapists in Rwanda. Four phases of the project are described: (1) program proposal, needs assessment and planning, (2) organization of the program and instructional design, (3) instructional delivery and (4) evaluation. Contextual facilitating factors and needs informed choices in each phase. The model resulted in delivery of continuing professional development to the majority of physiotherapists in Rwanda (n = 168, 0.48 rural/0.52 urban) with participants reporting improvement in skills and perceived benefit for their patients. Environmental and healthcare system factors resulted in offering the courses in rural and urban areas. Content was developed and delivered in partnership with Rwandan coinstructors. Based on the domestic needs identified in early courses, the program included advocacy and leadership activities, in addition to practical and clinical instruction. The contextual factors (environment, healthcare service organization, need for rehabilitation and status and history of the physiotherapy profession) were essential for project and instructional choices. Facilitating factors included the established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects. The processes and contextual considerations may be useful in countries with established professional-level education but without established postentry-level training. Implications for Rehabilitation Organizations planning continuing professional development programs may benefit from considering the context surrounding training when planning, designing and developing instruction. The surrounding context including the environment, the organization of healthcare services, the population defined need for rehabilitation, and the domestic status and history of the physiotherapy profession, is important for physiotherapy projects in countries with lower resources. Facilitating factors in low resource countries such as an established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects impact the success of projects. Methods that may be useful for relevance, dissemination and consistency include involvement of in-country leaders and instructors and attendance in multiple courses with consistent themes. Rehabilitation professionals in low resource countries may benefit from continuing professional development courses that emphasize practical skills, and clinical reasoning, accompanied by clinical mentoring and directed coaching that encourages knowledge transfer to the clinical setting. Active learning approaches and multiple progressive courses provide opportunities to develop peer support through professional communities of practice.

Smart Choices for Cancer Education Professional Development: Your Voice and Visibility for Leadership.

PubMed

Kratzke, Cynthia

2017-01-24

The purpose of this article is to provide reflections about the important and exciting opportunities for cancer education career advancement and professional development. Advancement in professional, personal, and career growth for clinicians and health professionals is critical to improve quality cancer care and updated health communication with patients and families. Valuable insights from my recent 2-year term as treasurer, Board of Directors, Cancer Patient Education Network, are shared inspiring others to build their rewarding professional development. The professional leadership opportunity gave me a new energy level to be invested in rapidly changing cancer education with so many diverse cancer education professionals. Professional cancer education associations are dedicated to advancing patient-centered care through professional networks. They create welcoming environments with significant networking and mentoring opportunities. Cancer education touches many lives, and the cancer education associations strongly support new advances. I encourage early or mid-career cancer education professionals to discover how their increased interest may spark leadership and inspire participation in our cancer education professional associations.

The Interaction between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators

ERIC Educational Resources Information Center

Hadar, Linor L.; Brody, David L.

2013-01-01

This study explores the interaction between transformative processes in which a group of teacher educators became a professional development community (PDC) and the individual progress of these instructors through the professional development course on the topic of thinking education. Twelve teacher educators who participated in one of three…

The ePortfolio: A Tool for Professional Development, Engagement, and Lifelong Learning

ERIC Educational Resources Information Center

Guder, Christopher

2013-01-01

Professional development is, in essence, a form of lifelong learning, and as such, can be viewed within the context of pedagogical concepts. More specifically, professional development is a process that builds on the experiences of the professional through assessment and reflection. The library as an organization acts like a teacher or instructor…

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…

Appropriating and Enacting Literacy Teaching Practices in the Context of the Pathway Project Professional Development Program

ERIC Educational Resources Information Center

Chung, Huy Quoc

2015-01-01

Given that teacher professional development is a part of teachers' professional lives and given that billions of dollars have been invested in teacher professional development, this dissertation advocates for research that studies teacher learning and the conditions under which they learn, as an equally important component of studying the impact…

Examining the Facilitating Role of Mindfulness on Professional Identity Development among Counselors-in-Training: A Qualitative Approach

ERIC Educational Resources Information Center

Dong, Shengli; Campbell, Amanda; Vance, Stacy

2017-01-01

Professional identity development is crucial for counselors-in-training, as it provides a frame of reference for understanding their chosen field and contributes to a sense of belonging within the professional community. This qualitative study examined the impact of mindfulness on professional identity development among counselors-in-training.…

34 CFR 263.2 - Who is eligible to apply under the Professional Development program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... GRANT PROGRAMS Professional Development Program § 263.2 Who is eligible to apply under the Professional... 34 Education 1 2010-07-01 2010-07-01 false Who is eligible to apply under the Professional Development program? 263.2 Section 263.2 Education Regulations of the Offices of the Department of Education...

34 CFR 263.2 - Who is eligible to apply under the Professional Development program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... GRANT PROGRAMS Professional Development Program § 263.2 Who is eligible to apply under the Professional... 34 Education 1 2011-07-01 2011-07-01 false Who is eligible to apply under the Professional Development program? 263.2 Section 263.2 Education Regulations of the Offices of the Department of Education...

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

ERIC Educational Resources Information Center

Molle, Daniella

2010-01-01

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

Professional Development: Then and Now

ERIC Educational Resources Information Center

Bolt, Susan

2012-01-01

Technological developments have altered pedagogies in classroom teaching but approaches to teacher professional development have remained largely unchanged. The purpose of this paper is to describe an evolving learning process that spans the last decade and draws from three different investigations into professional development. The author…

A Faculty Driven Teaching & Learning Center: The Evolution of a Professional Development Venture.

ERIC Educational Resources Information Center

Sablan, Helen

Tacoma Community College (TCC), in Washington, has implemented a comprehensive professional development program to serve the training and development needs of its employees. Program goals include promoting student success through curriculum review and teaching development, increasing opportunities for professional development, building a positive…

Teacher Professional Learning: Developing with the Aid of Technology

ERIC Educational Resources Information Center

Kyprianou, Marianna; Nikiforou, Eleni

2016-01-01

Education is a field that constantly changes, which dictates the need for continuing teacher professional learning and development. Teacher professional learning and development can be divided into two categories: formal learning/ development and informal learning/development. This paper focuses on the experience of the presenters as coordinators…

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.

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.

Elementary School Teacher and Principal Perceptions of the Principal's Leadership Role in Professional Learning Communities

ERIC Educational Resources Information Center

Hillery, Patricia L.

2013-01-01

As school districts' professional development trends shift to meet annual budget requirements, it is worthy to explore the benefits of professional learning communities as they are a potential means for job-embedded professional development. As an advocate for professional learning, Hirsh (2009) stated that every teacher should engage in…

Professional and Creative Development of Natural Geographic Course Teachers within the Process of Professional Retraining

ERIC Educational Resources Information Center

Samigullina, Galina Savelevna; Gilmanchina, Syriya Irekovna; Gaisin, Ilgisar Timergalievich; Gilmanshin, Iskander Rafailevich; Rafailevna, Akchurina Ilsia

2015-01-01

The purpose of this article is to analyse the professional and creative development of natural geographic course teachers of the Republic of Tatarstan in the process of professional retraining. The method for work performing is a retrospective analysis of professional retraining of natural geographic course teachers within the higher professional…

Teacher Professional Development to Support Teacher Professional Learning: Systemic Factors from Irish Case Studies

ERIC Educational Resources Information Center

King, Fiona

2016-01-01

Teacher professional learning is widely accepted as a mediating factor for enhancing student outcomes. While many teachers across the world engage in professional development (PD) to enhance their professional learning, what is less evident is how to support that learning to result in change following teacher PD. Acknowledging that not all teacher…

Becoming a Doctor in Different Cultures: Toward a Cross-Cultural Approach to Supporting Professional Identity Formation in Medicine.

PubMed

Helmich, Esther; Yeh, Huei-Ming; Kalet, Adina; Al-Eraky, Mohamed

2017-01-01

Becoming a doctor is fundamentally about developing a new, professional identity as a physician, which in and of itself may evoke many emotions. Additionally, medical trainees are increasingly moving from one cultural context to another and are challenged with navigating the resulting shifts in their professional identify. In this Article, the authors aim to address medical professional identity formation from a polyvocal, multidisciplinary, cross-cultural perspective. They delineate the cultural approaches to medical professionalism, reflect on professional identity formation in different cultures and on different theories of identity development, and advocate for a context-specific approach to professional identity formation. In doing so, the authors aim to broaden the developing professional identity formation discourse to include non-Western approaches and notions.

