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Sample records for professional skills development

  1. Developing Professional Skills in Journalism through Blogs

    ERIC Educational Resources Information Center

    Hodgson, Paula; Wong, Dora

    2011-01-01

    The curriculum for journalism is being forced to change because the traditional print-based and broadcast modes are being challenged by wide and easy access to online mass communication. Primarily, students need to develop proficiency in writing, editing and publishing. However, they are also expected to be skilled in the Web medium as they…

  2. Professional Development: Social Skills and Young Children

    ERIC Educational Resources Information Center

    Jalongo, Mary Renck

    2006-01-01

    Learning to work and play well with others truly is a lifelong goal with a foundation in the early childhood years. Effective early childhood educators recognize that supporting children's social competence and teaching them academic skills are compatible rather than competing goals; each grows and benefits from advances in the other. Together,…

  3. Online Graduate Student Identity and Professional Skills Development

    ERIC Educational Resources Information Center

    Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela; Gauvreau, Sarah

    2013-01-01

    Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be…

  4. Development, Implementation, and Evaluation of a Professional Skills Development Program: The Case of Concordia University's GradProSkills

    ERIC Educational Resources Information Center

    Venkatesh, Vivek; Rabah, Jihan; Lamoureux-Scholes, Laurie; Pelczer, Ildiko; Urbaniak, Kathryn; Martin, Frédérica

    2014-01-01

    The Graduate and Professional Skills (GradProSkills) program is an initiative developed and run by Concordia University's School of Graduate Studies and the university's Office of the Vice-President, Research and Graduate Studies. This paper presents a case study in which we describe the development, implementation, and evaluative components of…

  5. Introducing Professional and Career Development Skills in the Marketing Curriculum

    ERIC Educational Resources Information Center

    Kelley, Craig A.; Bridges, Claudia

    2005-01-01

    According to recent studies in academic journals, business practitioners have expressed the view that marketing graduates lack certain professional and career skills. In addition, informal discussions with campus recruiters have suggested that their experience is very similar. This exploratory study reports the results of a survey of the…

  6. Delivering information skills training at a health professionals continuing professional development conference: an evaluation.

    PubMed

    Lawton, Aoife; Manning, Padraig; Lawler, Fiona

    2017-03-01

    In this feature, guest writer Aoife Lawton discusses the outcomes of an information skills workshop delivered at a continuing professional development conference for health and social care professionals in Ireland. The primary aim of the study was to evaluate perceptions of the effectiveness of the workshop. The study provides details of how, through collaborative partnership, the workshop was developed and delivered. Application of an adapted version of the Kirkpatrick model of evaluation is presented alongside details of what impact the event had on the attendees both immediately after the workshop and 3 months post-workshop. The authors also reflect on the benefits delivery of the workshops had for professional health library practice and service improvement. H. S.

  7. Professional Development: A Skills Approach to a Writing Workshop

    ERIC Educational Resources Information Center

    Levitt, Roberta; Kramer-Vida, Louisa; Palumbo, Anthony; Kelly, Susan P.

    2014-01-01

    In this era of globalization, students need to know how to write well. Faculty development needs to focus on assisting primary teachers as they prepare students for a twenty-first-century world. Strategic curriculum reform and professional development can be achieved by partnerships between district administrators and professional consultants. Two…

  8. Professional Skills Development in a Resource-Poor Setting: The Case of Pharmacy in Malawi

    ERIC Educational Resources Information Center

    Lim, Zoe; Anderson, C.; McGrath, S.

    2012-01-01

    The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills…

  9. Health professional expectations for self-care skill development in youth with spina bifida.

    PubMed

    Greenley, Rachel Neff

    2010-01-01

    The author examined expectations for the development of self-care skills for youth with spina bifida (SB) among a multidisciplinary group of health professionals, including physicians, nurse practitioners, nurses, and other professionals. Ninety-seven professionals from U.S. SB clinics completed a Web-based survey of expectations for youth attainment of bowel, bladder, and skin care skills. Professionals rated expectations for two hypothetical vignettes: a child with moderate SB severity and a child with greater severity. Most professionals believed that all skills were attainable by the end of elementary school in the moderate severity condition. Expectations for skill attainment in the severe condition were lower and significantly later (end of high school) than in the moderate condition. Professionals who treated more patients annually expected earlier bowel and bladder skill attainment. Findings highlight the importance of developing different timelines for nursing education of youth with moderate versus more severe condition impairment.

  10. Relationships between Ongoing Professional Development and Educators' Perceived Skills Relative to RtI

    ERIC Educational Resources Information Center

    Castillo, Jose M.; March, Amanda L.; Tan, Sim Yin; Stockslager, Kevin M.; Brundage, Amber; Mccullough, Mollie; Sabnis, Sujay

    2016-01-01

    Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large-scale professional development on RtI and educators' perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27…

  11. 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.

  12. College Instructors' Implicit Theories about Teaching Skills and Their Relationship to Professional Development Choices

    ERIC Educational Resources Information Center

    Thadani, V.; Breland, W.; Dewar, J.

    2010-01-01

    Implicit theories about the malleability of skills/abilities have been shown to predict learners' willingness to participate in learning opportunities. The authors examined whether college professors' implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to…

  13. Evaluation of District-Provided Professional Development on Critical Thinking Skills

    ERIC Educational Resources Information Center

    Bedosky, Michael J.

    2013-01-01

    Critical thinking skills are often not being taught or used in classrooms. Instead, more testing has become the norm, leaving students less equipped to discern information and become well-informed, conscientious citizens. Based on research concerning the importance of critical thinking skills and professional development for teachers, this study…

  14. Utilizing Science Outreach to Foster Professional Skills Development in University Students

    ERIC Educational Resources Information Center

    Eng, Edward; Febria, Catherine

    2011-01-01

    Students seek unique experiences to obtain and enhance professional development skills and to prepare for future careers. Through the Let's Talk Science Partnership Program (LTSPP), a voluntary science outreach program at University of Toronto Scarborough, students are given the opportunity to continually improve on skills which include: the…

  15. Case Study: Use of Problem-Based Learning to Develop Students' Technical and Professional Skills

    ERIC Educational Resources Information Center

    Warnock, James N.; Mohammadi-Aragh, M. Jean

    2016-01-01

    Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, "Does PBL enable students to develop desirable professional engineering skills?" The desirable skills identified were communication, teamwork, problem…

  16. An integrated approach to develop professional and technical skills for informatics engineering students

    NASA Astrophysics Data System (ADS)

    Fernandes, João M.; van Hattum-Janssen, Natascha; Nestor Ribeiro, António; Fonte, Victor; Santos, Luís Paulo; Sousa, Pedro

    2012-05-01

    Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as professionals. This article describes the organisation and impact of a mini-conference and project work - the creation of a software product and its introduction in the market - aimed at the development of professional competencies in general and writing skills in particular. The course was evaluated by assessing the students' perception of the development of a number of professional competencies through a questionnaire completed by 125 students from two consecutive year groups. The results indicate that the project work and the mini-conference had a positive impact on students' perceptions of the development of professional competencies.

  17. Developing Professional Skills in STEM Students: Data Information Literacy

    ERIC Educational Resources Information Center

    Zilinski, Lisa D.; Sapp Nelson, Megan; Van Epps, Amy S.

    2014-01-01

    Undergraduate STEM students are increasingly expected to have some data use skills upon graduation, whether they pursue post-graduate education or move into industry. This project was an initial foray into the application of data information literacy competencies to training undergraduate students to identify markers of data and information…

  18. Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers: A Professional Development Partnership

    ERIC Educational Resources Information Center

    Merrill, Chris; Devine, Kevin L.; Brown, Joshua W.; Brown, Ryan A.