Expanding the Professional Development School Model: Developing Collaborative Partnerships with School Counselors

ERIC Educational Resources Information Center

Foust, Gretchen E.; Goslee, Patricia A.

2014-01-01

The Professional Development School (PDS) model, a successful collaborative partnership model between university teacher education programs and P-12 schools, focuses on ''preparing future educators, providing current educators with ongoing professional development, encouraging joint school-university faculty investigation of education-related…

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…

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…

A Mixed-Methods Analysis in Assessing Students' Professional Development by Applying an Assessment for Learning Approach.

PubMed

Peeters, Michael J; Vaidya, Varun A

2016-06-25

Objective. To describe an approach for assessing the Accreditation Council for Pharmacy Education's (ACPE) doctor of pharmacy (PharmD) Standard 4.4, which focuses on students' professional development. Methods. This investigation used mixed methods with triangulation of qualitative and quantitative data to assess professional development. Qualitative data came from an electronic developmental portfolio of professionalism and ethics, completed by PharmD students during their didactic studies. Quantitative confirmation came from the Defining Issues Test (DIT)-an assessment of pharmacists' professional development. Results. Qualitatively, students' development reflections described growth through this course series. Quantitatively, the 2015 PharmD class's DIT N2-scores illustrated positive development overall; the lower 50% had a large initial improvement compared to the upper 50%. Subsequently, the 2016 PharmD class confirmed these average initial improvements of students and also showed further substantial development among students thereafter. Conclusion. Applying an assessment for learning approach, triangulation of qualitative and quantitative assessments confirmed that PharmD students developed professionally during this course series.

Modern Trends of Additional Professional Education Development for Mineral Resource Extracting

NASA Astrophysics Data System (ADS)

Borisova, Olga; Frolova, Victoria; Merzlikina, Elena

2017-11-01

The article contains the results of development of additional professional education research, including the field of mineral resource extracting in Russia. The paper describes the levels of education received in Russian Federation and determines the place and role of additional professional education among them. Key factors influencing the development of additional professional education are identified. As a result of the research, the authors proved the necessity of introducing additional professional education programs on educational Internet platforms for mineral resource extracting.

Early Childhood Educators Teaching and Learning in Professional Learning Communities: A New Approach to Professional Development for Preschool Teachers in a Southern California School District

ERIC Educational Resources Information Center

Fairfield, Robin

2011-01-01

Early childhood education teachers have been challenged with the demands for accountability in literacy and English language development, as well as kindergarten readiness skills of preschool children. Researchers have studied professional learning communities (PLCs) as a framework for professional development and student achievement. However, few…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

The 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…

Towards Improvement of Student Learning Outcomes: An Assessment of the Professional Development Needs of Lecturers at Kenyan Universities

ERIC Educational Resources Information Center

NaliakaMukhale, Phoebe; Hong, Zhu

2017-01-01

The aim of this study was to explore the professional development needs of lecturers at Kenyan universities. Specifically, the study investigated the challenges that lecturers and their learners face while in class. It also explored the professional development needs of the lecturers, preferred modes of delivery of the professional development…

Teachers Take Charge of Their Learning. Transforming Professional Development for Student Success [and] Executive Summary.

ERIC Educational Resources Information Center

Renyi, Judith

A national survey of more than 800 teachers found that these teachers' top reason for participating in professional development is to bolster their ability to help students learn; almost 3 in 4 said they engage in professional growth to improve student achievement; and a majority (55 percent) said they participate in professional development to…

School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth

ERIC Educational Resources Information Center

Hilton, Annette; Hilton, Geoff; Dole, Shelley; Goos, Merrilyn

2015-01-01

Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from…

Uncovering a Hidden Professional Agenda for Teacher Educators: A Mixed Method Study on Flemish Teacher Educators and Their Professional Development

ERIC Educational Resources Information Center

Tack, Hanne; Valcke, Martin; Rots, Isabel; Struyven, Katrien; Vanderlinde, Ruben

2018-01-01

Taking into account the pressing need to understand more about what teacher educators' professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators' professional development needs and opportunities. Analysis results of a large-scale survey study with 611…

The PKRC's Value as a Professional Development Model Validated

ERIC Educational Resources Information Center

Larson, Dale

2013-01-01

After a brief review of the 4-H professional development standards, a new model for determining the value of continuing professional development is introduced and applied to the 4-H standards. The validity of the 4-H standards is affirmed. 4-H Extension professionals are encouraged to celebrate the strength of their standards and to engage the…

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

PubMed

Bury, Rachel; Martin, Lindsey; Roberts, Sue

2006-12-01

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

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.

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.

Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity

ERIC Educational Resources Information Center

Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

2011-01-01

This article focuses on three features of professional development (PD) programs that play an important role in developing leadership skills and building teachers' capacity: (1) fostering a professional learning community, (2) developing teachers' mathematical knowledge for teaching, and (3) adapting PD to support local needs and interests. We…

Saudi Arabian Science Teachers and Supervisors' Views of Professional Development Needs

ERIC Educational Resources Information Center

Mansour, Nasser; Alshamrani, Saeed M.; Aldahmash, Abdulwali H.; Alqudah, Basil M.

2013-01-01

Problem Statement: Teacher professional development is a prominent feature in the educational landscapes of both developed and developing countries. Teacher development can be conceptualised as a mechanism for driving change in educational systems and/or as a strategy for empowering teachers to improve their professional knowledge and pedagogy. To…

Integrating professional behavior development across a professional allied health curriculum.

PubMed

Tsoumas, Linda J; Pelletier, Deborah

2007-01-01

Professional behaviors are an integral part of clinical practice in all allied health and medical fields. A systematic process for instruction, the education, and development of professional behaviors, cannot be taught in the same way that memorization of human anatomy or medical terminology is taught. One cannot expect professional behaviors to just appear in an individual upon graduation and entry into a health care field. Professional behavior development is an essential component of physical therapy professional education and is clearly defined through the guiding documents of the American Physical Therapy Association, which include 'A Normative Model of Physical Therapist Professional Education,' 'Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists,' and the 'Guide to Physical Therapist Practice.' Building a comprehensive and progressive curricular thread for professional behaviors can pose a challenge for a professional program and the core faculty. This paper will present a curricular model of weaving professional behaviors into a core entry-level professional curriculum using a specific curricular thread, activities for different levels of students, and assessment at each point in the path. This paper will demonstrate the potential for universal application of a professional behaviors.

Creating Professional Development School Partnerships. A Resource Guide.

ERIC Educational Resources Information Center

Teitel, Lee; Del Prete, Tom

This three-part guide presents information and recommendations from the Massachusetts Professional Development School Network Steering Committee on how to develop a professional development school (PDS) partnership. Part 1 defines the PDS concept, presents a brief background account of its evolution, and discusses its potential for simultaneously…

A Teacher Professional Development Model for Teaching Socioscientific Issues

ERIC Educational Resources Information Center

Carson, Katherine; Dawson, Vaille

2016-01-01

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

Professional Development: Setting the Context.

ERIC Educational Resources Information Center

Watts, Gordon E.; Hammons, James O.

2002-01-01

States that professional development programs, though they run the gamut from fledgling to comprehensive, have developed over the last three decades as a result of the rapid growth of the community college. Examines some of the early struggles of the professional development movement and discusses future challenges. (AUTH/NB)

Observation Tools for Professional Development

ERIC Educational Resources Information Center

Malu, Kathleen F.

2015-01-01

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

Professional Development Design: Embedding Educational Reform in New Zealand

ERIC Educational Resources Information Center

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

2009-01-01

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

Professional Families--The Development of the Relationship between a Professional Mother and the Child in the Context of the Mother's Status

ERIC Educational Resources Information Center

Búšová, Katarína Šmajdová

2012-01-01

A professional family is an organizational form of institutional care which is used mainly in residential children's homes. By considering the psychological development of the child and by providing a supportive environment, the professional family provides systematic, purposeful and professional care and education for the child. It attempts to…

Continuous Professional Development along the Continuum of Lifelong Learning.