    2010-01-01

    In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science…

  19. Developing Social Work Professional Judgment Skills: Enhancing Learning in Practice by Researching Learning in Practice

    ERIC Educational Resources Information Center

    Rawles, Joanna

    2016-01-01

    The aims of this article are twofold: to discuss the value of practice-based research as a basis for enhancing learning and teaching in social work and, as an illustration of this, to present the findings of a preliminary qualitative research study into social work students' development of professional judgment skills. The research was conducted…

  20. Monitoring and Stimulating Development of Integrated Professional Skills in University Study Programmes

    ERIC Educational Resources Information Center

    Wahlgren, Marie; Ahlberg, Anders

    2013-01-01

    In Swedish higher education, quality assurance mainly focuses on course module outcomes. With this in mind we developed a qualitative method to monitor and stimulate progression of learning in two modularized engineering study programmes. A set of core professional values and skills were triangulated through interviews with students, teachers,…

  1. Computer Access, Teacher Skills and Motivation to Take Online Professional Development in the Riyadh School District

    ERIC Educational Resources Information Center

    Albrkhil, Haya

    2013-01-01

    Eight hundred Saudi Arabia educators from the Riyadh District participated in this study to determine teachers' access to computers, computer skill level and motivation to enroll in online courses pertaining to professional development. Participants, who were chosen according to a stratified sampling technique, completed a survey which provided…

  2. A model of professional development for practicing genetic counselors: adaptation of communication skills training in oncology.

    PubMed

    Dunlop, Kate L; Barlow-Stewart, Kristine; Butow, Phyllis; Heinrich, Paul

    2011-06-01

    Ongoing professional development for practicing genetic counselors is critical in maintaining best practice. Communication skills training (CST) workshops for doctors in oncology, utilizing trained actors in role plays, have been implemented for many years to improve patient-centred communication. This model was adapted to provide professional development in counseling skills for practicing genetic counselors, already highly trained in counseling skills. Detailed evidence based scenarios were developed. Evaluation of participants' experience and perceived outcomes on practice included surveys immediately post workshops (2002, 2004, 2005, 2008 (×2); n = 88/97), 2-5 years later (2007; n = 21/38) and a focus group (2007; n = 7). All rated workshops as effective training. Aspects highly valued included facilitator feedback, actors rather than role-playing with peers and being able to stop and try doing things differently. Perceived outcomes included the opportunity to reflect on practice; bring focus to communication; motivation and confidence. The high level of satisfaction is a strong endorsement for ongoing communication skills training in this format as part of professional development.

  3. Developing an occupational skills profile for the emerging profession of "big-data-enabled professional"

    NASA Astrophysics Data System (ADS)

    Kastens, K. A.; Malyn-Smith, J.; Ippolito, J.; Krumhansl, R.

    2014-12-01

    In August of 2014, the Oceans of Data Institute at Education Development Center, Inc. (EDC) is convening an expert panel to begin the process of developing an occupational skills profile for the "big-data-enabled professional." We define such a professional as an "individual who works with large complex data sets on a regular basis, asking and answering questions, analyzing trends, and finding meaningful patterns, in order to increase the efficiency of processes, make decisions and predictions, solve problems, generate hypotheses, and/or develop new understandings." The expert panel includes several geophysicists, as well as data professionals from engineering, higher education, analytical journalism, forensics, bioinformatics, and telecommunications. Working with experienced facilitators, the expert panel will create a detailed synopsis of the tasks and responsibilities characteristic of their profession, as well as the skills, knowledge and behaviors that enable them to succeed in the workplace. After the panel finishes their work, the task matrix and associated narrative will be vetted and validated by a larger group of additional professionals, and then disseminated for use by educators and employers. The process we are using is called DACUM (Developing a Curriculum), adapted by EDC and optimized for emergent professions, such as the "big-data-enabled professional." DACUM is a well-established method for analyzing jobs and occupations, commonly used in technical fields to develop curriculum and training programs that reflect authentic work tasks found in scientific and technical workplaces. The premises behind the DACUM approach are that: expert workers are better able to describe their own occupation than anyone else; any job can be described in terms of the tasks that successful workers in the occupation perform; all tasks have direct implications for the knowledge, skills, understandings and attitudes that must be taught and learned in preparation for the

  4. Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates

    ERIC Educational Resources Information Center

    Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers

    2009-01-01

    Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…

  5. Case study: use of problem-based learning to develop students' technical and professional skills

    NASA Astrophysics Data System (ADS)

    Warnock, James N.; Mohammadi-Aragh, M. Jean

    2016-03-01

    Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  7. Improving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development.

    PubMed

    Cabell, Sonia Q; Downer, Jason T

    2011-10-01

    MyTeachingPartner (MTP) is a web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial indicated that for English-only classrooms, teachers receiving a high level of support had students who made greater gains in language and literacy skills than teachers who only received access to a curricular supplement. Three implications are drawn from these findings: (1) on-going, video-based consultation holds promise not only for altering teacher-child interactions, but also improving children's learning, (2) technology allows teachers to receive intensive, effective support from a distance, and (3) there is still much to be learned about how professional development can support effective teaching of language and literacy skills to children whose home language is not English.

  8. 21st Century Learning Skills Embedded in Climate Literacy Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Myers, R. J.; Schwerin, T. G.; Blaney, L.

    2011-12-01

    Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st

  9. A Collaborative Model for Developing Classroom Management Skills in Urban Professional Development School Settings

    ERIC Educational Resources Information Center

    Dobler, Elizabeth; Kesner, Cathy; Kramer, Rebecca; Resnik, Marilyn; Devin, Libby

    2009-01-01

    This article describes a school-university partnership that focuses on the development of classroom management skills for preservice teachers in an urban setting, through collaboration between mentors, principals, and a university supervisor. To prepare preservice teachers for the unique challenges of urban schools, three key elements were…

  10. The National Health Service Knowledge and Skills Framework and its implications for continuing professional development in nursing.

    PubMed

    Gould, Dinah; Berridge, Emma-Jane; Kelly, Daniel

    2007-01-01

    The National Health Service Knowledge and Skills Framework has been introduced as part of the Agenda for Change Reforms in the United Kingdom to link pay and career progression to competency. The purpose of this paper is to consider the implications for nurses, their managers and the impact on university departments delivering continuing professional development for nurses. The new system has the potential to increase the human resources management aspect of the clinical nurse managers' role and could have legal implications, for example if practitioners perceive that their needs for continuing professional development have been overlooked to the detriment of their pay and career aspirations. The new system also has implications for providers of continuing professional development in the universities and is likely to demand closer liaison between education providers and trust staff who commission education and training. The Knowledge and Skills Framework is of interest to nurses and nurse educators internationally because the system, if effective, could be introduced elsewhere.

  11. The Effects of Professional Development Activities on the Skill Acquisition of Teachers.

    ERIC Educational Resources Information Center

    Whitworth, Jerry E.

    This paper describes a professional development model which emerged from two projects that had professional development of teachers as an important component. The first project, Project Lighthouse, provided teachers with training to facilitate the inclusion of students with disabilities into general education classrooms. The second project was a…

  12. Professional Development Schools and Early Childhood Education: Interactive Skills of Students, Playgroup and Kindergarten Teachers

    ERIC Educational Resources Information Center

    de Roos, Simone A.; van der Heijden, Monique H. R. M. A.; Gorter, Ruud J.

    2010-01-01

    This study examines professional development activities for students and teachers in two Dutch professional development schools (PDSs). The PDSs consist of a partnership between the kindergarten classes of the elementary school and accompanying playgroup (with children aged 4-6 and 2.6-4, respectively), a teacher's training college and a research…

  13. Job Skills of the Financial Aid Professional.

    ERIC Educational Resources Information Center

    Heist, Vali

    2002-01-01

    Describes the skills practiced by student financial aid professionals which are valued by all employers, including problem solving, human relations, computer programming, teaching/training, information management, money management, business management, and science and math. Also describes how to develop skills outside of the office. (EV)

  14. Professional Skills in the Engineering Curriculum

    ERIC Educational Resources Information Center

    Mohan, Ashwin; Merle, Dominike; Jackson, Christa; Lannin, John; Nair, Satish S.

    2010-01-01

    Faculty from the Department of Electrical and Computer Engineering and the College of Education at the University of Missouri (MU), Columbia, developed a novel course for engineering graduate students emphasizing pedagogy and professional skills. The two-semester course sequence, titled "Preparing Engineering Faculty and Professionals,"…

  15. An Integrated Approach to Develop Professional and Technical Skills for Informatics Engineering Students

    ERIC Educational Resources Information Center

    Fernandes, Joao M.; Van Hattum-Janssen, Natascha; Ribeiro, Antonio Nestor; Fonte, Victor; Santos, Luis Paulo; Sousa, Pedro

    2012-01-01

    Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as…

  16. Why Professional Development Matters

    ERIC Educational Resources Information Center

    Mizell, Hayes

    2010-01-01

    Professional development refers to many types of educational experiences related to an individual's work. Doctors, lawyers, educators, accountants, engineers, and people in a wide variety of professions and businesses participate in professional development to learn and apply new knowledge and skills that will improve their performance on the job.…

  17. "It's More than Stick and Rudder Skills": An Aviation Professional Development Community of Practice

    ERIC Educational Resources Information Center

    Bates, P.; O'Brien, W.