ERIC Educational Resources Information Center

Ryan, Jane

2003-01-01

Of 300 surveyed, responses from 94 nurses, 38 occupational therapists, and 50 physical therapists indicated that professional knowledge was a prime motivation for continuing professional development, followed by updating qualifications, increasing the status of the profession, and demonstrating professional competence. No differences were observed…

Professional Development. New Opportunities for Partnering, CAUSE94. Track VII.

ERIC Educational Resources Information Center

CAUSE, Boulder, CO.

Eight papers are presented from the 1994 CAUSE conference track on professional development for information professionals in higher education institutions. The papers include: (1) "New Opportunities in Training for Information Systems Professionals," which discusses staff training at Miami-Dade Community College (Florida) (Desiree…

Defense Threat Reduction Agency > Careers > Professional Development

Science.gov Websites

Justifications & Approvals Careers Who We Are Our Values Strategic Recruiting Programs Professional Your Reporting Day Senior Executive Service Special Programs PROFESSIONAL DEVELOPMENT Our Training and some of the pitfalls that may derail a career or delay a promotion. Competitive Professional

Sustainable Development, Systems Thinking and Professional Practice

ERIC Educational Resources Information Center

Martin, Stephen

2008-01-01

This article explores the impact of the sustainable development (SD) agenda on the occupational and professional needs of those who have undergone educational and training programmes in the environmental field either at the undergraduate or the postgraduate level or through relevant professional institutions' continuing professional development…

Using ASBO International's Standards To Map Your Professional Growth and Development Plan.

ERIC Educational Resources Information Center

Stratton, Susan

2002-01-01

Explores various definitions of what constitutes a profession and what characteristics determine a professional. Identifies the need for continued professional growth and development related to the new Association of School Business Officials, International, "Professional Standards" (2001). Examples illustrate how individual school…

Measuring Professional Identity Development among Counselor Trainees

ERIC Educational Resources Information Center

Prosek, Elizabeth A.; Hurt, Kara M.

2014-01-01

This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No…

Measuring Return on Investment for Professional Development Activities: Implications for Practice.

PubMed

Opperman, Cathleen; Liebig, Debra; Bowling, Judith; Johnson, Carol Susan; Harper, Mary

2016-01-01

What is the return on investment (ROI) for the time and resources spent for professional development activities? This is Part 2 of a two-part series to report findings and demonstrate how financial analysis of educational activities can drive decision-making. The resources consumed for professional development activities need to be identified and quantified to be able to determine the worth of such activities. This article defines terms and formulas for financial analysis for nursing professional development practitioners to use in analysis of their own programs. Three fictitious examples of common nursing professional development learning activities are provided with financial analysis. This article presents the "how to" for the busy practitioner.

Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory

PubMed Central

Mylrea, Martina F.; Sen Gupta, Tarun; Glass, Beverley D.

2017-01-01

Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning experiences such as practice exposure and interaction with pharmacist role models. This article examines conceptual frameworks aligned with professional identity development and will explore the role for self-determination theory (SDT) in pharmacy professional education. SDT explains the concepts of competence, relatedness and autonomy and the part they play in producing highly motivated individuals, leading to the development of one’s sense of self. Providing support for students in these three critical areas may, in accordance with the tenets of SDT, have the potential to increase motivation levels and their sense of professional identity. PMID:28970428

Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory.

PubMed

Mylrea, Martina F; Sen Gupta, Tarun; Glass, Beverley D

2017-03-24

Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning experiences such as practice exposure and interaction with pharmacist role models. This article examines conceptual frameworks aligned with professional identity development and will explore the role for self-determination theory (SDT) in pharmacy professional education. SDT explains the concepts of competence, relatedness and autonomy and the part they play in producing highly motivated individuals, leading to the development of one's sense of self. Providing support for students in these three critical areas may, in accordance with the tenets of SDT, have the potential to increase motivation levels and their sense of professional identity.

Career advancement and professional development in nursing.

PubMed

Adeniran, Rita K; Smith-Glasgow, Mary Ellen; Bhattacharya, Anand; Xu, Yu

2013-01-01

Excellence underscores the need for nurses to keep their skills and competencies current through participation in professional development and career advancement. Evidence suggests that internationally educated nurses (IENs) progress relatively slowly through the career ladder and participate less in professional development compared with nurses educated in the United States (UENs). Mentorship and self-efficacy are considered major determinants of career advancement. The aim of the study was to understand the differences in levels of mentorship function and self-efficacy as well as the differences in participation in professional development and career advancement between UENs and IENs. A descriptive survey design was implemented using a Web-based survey. Significant disparities were noted in the role model function of mentoring and some professional development and career advancement measures between UENs and IENs. Mentorship is essential for professional growth. Sociodemographic characteristics of mentors are important because mentors are role models. Standardized career advancement structures are needed to promote professional growth. Published by Mosby, Inc.

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

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.

Spontaneously emerging direction selectivity maps in visual cortex through STDP.

PubMed

Wenisch, Oliver G; Noll, Joachim; Hemmen, J Leo van

2005-10-01

It is still an open question as to whether, and how, direction-selective neuronal responses in primary visual cortex are generated by feedforward thalamocortical or recurrent intracortical connections, or a combination of both. Here we present an investigation that concentrates on and, only for the sake of simplicity, restricts itself to intracortical circuits, in particular, with respect to the developmental aspects of direction selectivity through spike-timing-dependent synaptic plasticity. We show that directional responses can emerge in a recurrent network model of visual cortex with spiking neurons that integrate inputs mainly from a particular direction, thus giving rise to an asymmetrically shaped receptive field. A moving stimulus that enters the receptive field from this (preferred) direction will activate a neuron most strongly because of the increased number and/or strength of inputs from this direction and since delayed isotropic inhibition will neither overlap with, nor cancel excitation, as would be the case for other stimulus directions. It is demonstrated how direction-selective responses result from spatial asymmetries in the distribution of synaptic contacts or weights of inputs delivered to a neuron by slowly conducting intracortical axonal delay lines. By means of spike-timing-dependent synaptic plasticity with an asymmetric learning window this kind of coupling asymmetry develops naturally in a recurrent network of stochastically spiking neurons in a scenario where the neurons are activated by unidirectionally moving bar stimuli and even when only intrinsic spontaneous activity drives the learning process. We also present simulation results to show the ability of this model to produce direction preference maps similar to experimental findings.

Network models of frequency modulated sweep detection.

PubMed

Skorheim, Steven; Razak, Khaleel; Bazhenov, Maxim

2014-01-01

Frequency modulated (FM) sweeps are common in species-specific vocalizations, including human speech. Auditory neurons selective for the direction and rate of frequency change in FM sweeps are present across species, but the synaptic mechanisms underlying such selectivity are only beginning to be understood. Even less is known about mechanisms of experience-dependent changes in FM sweep selectivity. We present three network models of synaptic mechanisms of FM sweep direction and rate selectivity that explains experimental data: (1) The 'facilitation' model contains frequency selective cells operating as coincidence detectors, summing up multiple excitatory inputs with different time delays. (2) The 'duration tuned' model depends on interactions between delayed excitation and early inhibition. The strength of delayed excitation determines the preferred duration. Inhibitory rebound can reinforce the delayed excitation. (3) The 'inhibitory sideband' model uses frequency selective inputs to a network of excitatory and inhibitory cells. The strength and asymmetry of these connections results in neurons responsive to sweeps in a single direction of sufficient sweep rate. Variations of these properties, can explain the diversity of rate-dependent direction selectivity seen across species. We show that the inhibitory sideband model can be trained using spike timing dependent plasticity (STDP) to develop direction selectivity from a non-selective network. These models provide a means to compare the proposed synaptic and spectrotemporal mechanisms of FM sweep processing and can be utilized to explore cellular mechanisms underlying experience- or training-dependent changes in spectrotemporal processing across animal models. Given the analogy between FM sweeps and visual motion, these models can serve a broader function in studying stimulus movement across sensory epithelia.

Profiles of Selected Promising Professional Development Initiatives.