    2013-01-01

    In Australian higher education institutions, benchmarks have been directed at developing key competencies and attributes to facilitate students' transition into the workforce. However, for those students whose degree has a specific vocational focus, it is also necessary for them to commence their professional development whilst undergraduates.…

  18. Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers through Teacher Professional Development

    ERIC Educational Resources Information Center

    Wasik, Barbara A.; Hindman, Annemarie H.

    2011-01-01

    In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the "business as usual" PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional…

  19. Cultivating Problem-Solving Skills through Problem-Based Approaches to Professional Development.

    ERIC Educational Resources Information Center

    Lohman, Margaret C.

    2002-01-01

    A literature review analyzed training designs in four professional development approaches: case study, goal-based scenario, problem-based learning, and action learning. Case study and scenario tended to foster single-loop learning and solution of well-structured problems; problem-based and action learning fostered double-loop learning and…

  20. The Effects of a STEM Professional Development Intervention on Elementary Teachers' Science Process Skills

    ERIC Educational Resources Information Center

    Cotabish, Alicia; Dailey, Deborah; Hughes, Gail D.; Robinson, Ann

    2011-01-01

    In order to increase the quality and quantity of science instruction, elementary teachers must receive professional development in science learning processes. The current study was part of a larger randomized field study of teacher and student learning in science. In two districts in a southern state, researchers randomly assigned teacher…

  1. 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…

  2. Professional Skills Needed by Our Graduates

    ERIC Educational Resources Information Center

    Woods, Donald R.; Briedis, Daina; Perna, Angelo

    2013-01-01

    Accreditation agencies have outlined professional skills that should be possessed by engineering graduates. The question this paper addresses is "What professional skills do our recent graduates actually use and value as being important?" Young engineering professionals, as well as professionals in many different professions, were asked…

  3. Professional Development.

    ERIC Educational Resources Information Center

    Benson, Chris, Ed.

    2000-01-01

    This serial issue contains 12 articles on the theme of "Professional Development," specifically about how teachers in the Bread Loaf Rural Teacher Network (BLRTN) are fostering their own and each other's development as teachers. The BLRTN consists of approximately 260 rural teachers in Alaska, Arizona, Colorado, Georgia, Kentucky,…

  4. Teacher Design in Teams as a Professional Development Arrangement for Developing Technology Integration Knowledge and Skills of Science Teachers in Tanzania

    ERIC Educational Resources Information Center

    Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke

    2016-01-01

    This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in…

  5. Professional Development.

    ERIC Educational Resources Information Center

    Swanson, Gordon I.; Jervis, Robert

    Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education, this booklet is the eighth in a series describing current, successful career education practices. A successful career education program is dependent upon professional development. Based on this premise, the monograph: (1)…

  6. Traces of Discourses and Governmentality within the Content and Implementation of the Western Australian Fundamental Movement Skills Programme (STEPS Professional Development)

    ERIC Educational Resources Information Center

    Jefferson-Buchanan, Rachael

    2016-01-01

    Over the last 20 years or more, a plethora of movement programmes have been adopted within primary physical education in the UK and across Australia. One particular programme, Fundamental Movement Skills (STEPS Professional Development), became of interest to the researcher during her dual role as the UK Fundamental Movement Skills (FMS)…

  7. Professional development

    NASA Astrophysics Data System (ADS)

    Yoon, Jin Hee; Hartline, Beverly Karplus; Milner-Bolotin, Marina

    2013-03-01

    The three sessions of the professional development workshop series were each designed for a different audience. The purpose of the first session was to help mid-career physicists aspire for and achieve leadership roles. The second session brought together students, postdoctoral fellows, and early-career physicists to help them plan their career goals and navigate the steps important to launching a successful career. The final session sought to increase awareness of the results of physics education research, and how to use them to help students-especially women-learn physics better. The presentations and discussions were valuable for both female and male physicists.

  8. Blogging in Teacher Professional Development: Its Role in Building Computer-Assisted Language Teaching Skills

    ERIC Educational Resources Information Center

    Murugaiah, Puvaneswary; Azman, Hazita; Ya'acob, Azizah; Thang, Siew Ming

    2010-01-01

    Teaching in today's classroom is technology-driven. For language teachers, computer-assisted language learning (CALL) is exciting yet challenging as they are required to possess appropriate skills and knowledge to teach in such an environment. Both technical skills and pedagogical knowledge are crucial for teaching and learning in a…

  9. Online Professional Skills Workshops: Perspectives from Distance Education Graduate Students

    ERIC Educational Resources Information Center

    Gauvreau, Sarah; Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela

    2016-01-01

    While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking,…

  10. Developing 21st Century Skills through Effective Professional Development: A Study of Jamestown Polytechnic Charter School Organization

    ERIC Educational Resources Information Center

    Olabuenaga, Gina

    2010-01-01

    Literature has shown that professional development is most effective when it is ongoing, involves active, collective participation, and has coherence with the overall curriculum and teacher experience. This study was designed to examine the manner and extent to which Jamestown Polytechnic Charter School Organization designs and implements…

  11. Developing Interdisciplinary Skills and Professional Confidence in Palliative Care Social Work Students

    ERIC Educational Resources Information Center

    Supiano, Katherine P.; Berry, Patricia H.

    2013-01-01

    Research suggests that better educational preparation is necessary to assure that health care social workers have the competencies essential for high quality interdisciplinary palliative care practice. This study is a qualitative evaluation of those elements contributing to competence and confidence in interdisciplinary practice skills of second…

  12. Psychological Skills Development and Maintenance in Professional Soccer Players: An Experimental Design with Follow Up Measures

    ERIC Educational Resources Information Center

    Miçoogullari, Bülent Okan

    2016-01-01

    Psychological skills training and Psychological well-being (PWB) are two essential concepts not only for general mental health but also for athletic performance in sport settings. However, the effects of problems in Sport Training Scale (PSTS) on sport performance and general psychological well-being have not been systematically examined through…

  13. Beyond Knowledge and Skills: Rethinking the Development of Professional Identity during the STEM Doctorate

    ERIC Educational Resources Information Center

    Hancock, Sally; Walsh, Elaine

    2016-01-01

    The science, technology, engineering, mathematics (STEM) doctorate is the established entry qualification for a scientific research career. However, contemporary STEM doctoral graduates assume increasingly diverse professional paths, with many forging non-academic careers. Using the UK as an example, the authors suggest that the STEM PhD fails to…

  14. The Role the Collegiate American Marketing Association Plays in Professional and Entrepreneurial Skill Development

    ERIC Educational Resources Information Center

    Peltier, James W.; Scovotti, Carol; Pointer, Lucille

    2008-01-01

    Professional student organizations offer members a wide range of learning opportunities for applied marketing experiences. Little research exists in the marketing education literature on the role student organizations play in preparing their members for life beyond school. Understanding what students seek as members of such organizations and how…

  15. Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices

    ERIC Educational Resources Information Center

    Brinkerhoff, Jonathan

    2006-01-01

    A variety of barriers relating to resources, institutional and administrative policies, skills development and attitudes can hinder the effectiveness of technology professional development resulting in underutilized technology resources and lack of integration of those resources within instruction. Multiple methods were used to evaluate the…

  16. Cultivation of Professional Engineering Skills: Development of a Tutorial Method. Tertiary Education Research Centre Occasional Publication No. 12.

    ERIC Educational Resources Information Center

    Boud, D. J.; Gray, T. G. F.

    Skills tutorials for first year engineering students at the University of New South Wales, Australia, were introduced in order to develop an awareness of certain conceptual skills commonly exercised by practicing engineers. Particular skills include the manipulation of information in different forms, translation from one form to another,…

  17. Individual Professional Development Plans: Cultivating Professional Growth

    ERIC Educational Resources Information Center

    Hargens, Taryl M.