ERIC Educational Resources Information Center

Cohen, Carol; Gerber, Peter; Handley, Claire; Kronley, Robert; Parry, Megan

In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report represents efforts to identify and develop a database on promising new approaches to professional development in education, profiling 16 initiatives recommended by knowledge experts and representing a…

Staff Development and Total Quality Management.

ERIC Educational Resources Information Center

Norris, Gerald L.; Norris, Joye H.

Professional development is an emerging view of faculty development that places teachers in charge of their own professional growth. The emergence of Total Quality Management (TQM) provides a vehicle for designing professional development to meet the needs of individuals and the organizations that employ them. The eight tenets of Deming's theory…

From Youth Worker Professional Development to Organizational Change

ERIC Educational Resources Information Center

Rana, Sheetal; Baumgardner, Briana; Germanic, Ofir; Graff, Randy; Korum, Kathy; Mueller, Megan; Randall, Steve; Simmons, Tim; Stokes, Gina; Xiong, Will; Peterson, Karen Kolb

2013-01-01

An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development. It grew from a moral response of Saint Paul Parks and Recreation staff and two faculty members of Youth Studies, University of…

Santa Fe Community College Part-Time Faculty Professional Development Plan.

ERIC Educational Resources Information Center

Santa Fe Community Coll., NM.

Developed for faculty employed on a part-time basis at Santa Fe Community College (SFCC), this booklet explains the required and optional activities comprising the college's professional development program. Introductory sections reveal that part-time faculty members are required to participate in a number of professional development activities,…

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…

An Analysis of the Relationship between Professional Development, School Leadership, Technology Infrastructure, and Technology Use

ERIC Educational Resources Information Center

Mishnick, Nicole

2017-01-01

This dissertation study investigates the relationship between professional development, school leadership, technology infrastructure and technology use. Three research questions were developed. The first examines the relationship between professional development and technology use, the second examines the relationship between school leadership and…

Mathematics teacher professional development in and through internet use: reflections on an ethnographic study

NASA Astrophysics Data System (ADS)

Patahuddin, Sitti Maesuri

2013-12-01

This paper is a reflection on a model for mathematics teacher professional development with respect to technology. The model was informed by three interrelated concepts: (1) a theory of teacher professional development from analysis of the field, (2) the zone theory of teacher professional learning, and (3) ethnography as a method. The model was applied in a study that focused on the uses of the Internet for primary mathematics teacher professional development, particularly to exploit the potential of the Internet for professional learning and to use it in professional work. This is illustrated through selected critical events over an eight-month ethnographic intervention in a primary mathematics classroom in Australia. Though the model is theoretically grounded, it opens up questions about the power, potential, and challenges as well as its feasibility, with respect to not only the teacher but also the ethnographer.

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.

Explicating Development of Personal Professional Theories from Higher Vocational Education to Beginning a Professional Career through Computer-Supported Drawing of Concept Maps

ERIC Educational Resources Information Center

van den Bogaart, Antoine C. M.; Hummel, Hans G. K.; Kirschner, Paul A.

2018-01-01

This article explores how personal professional theories (PPTs) develop. PPT development of nine junior accountants and nine novice teachers was monitored by repeated measurements over a period of 1.5 years, from the last year of vocational education until the second year of their professional careers. Computer-supported construction of PPT…

Plan for Your Professional Development. Module LT-E-3 of Category E--Professional and Staff Development. Competency-Based Vocational Education Administrator Module Series.

ERIC Educational Resources Information Center

Puleo, Nancy F.; And Others

This module, one in a series of competency-based administrator instructional packages, focuses on a specific competency that vocational education administrators need to be successful in the area of professional and staff development. The purpose of the module is to help administrators to analyze their professional needs and to devise and implement…

Twitter and Public Health (Part 1): How Individual Public Health Professionals Use Twitter for Professional Development.

PubMed

Hart, Mark; Stetten, Nichole E; Islam, Sabrina; Pizarro, Katherine

2017-09-20

The use of social networking sites is increasingly being adopted in public health, in part, because of the barriers to funding and reduced resources. Public health professionals are using social media platforms, specifically Twitter, as a way to facilitate professional development. The objective of this study was to identify public health professionals using Twitter and to analyze how they use this platform to enhance their formal and informal professional development within the context of public health. Keyword searches were conducted to identify and invite potential participants to complete a survey related to their use of Twitter for public health and professional experiences. Data regarding demographic attributes, Twitter usage, and qualitative information were obtained through an anonymous Web-based survey. Open-response survey questions were analyzed using the constant comparison method. "Using Twitter makes it easier to expand my networking opportunities" and "I find Twitter useful for professional development" scored highest, with a mean score of 4.57 (standard deviation [SD] 0.74) and 4.43 (SD 0.76) on a 5-point Likert scale. Analysis of the qualitative data shows the emergence of the following themes for why public health professionals mostly use Twitter: (1) geography, (2) continuing education, (3) professional gain, and (4) communication. For public health professionals in this study, Twitter is a platform best used for their networking and professional development. Furthermore, the use of Twitter allows public health professionals to overcome a series of barriers and enhances opportunities for growth. ©Mark Hart, Nichole E Stetten, Sabrina Islam, Katherine Pizarro. Originally published in JMIR Public Health and Surveillance (http://publichealth.jmir.org), 20.09.2017.

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…

Professional Counseling in Taiwan: Past to Future

ERIC Educational Resources Information Center

Guo, Yuh-Jen; Wang, Shu-Ching; Combs, Don C.; Lin, Yi-Chun; Johnson, Veronica

2013-01-01

Because of the recent introduction of a licensure law, professional counseling has grown rapidly in Taiwan after decades of slow development. The authors provide a historical review of the development of professional counseling in Taiwan and discuss the current status and future trajectory of professional counseling in Taiwan.

Development of Professional Teacher Competences for Cooperation with Parents

ERIC Educational Resources Information Center

Viskovic, Ivana; Višnjic Jevtic, Adrijana

2017-01-01

Based on the belief that professional competences can partially be developed through professional training a cycle of ten educational workshops was designed. Combining theoretical knowledge, quality practice examples and discussions, the workshops strived to improve professional teacher competences. The assumed outcome was determined by difference…

Understanding Mathematics Teachers' Beliefs about Professional Learning Communities and Professional Development

ERIC Educational Resources Information Center

Garner, Arthur L., Jr.

2011-01-01

This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…

Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

ERIC Educational Resources Information Center

Sondgerath, Travis

2016-01-01

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

Professional Development Policies and Programs.

ERIC Educational Resources Information Center

Department of the Interior, Washington, DC.

This memorandum sets forth policies, objectives, plans and programs for providing opportunities to professional staff for development of their technical and managerial skills. Section titles are: Policy and Objectives; Methods of Achieving Objectives; Cooperative Determination of Training Needs, Professional Development Plan; Agency Financial…

Middle Level Mathematics Teachers' Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background

ERIC Educational Resources Information Center

Stevens, Tara; Aguirre-Munoz, Zenaida; Harris, Gary; Higgins, Raegan; Liu, Xun

2013-01-01

growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering mathematics…

Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan

ERIC Educational Resources Information Center

Dayoub, Ruba; Bashiruddin, Ayesha

2012-01-01

This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were…

Supporting the Professional Development of Foreign Language Graduate Students: A Focus on Course Development and Program Direction

ERIC Educational Resources Information Center

Enkin, Elizabeth

2015-01-01

The 2007 Modern Language Association report spurred research regarding the professional development of foreign language graduate students. This article first reviews existing proposals for the professional development of graduate students, then addresses the relevance of helping graduate students to develop the knowledge and skills that are needed…

Strategies for continuing professional development among younger, middle-aged, and older nurses: a biographical approach.

PubMed

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

2015-05-01

A nursing career can last for more than 40 years, during which continuing professional development is essential. Nurses participate in a variety of learning activities that correspond with their developmental motives. Lifespan psychology shows that work-related motives change with age, leading to the expectation that motives for continuing professional development also change. Nevertheless, little is known about nurses' continuing professional development strategies in different age groups. To explore continuing professional development strategies among younger, middle-aged, and older nurses. A qualitative study using semi-structured interviews, from a biographical perspective. Data were analysed using a vertical process aimed at creating individual learning biographies, and a horizontal process directed at discovering differences and similarities between age groups. Twenty-one nurses in three age groups from general and academic hospitals in the Netherlands. In all age groups, daily work was an important trigger for professional development on the ward. Performing extra or new tasks appeared to be an additional trigger for undertaking learning activities external to the ward. Learning experiences in nurses' private lives also contributed to their continuing professional development. Besides these similarities, the data revealed differences in career stages and private lives, which appeared to be related to differences in continuing professional development strategy; 'gaining experience and building a career' held particularly true among younger nurses, 'work-life balance' and 'keeping work interesting and varied' to middle-aged nurses, and 'consistency at work' to older nurses. Professional development strategies can aim at performing daily patient care, extra tasks and other roles. Age differences in these strategies appear to relate to tenure, perspectives on the future, and situations at home. These insights could help hospitals to orientate continuing professional development approaches toward the needs of all age groups. This should be particularly relevant in the face of present demographic changes in the nursing workforce. Copyright © 2015 Elsevier Ltd. All rights reserved.

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.

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

Leading from the Middle: Enhancing Professional Practice through Peer Coaching

ERIC Educational Resources Information Center

Marchese, Joe

2012-01-01

In the fall of 2007--aware that the continuing professional development of teachers is paramount to quality education--John Baird, head of Westtown School (Pennsylvania), asked the faculty Professional Development Committee (PDC), consisting of faculty representatives from all three divisions of the school, to design a "professional growth…

Analysing Professional Discourse in Interactive Learning: Integrating Historical and Situational Perspectives

ERIC Educational Resources Information Center

Torras, Eulalia; Barbera, Elena

2010-01-01

Written environments in online learning enable professional discourse to be analysed in depth and provide greater knowledge for improving learning and for planning and delivering courses aimed at professional development. Until now, research into professional discourse has highlighted the importance of interaction in the development of…

The Use of Twitter in the Creation of Educational Professional Learning Opportunities

ERIC Educational Resources Information Center

Ross, Carrie R.; Maninger, Robert M.; LaPrairie, Kimberly N.; Sullivan, Sam

2015-01-01

This study sought to examine how educators are using Twitter to increase their professional learning opportunities beyond the boundaries of traditional professional development offers, and whether educators feel a greater sense of fulfillment receiving professional development through networking and community learning than they do through…

A Study of the Factors and Conditions Associated with Graduate Enrollment Management Practitioners' Participation in Professional Development

ERIC Educational Resources Information Center

Balayan, Ariana

2016-01-01

This investigation was designed to determine the factors and conditions associated with graduate enrollment management practitioners' participation in professional development (PD) activities. The sample consisted of members of a professional association, the National Association of Graduate Admissions Professionals (NAGAP), focused solely on…

A Framework of Best Practice of Continuing Professional Development for the Accounting Profession

ERIC Educational Resources Information Center

De Lange, Paul; Jackling, Beverley; Basioudis, Ilias G.

2013-01-01

The International Accounting Education Standards Board (IAESB) places a strong emphasis on individual professionals taking responsibility for their Continuing Professional Development (CPD). On the other hand, the roles performed by professional accountants have evolved out of practical necessity to "best" suit the diverse needs of…

Reflection and Professional Identity Development in Design Education

ERIC Educational Resources Information Center

Tracey, Monica W.; Hutchinson, Alisa

2018-01-01

Design thinking positions designers as the drivers of the design space yet academic discourse is largely silent on the topic of professional identity development in design. Professional identity, or the dynamic narratives that individuals construct and maintain to integrate their personal qualities with professional responsibilities, has not been…

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…

Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

ERIC Educational Resources Information Center

Kostina, Ludmyla

2015-01-01

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

Multiple Perspective: When Child Development Professionals Raise Twins

ERIC Educational Resources Information Center

Stark, Deborah Roderick; Harden, Brenda Jones; Chazan-Cohen, Rachel; Cohen, Daniel J.; Rice, Kathleen Fitzgerald

2006-01-01

Do child development professionals have expectations about what it will be like to parent twins based on their professional experiences? Does their professional knowledge influence their approach to caregiving? And do their personal experiences as parents of twins change their research interests or how they work with children and families? To…

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

ERIC Educational Resources Information Center

Macdonald, Doune; Mitchell, Jane; Mayer, Diane

2006-01-01

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

Development to Learning: Semantic Shifts in Professional Autonomy and School Leadership

ERIC Educational Resources Information Center

Stevenson, Michael; Hedberg, John G.; O'Sullivan, Kerry-Ann; Howe, Cathie

2015-01-01

In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of "professional learning" stand in contrast to more traditional forms of "professional development." The shifting paradigm has implications for school leaders in all contexts. This study sought to qualitatively…

Professional Development Activities of Medical Technologists: Management Implications for Allied Health.

ERIC Educational Resources Information Center

Summers, Stephanie H.; Blau, Gary; Ward-Cook, Kory

2000-01-01

Early career medical technologists (n=392) were surveyed in 1994 and 1997. They participated in both scholarly and administrative types of professional development; both types increased over time. Distinct types of professional development opportunities were recommended. (Contains 32 references.) (SK)

Taiwanese Early Childhood Educators' Professional Development

ERIC Educational Resources Information Center

Hsu, Ching-Yun

2008-01-01

This study was designed based on a qualitative paradigm to explore the professional development of Taiwanese early childhood educators. The method of phenomenology was employed. The main research question addressed was "How do early childhood educators construe their professional development experience?" Seven Taiwanese early childhood…

Designing Professional Development That Works.

ERIC Educational Resources Information Center

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

2000-01-01

By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…

An Innovative Model for Professional Development

ERIC Educational Resources Information Center

McMurray, Sharon; O'Neill, Susan; Thompson, Ross

2016-01-01

This paper considers an innovative model of continuing professional development in addressing the needs of children with literacy difficulties, namely the Special Educational Needs Continuing Professional Development Literacy Project. Stranmillis University College, in partnership with St Mary's University College, Belfast secured £4.06 million…

Valley Cultivates Comprehensive Process

ERIC Educational Resources Information Center

Pardini, Priscilla

2004-01-01

Staff development at Starlight Professional Development School (Watsonville, California) aims to stimulate every teacher's personal and professional growth. Collaboration is the signature piece of a very comprehensive program. In fact, collaboration among teachers and other professionals at Starlight is the vehicle that drives staff development.…

34 CFR 263.9 - When does payback begin?

Code of Federal Regulations, 2011 CFR

2011-07-01

..., DEPARTMENT OF EDUCATION INDIAN EDUCATION DISCRETIONARY GRANT PROGRAMS Professional Development Program § 263... Professional Development program, payback shall begin within six months from the date of completion of the training. (b) For participants who do not complete their training under the Professional Development...

34 CFR 263.8 - What are the payback requirements?

Code of Federal Regulations, 2011 CFR

2011-07-01

... EDUCATION, DEPARTMENT OF EDUCATION INDIAN EDUCATION DISCRETIONARY GRANT PROGRAMS Professional Development... Professional Development program are required to— (1) Sign an agreement, at the time of selection for training... for which training was actually received under the Professional Development program. (c) The cash...

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.

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.…

Research University STEM Faculty Members' Motivation to Engage in Teaching Professional Development: Building the Choir Through an Appeal to Extrinsic Motivation and Ego

NASA Astrophysics Data System (ADS)

Bouwma-Gearhart, Jana

2012-10-01

This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional ego, and sought to bring their teaching identities in better concordance with their researcher identities. The results pose a challenge to a body of research that has concluded that faculty must be intrinsically motivated to participate in teaching professional development. Results confirmed a pre-espoused theory of motivation, self-determination theory; a discussion of research literature consideration during grounded theory research is offered. A framework for motivating more faculty members at research universities to engage in teaching professional development is provided.

Modeling Teacher Professional Development Through a Telescope Making Workshop

NASA Astrophysics Data System (ADS)

Meredith, J. T.; Schleigh, S. P.; Lee, T. D.

2010-08-01

The International Year of Astronomy (IYA2009) provides a springboard to develop innovative enduring educational programming directed toward astronomy education. We examine current professional development models focusing on astronomy and discuss the need for improvement. We propose a professional development design that follows the medical field philosophy using a low cost telescope making workshop as a vehicle to test and modify the model. The workshop promotes teacher content knowledge, pedagogical content knowledge and develops skills and confidence in an inquiry, integrative lesson. This model can be shared with professional development leaders, coordinators and teachers in any topic or level of education. Professional development designs such as the proposed promote excitement and interest in astronomy and makes it possible for underserved and economically depressed regions to have opportunities to promote the values of scientific investigation, STEM education, and public awareness of astronomy.

From youth worker professional development to organizational change.

PubMed

Rana, Sheetal; Baumgardner, Briana; Germanic, Ofir; Graff, Randy; Korum, Kathy; Mueller, Megan; Randall, Steve; Simmons, Tim; Stokes, Gina; Xiong, Will; Peterson, Karen Kolb

2013-01-01

An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development. It grew from a moral response of Saint Paul Parks and Recreation staff and two faculty members of Youth Studies, University of Minnesota to offer higher-quality services to youth for their healthy development. Its underlying philosophies and ethos included building and sustaining meaningful relationships, cocreating a space for learning and change, becoming a reflecting practitioner, and community organizing. This professional development responded to the participants' interests and needs or to local situations in that moment, that space, and the discussions, and took on different shapes at different times. There were many accomplishments of, challenges and barriers to, and lessons learned from this professional development. Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company.

Teacher Development during Advanced Master's Coursework and Impact on Their Learning 1 Year Later

ERIC Educational Resources Information Center

Banville, Dominique; White, C. Stephen; Fox, Rebecca K.

2014-01-01

Research related to professional development opportunities available to physical education teachers is scarce; what is known shows that career-long professional development opportunities are often limited in scope and are sometimes ineffective or inappropriate (Armour, 2010). Meaningful professional development is critical for teachers if they are…

Professional Development. The Evaluation Exchange. Volume 11, Number 4, Winter 2005-2006

ERIC Educational Resources Information Center

DeDeo, Carrie-Anne, Ed.

2006-01-01

This issue hones in on professional development in four key sectors affecting children, youth, and families--K-12 education, early childhood education, child welfare, and youth development. Though these sectors face many of the same professional development challenges, each has its own unique issues, strengths, and goals. The staffing shortage in…

Teachers Caught in the Action: Professional Development That Matters. The Series on School Reform.

ERIC Educational Resources Information Center

Lieberman, Ann, Ed.; Miller, Lynne, Ed.

This collection of papers focuses on what is known and practiced in professional development. Part 1, "The Purposes of Professional Development," includes (1) "Educational Purposes and Teacher Development" (Maxine Greene); (2) "Going Public: The Imperative of Public Education in the 21st Century" (Carl D. Glickman and…

Classroom-Level Teacher Professional Development and Satisfaction: Teachers Learn in the Context of Classroom-Level Curriculum Development

ERIC Educational Resources Information Center

Shawer, Saad

2010-01-01

This qualitative study examined the impact of classroom-level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English-as-a-foreign-language college teachers and students, data analysis showed that CTPD significantly improved student-teacher subject,…

Self-Directed Professional Development--Hope for Teachers Working in Deprived Environments?

ERIC Educational Resources Information Center

Mushayikwa, Emmanuel; Lubben, Fred

2009-01-01

Self-direction has been identified as a potential key to the success of professional development of teachers, especially those working in deprived environments. This paper develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions…

Instructional Technology Professional Development Evaluation: Developing a High Quality Model

ERIC Educational Resources Information Center

Gaytan, Jorge A.; McEwen, Beryl C.

2010-01-01

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

Teachers-as-Learners: The Role of a Multimedia Professional Development Program in Changing Classroom Practice.

ERIC Educational Resources Information Center

Maor, Dorit

1999-01-01

Describes a professional development program that involved the use of a multimedia package called "Birds of Antarctica" to develop teachers' understanding of a constructivist epistemology in science education. Argues that teachers who engage themselves as learners in a professional development program have greater opportunities to…

Professional Competence Development at the Cooper Union School of Engineering. Course Development and Course Materials.

ERIC Educational Resources Information Center

Bussard, Ellen

A 3-year project was developed to increase students' abilities to perform competently as professional engineers. The project sought to infuse into existing courses concern for, practice with, and development of three competencies critical to professional success: problem-solving, communication, and value clarification. Eight elementary and…

A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Nugent, Gwen; Kunz, Gina; Luo, Linlin; Berry, Brandi; Craven, Katherine; Riggs, April

2012-01-01

A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional…

Critical Friends Group for EFL Teacher Professional Development

ERIC Educational Resources Information Center

Vo, Long Thanh; Nguyen, Hoa Thi Mai

2010-01-01

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

A Curriculum-Linked Professional Development Approach to Support Teachers' Adoption of Web GIS Tectonics Investigations

ERIC Educational Resources Information Center

Bodzin, Alec; Anastasio, David; Sahagian, Dork; Henry, Jill Burrows

2016-01-01

A curriculum-linked professional development approach designed to support middle level science teachers' understandings about tectonics and geospatial pedagogical content knowledge was developed. This approach takes into account limited face-to-face professional development time and instead provides pedagogical support within the design of a…

Use of a Numerical Strategy Framework in the Professional Development of Teachers

ERIC Educational Resources Information Center

Laxman, Kumar; Hughes, Peter

2015-01-01

Derived initially from a strategic analysis of children's methods of counting, the New Zealand Numeracy Projects used, as a starting point for the professional development of teachers, a strategy framework that traces children's development in number reasoning. A pilot study indicated the usefulness of professional development where teachers use…

Preparing School Leaders: The Professional Development Needs of Newly Appointed Principals

ERIC Educational Resources Information Center

Ng, Shun-wing; Szeto, Sing-ying Elson

2016-01-01

In Hong Kong, there is an acute need to provide newly appointed principals with opportunities for continuous professional development so that they could face the impact of reforms and globalization on school development. The Education Bureau has commissioned the tertiary institutions to provide structured professional development courses to cater…

Science Teachers' Conceptualizations and Implications for the Development of the Professional Development Programs

ERIC Educational Resources Information Center

Kaymakamoglu, Sibel Ersel

2017-01-01

This study aimed to investigate the two primary school science teachers' conceptions of professional development, their perceptions of self-improvement and the factors influencing their professional development. In this investigation, a case study approach was adopted. The participant teachers were given a semi-structured interview and the data…

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

ERIC Educational Resources Information Center

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…

The Impact of a Professional Development Program on Teachers' Understandings about Watersheds, Water Quality, and Stream Monitoring.

ERIC Educational Resources Information Center

Shepardson, Daniel P.; Harbor, Jon; Cooper, Barbara; McDonald, Jim

2002-01-01

Professional development programs should provide teachers with experiences that develop their knowledge and skills to integrate environmental field studies into their school curriculum. Reports on a professional development model that engaged teachers in designing and conducting local environmental science research projects. (Author/YDS)

Three Major Sins of Professional Development: How Can We Make It Better?

ERIC Educational Resources Information Center

Varela, Alejandra M.

2012-01-01

Teachers often complain about the professional development opportunities. And it is not uncommon for absenteeism to increase among teachers and staff during in-service days. The biggest problem that professional development has encountered is that it is usually developed as an isolated requirement, with no real connection to daily teaching and…

Bridging and bonding interactions in higher education: social capital and students’ academic and professional identity formation

PubMed Central

Jensen, Dorthe H.; Jetten, Jolanda

2015-01-01

It is increasingly recognized that graduates’ achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students’ socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students’ professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students’ parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students’ professional identity development. PMID:25762954

Bridging and bonding interactions in higher education: social capital and students' academic and professional identity formation.

PubMed

Jensen, Dorthe H; Jetten, Jolanda

2015-01-01

It is increasingly recognized that graduates' achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students' socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students' professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students' parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students' professional identity development.

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…

Understanding Undergraduate Professional Development Engagement and Its Impact

ERIC Educational Resources Information Center

Blau, Gary; Snell, Corinne M.

2013-01-01

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

Teachers' Goal Orientation Profiles and Participation in Professional Development Activities

ERIC Educational Resources Information Center

Kunst, Eva M.; van Woerkom, Marianne; Poell, Rob F.

2018-01-01

Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in professional development activities (acquiring…

Faculty Professional Development for Quality Online Teaching

ERIC Educational Resources Information Center

Alexiou-Ray, Jennifer; Bentley, Courtney C.

2015-01-01

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

Toward Understanding Business Student Professional Development Engagement

ERIC Educational Resources Information Center

Blau, Gary; Blessley, Misty; Kunkle, Matthew; Schirmer, Michael; Regan, Laureen

2017-01-01

Professional development engagement (PDE) is defined as the level of perceived undergraduate engagement in professional development activities. An 11-item measure of PDE exhibited a good reliability. Using a complete data sample of 467 graduating business undergraduates, four variable sets (student background or precollege variables,…

Building Learning into the Teaching Job.

ERIC Educational Resources Information Center

Renyi, Judith

1998-01-01

A two-year study of professional development recommended that schools build professional development into school life via flexible scheduling and extended time blocks; help teachers assume responsibility for their own professional development; find common ground with the community via resource sharing; and find revenues to support professional…

Development of a Survey to Measure Self-Efficacy and Attitudes toward Web-Based Professional Development among Elementary School Teachers

ERIC Educational Resources Information Center

Kao, Chia-Pin; Tsai, Chin-Chung; Shih, Meilun

2014-01-01

The major purpose of this study was to develop a survey to measure elementary school teachers' self-efficacy for web-based professional development. Based on interviews with eight elementary school teachers, three scales of web-based professional development self-efficacy (WPDSE) were formed, namely, general self-efficacy (measuring teachers'…

Facilitating Children's Speech, Language and Communication Development: An Exploration of An Embedded, Service-Based Professional Development Program

ERIC Educational Resources Information Center

Brebner, Chris; Attrill, Stacie; Marsh, Claire; Coles, Lilienne

2017-01-01

Professional development can provide opportunities to develop new skills and knowledge, and to apply them to practice in a sustainable way. However, delivery of professional development needs to consider the philosophies and pedagogies of training recipients, and activities should be tailored to meet their needs. This article reports on an…

Development of a Professional Certification in Cancer Patient Education.

PubMed

Papadakos, Janet; D'souza, Anna; Masse, Adeline; Boyko, Susan; Clarke, Susan; Giuliani, Meredith; MacKinnon, Keira; McBain, Sarah; McCallum, Meg; MacVinnie, Jan; Papadakos, Tina

2018-04-19

Patient educators come into the field from diverse professional backgrounds and often lack training in how to teach and develop patient education resources since no formal patient education professional certification program exists. A professional certification program for patient educators would further define the professional scope of practice and reduce variability in performance. The purpose of this study was to (1) determine the level of interest among Canadian cancer patient educators in a patient education professional certification program and (2) determine the competencies to be included in the professional certification program. A 12-item survey was designed by executive members of the Canadian Chapter of the Cancer Patient Education Network. The survey included a list of competencies associated with patient education, and a 4-point Likert scale ranging from "slightly important" to "very important" was used to determine the rank of each competency. The survey was sent to 53 patient educators across Canada. Ninety-two percent of the patient educators are interested in a professional certification program. Patient educators indicated that competencies related to developing patient resources, collaboration, plain language expertise, and health literacy were of most importance. Patient educators support the development of a patient education professional certification program and endorsed the competencies proposed. This information provides the foundation for the creation of a professional certification program for cancer patient educators.

Professional competencies in health promotion and public health: what is common and what is specific? Review of the European debate and perspectives for professional development.

PubMed

Mereu, Alessandra; Sotgiu, Alessandra; Buja, Alessandra; Casuccio, Alessandra; Cecconi, Rosaria; Fabiani, Leila; Guberti, Emilia; Lorini, Chiara; Minelli, Liliana; Pocetta, Giancarlo; Contu, Paolo

2015-01-01

According to the Nairobi Call to Action, the growth of practitioners' skills can be favoured by setting accreditation standards and by reorienting professional competencies of current and future health workers. This will make it possible to develop a critical mass of competent practitioners, foster training, and increase visibility of the professional field. Through a review of the literature, the authors offer an overview of competency-based strategies for professional development in health promotion. The main research questions discussed were as follows: Is there a shared definition of public health?; Is there a shared definition of health promotion?; Who are the main stakeholders for public health and health promotion in Europe?; What is the meaning of professional competencies in education and practice for public health and health promotion?; Is there a shared system of professional core competencies in public health and health promotion?;What is common and what is specific between the two systems of professional competencies?; Is it useful and feasible to create specific strategies of professional development for public health and health promotion? A transformative use of competencies makes it possible to inform students, professionals, employers, and political decision-makers about what is expected from a specific profession and its values.

Secondary science teachers' view toward and classroom translation of sustained professional development

NASA Astrophysics Data System (ADS)

Lewis, Elizabeth Blake

This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

Teachers' Professional Lives and Continuing Professional Development in Changing Times

ERIC Educational Resources Information Center

Tang, Sylvia Yee Fan; Choi, Pik Lin

2009-01-01

This paper presents a qualitative study about how teachers entering the profession at different times over the last five decades made sense of their professional lives and continuing professional development (CPD) experiences against the backdrop of the CPD policy infrastructure and wider educational context in Hong Kong. The life history method…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

A Measure of Professional Identity Development for Professional Education

ERIC Educational Resources Information Center

Tan, Chin Pei; Van der Molen, H. T.; Schmidt, H. G.

2017-01-01

The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of…

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

ERIC Educational Resources Information Center

Boardman, Edna M.

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

Teacher Quality, Professionalism and Professional Development: Findings from a European Project

ERIC Educational Resources Information Center

Hilton, Gillian; Flores, Maria Assunção; Niklasson, Laila

2013-01-01

This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers,…

Developing and Piloting a Form for Student Assessment of Faculty Professionalism

ERIC Educational Resources Information Center

Todhunter, Sarah; Cruess, Sylvia R.; Cruess, Richard L.; Young, Meredith; Steinert, Yvonne

2011-01-01

One of the impediments to teaching professionalism is unprofessional behavior amongst clinical teachers. No method of reliably assessing the professional behavior of clinical teachers has yet been reported. The aim of this project was to develop and pilot such a tool. Thirty-four desirable professional behaviors in clinical teachers were…

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

ERIC Educational Resources Information Center

Mantei, Jessica; Kervin, Lisa

2011-01-01

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

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…

Chi Sigma Iota Chapter Leadership and Professional Identity Development in Early Career Counselors

ERIC Educational Resources Information Center

Luke, Melissa; Goodrich, Kristopher M.

2010-01-01

As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as…

Authentic Professional Development

ERIC Educational Resources Information Center

Kenneson, Paula M.

1999-01-01

Choosing Higher Options in Community Education (CHOICE) Alternative School is devoted to professional development. This report documents the need for and planning of sustained and supported professional development for 4 staff members at the CHOICE Alternative School in Jamestown, New York. There was no focused plan or vision for staff development…

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…

#Digitalfaith: Using Social Media for Professional Development

ERIC Educational Resources Information Center

Manson, Sable A.; Cordovés, Janett I.

2018-01-01

There is a need to identify and create spaces for professionals in higher education to engage religion, secularism, and spirituality in meaningful ways. #DigitalFaith resources are the digital platforms and communities supporting religious, secular, and spiritual development, and they offer potential avenues for professional development. This…

Uncovering a Connection between the Teachers' Professional Development Program and Students' Learning

ERIC Educational Resources Information Center

Lin, Su-ching; Cheng, Wen-wen; Wu, Ming-sui

2015-01-01

Most research suggests professional development improves teachers' knowledge and pedagogy and enhances teachers' confidence to facilitate a positive attitude about student learning. This study attempted to investigate the connection between teacher professional development program and students' Learning. This study took Readers' Theater Teaching…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Professional Development for Secondary Science Teachers in a Contextual Setting.

ERIC Educational Resources Information Center

Nelson, C. Riley; Hanegan, Nikki L.

This paper discusses an intensive professional development program designed by a science education specialist in conjunction with university science research professors demonstrating quality science teaching practices for secondary teachers in a contextual setting. The intensive professional development model was designed using research based,…

Measuring the Quality of Professional Development Training

ERIC Educational Resources Information Center

Gaumer Erickson, Amy S.; Noonan, Patricia M.; Brussow, Jennifer; Supon Carter, Kayla

2017-01-01

High-quality, evidence-based professional development is essential to ensure that teachers obtain the knowledge, strategies and skills necessary to positively impact student learning. While the primary form of professional development, training has rarely been evaluated for quality beyond the satisfaction of those being trained. The Observation…

Cost Framework for Teacher Preparation and Professional Development.

ERIC Educational Resources Information Center

Rice, Jennifer King

In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report contributes to the understanding of resources required to successfully implement, replicate, or scale up professional development initiatives. The first section examines what preservice and inservice…

Managing School-Based Professional Development Activities

ERIC Educational Resources Information Center

Cheng, Eric C. K.

2017-01-01

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

Professional Development: Perceptions of Benefits for Principals

ERIC Educational Resources Information Center

Blaik Hourani, Rida; Stringer, Patricia

2015-01-01

Schools in Abu Dhabi are going through change and reform. Abu Dhabi Education Council (ADEC) has initiated professional development for principals to facilitate change and school improvement. This paper explores principals' perception on the benefits of professional development received in light of managing school change and reforms.…

Online Professional Development: A Primer

ERIC Educational Resources Information Center

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

2016-01-01

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

Professional Development for Water Quality Control Personnel.

ERIC Educational Resources Information Center

Shepard, Clinton Lewis

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

Baylor University and Midway Independent School District: An Exemplary Partnership

ERIC Educational Resources Information Center

McCall, Madelon; Howell, Leanne; Rogers, Rachelle; Osborne, Lisa; Goree, Krystal; Merritt, Brent; Cox, Herb; Fischer, Jay; Gardner, Paula; Gasaway, Jeff

2017-01-01

The National Association of Professional Development Schools recognized the partnership between Baylor University and Midway Independent School District as one of three partnerships to receive the 2017 Award for Exemplary Professional Development School Achievement. This Professional Development School partnership began in 2009 and places the…

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…

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…

The Virtual Extension Annual Conference: Addressing Contemporary Professional Development Needs

ERIC Educational Resources Information Center

Franz, Nancy K.; Brekke, Robin; Coates, Deb; Kress, Cathann; Hlas, Julie

2014-01-01

Extension systems are experimenting with new models for conducting professional development to enhance staff competence and other returns on professional development investments. The ISUEO virtual annual conference provides a successful flipped classroom model of asynchronous and synchronous learning events for conducting an Extension annual…

Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

ERIC Educational Resources Information Center

Limberg, Dodie; Bell, Hope; Super, John T.; Jacobson, Lamerial; Fox, Jesse; DePue, M. Kristina; Christmas, Chris; Young, Mark E.; Lambie, Glenn W.

2013-01-01

The professional identity of a counselor educator develops primarily during the individual's doctoral preparation program. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups…

Graduate Student-Run Course Framework for Comprehensive Professional Development

ERIC Educational Resources Information Center

Needelman, Brian A.; Ruppert, David E.

2006-01-01

Comprehensive professional development is rarely offered to graduate students, yet would assist students to obtain employment and prosper in their careers. Our objective was to design a course framework to provide professional development training to graduate students that is comprehensive, minimizes faculty workload, and provides enculturation…

The Professional Development of High School Chemistry Coordinators

ERIC Educational Resources Information Center

Hofstein, Avi; Carmeli, Miriam; Shore, Relly

2004-01-01

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

Leading and Learning: Leadership, Change, and Challenge in a Professional Development Initiative

ERIC Educational Resources Information Center

Curtis, Todd A.; DiFabio, Mark L.; Fortuna, Jodi L.; Lauze, Kathleen M.; McCoy, Tina H.; Nikas, Kathryn M.

2012-01-01

Schools seeking to increase student achievement often employ professional development strategies to institute instructional reforms, yet research offers little guidance on how leadership behaviors might support professional development aimed at district reform and instructional change. This qualitative case study examined the following research…

Affirm Gender and Sexual Diversity within the School Community

ERIC Educational Resources Information Center

Leonardi, Bethy; Staley, Sara

2015-01-01

Schools tend to be unsafe, unsupportive places for LGBTQ youth. Generally, teachers and administrators are provided little professional development (professional development) focused on gender and sexual diversity. Efforts to provide educators with gender and sexual diversity-focused professional development are slowly expanding, but still too…

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…

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

ERIC Educational Resources Information Center

McLaughlin, Colleen, Ed.

2012-01-01

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

Transitioning to Inquiry-Based Teaching: Exploring Science Teachers' Professional Development Experiences

ERIC Educational Resources Information Center

Kazempour, Mahsa; Amirshokoohi, Aidin

2014-01-01

The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during the…

Standards for Reporting Mathematics Professional Development in Research Studies

ERIC Educational Resources Information Center

Sztajn, Paola

2011-01-01

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

Impact of Selected Professional Aspects on Teacher Burnout.

ERIC Educational Resources Information Center

Kudva, Pramila

This study investigated the relationship between several components of teacher burnout and various professional factors. Professional factors included professional qualifications, teaching level, professional growth, professional commitment, and role efficacy. Components of teacher burnout included development of negative attitudes toward students…

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

ERIC Educational Resources Information Center

Colmer, Kaye

2017-01-01

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

Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

NASA Astrophysics Data System (ADS)

Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.

2014-12-01

Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.

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…

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…

Theoretical Model of Professional Competence Development in Dual-Specialty Students (On the Example of the "History, Religious Studies" Specialty)

ERIC Educational Resources Information Center

Karimova, A. E.; Amanova, A. S.; Sadykova, A. M.; Kuzembaev, N. E.; Makisheva, A. T.; Kurmangazina, G. Zh.; Sakenov, Janat

2016-01-01

The article explores the significant problem of developing a theoretical model of professional competence development in dual-specialty students (on the example of the "History, Religious studies" specialty). In order to validate the specifics of the professional competence development in dual-specialty students (on the example of the…

Dispositional Development as a Form of Continuous Professional Development: Centre-Based Reflective Practices with Teachers of (Very) Young Children

ERIC Educational Resources Information Center

Swim, Terri Jo; Isik-Ercan, Zeynep

2013-01-01

The nature of professional development in early childhood education has recently been reconceptualised, with accompanying changes in policy and practice. This paper draws from teacher education literature to define the components of continuing professional development practices in the context of early childhood education practice. By relating…

The Role of Social Practice for the Development of Educational and Professional Standards

ERIC Educational Resources Information Center

Bobyleva, Irina; Zavodilkina, Olga

2017-01-01

The article describes modern development in education in the Russian Federation, tied to the development of professional standards. We will show that introduction of professional standards can not only start from a profession, but from an actively developing social practice. Using the example of alumni socio-educational support of all forms of…

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

ERIC Educational Resources Information Center

Lindsay, Hilary

2016-01-01

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

Using Professional Development to Achieve Classroom Reform and Science Proficiency: An Urban Success Story from Southern Nevada, USA

ERIC Educational Resources Information Center

Crippen, Kent J.; Biesinger, Kevin D.; Ebert, Ellen K.

2010-01-01

This paper provides a detailed description and evaluation of a three-year professional development project in a large urban setting in the southwestern United States. The impetus for the project was curriculum development focused on integrated scientific inquiry. Project goals included the development of a professional learning community, reformed…

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…

The Impact of Professional Development: A Theoretical Model for Empirical Research, Evaluation, Planning and Conducting Training and Development Programmes

ERIC Educational Resources Information Center

Huber, Stephan Gerhard

2011-01-01

This paper considers several trends in professional development programmes found internationally. The use of multiple learning approaches and of different modes and types of learning in PD is described. Various theories and models of evaluation are discussed in the light of common professional development activities. Several recommendations are…

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

ERIC Educational Resources Information Center

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

2010-01-01

The study examines the professional development of junior-high-school teachers participating in the Israeli "Katom" (Computer for Every Class, Student and Teacher) Program, begun in 2004. A three-circle support and training model was developed for teachers' professional development. The first circle applies to all teachers in the…

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

ERIC Educational Resources Information Center

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

2015-01-01

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