    2010-01-01

    Over the last five years schools and districts have been under enormous pressure to improve student achievement scores on state accountability assessments. Educators agree that professional development plays a key role in providing the knowledge and skills needed to increase teacher effectiveness in the classroom. There is no reliable measure for…

  18. Enhancing early literacy skills for preschool children: bringing a professional development model to scale.

    PubMed

    Landry, Susan H; Swank, Paul R; Smith, Karen E; Assel, Michael A; Gunnewig, Susan B

    2006-01-01

    A quasi-experimental, statewide intervention targeting preschool teachers' enhancement of children's language and early literacy was evaluated. Across 2 years and 20 Head Start sites, 750 teachers participated (500 target, 250 control), with 370 classrooms randomly selected to conduct pre- and posttest assessments (10 randomly selected children per class). The inability to randomize children to classrooms was addressed by examining children's performance for teachers who were control teachers in Year 1 and target teachers in Year 2. We also compared teachers with 2 years of training with teachers with 1 year of training and with control teachers. Greater gains were found for children in target classrooms than for those in control classrooms for all skills, but particularly for language skills, in Year 2, and this varied by program site. The presence of a research-based early literacy curriculum, higher levels of teacher education, and full-day versus half-day programs were significant moderators of intervention effectiveness. The challenges of implementing a statewide initiative across programs that varied in their readiness to implement a cognitively rich experience for preschool children are discussed.

  19. Computer Based Instruction of Professional Psychological Skill Acquisition.

    ERIC Educational Resources Information Center

    van Ouwerkerk, R. J.; Hoebe, M. N.; Oldersma, F. L.; Meijman, T. F.; van Oudenhoven-van der Zee, K. I.

    The developments in information technology and multimedia give new opportunities to increase the efficiency and quality of skills education. This paper presents three applications developed in the Netherlands to enhance professional skills learning in different areas of psychology: (1) BioPsy, an application developed to teach and train the…

  20. Learning about Teachers' Accomplishment in "Learning Skills for Science" Practice: The Use of Portfolios in an Evidence-Based Continuous Professional Development Programme

    ERIC Educational Resources Information Center

    Scherz, Zahava; Bialer, Liora; Eylon, Bat-Sheva

    2008-01-01

    The study in this paper was carried out in the framework of an evidence-based continuous professional development (CPD) programme in which teachers documented evidence about their practice in a portfolio. The context of the CPD was related to the "Learning Skills for Science" (LSS) programme, which advocates the incorporation of…

  1. Constructivist Instructional Design and Development of a Networked Learning Skills (NICLS) Module for Continuing Professional Education Distance Learning.

    ERIC Educational Resources Information Center

    Nunes, J. M. Baptista; McPherson, M.; Rico, M.

    This paper proposes an instructional systems design (ISD) approach for the design and development of a basic Networked Information and Communication Literacy Skills (NICLS) module. It concentrates on the design and development of a NICLS core skills pre-module for the Master of Arts in Information Technology Management (MA ITM) program at the…

  2. Professionals with Delivery Skills: Backbone of the Health System and Key to Reaching the Maternal Health Millennium Development Goal

    PubMed Central

    Wirth, Meg

    2008-01-01

    The attainment of the fifth Millennium Development Goal requires adequate national reserves of skilled birth attendants. Nurses, midwives, and their equivalents form the frontline of the formal health system are a critical element of global efforts to reduce ill-health and poverty in the poorest areas of the world. Planning and policies supporting these cadres of workers must be placed high on the development agenda and championed by key international and national players. This article first sets forth an argument for the equity and efficiency of nurses, midwives, and their equivalents as the cadre largely responsible for maternal health. Second, it traces the root causes of neglect of this critical cadre, including a vacuum in political will in the context of poverty, lack of protections for frontline workers, the historical political position of the field of midwifery, lack of a pipeline of secondary school graduates, and gender inequity. Investment in the largely female cadre that cares for the majority of the world’s poorer women has simply not been a high enough priority. Key policy recommendations include harnessing political will and adequate metrics, protection of frontline workers’ safety and livelihoods, ensuring an adequate pipeline with a focus on girls’ education and donor support for training and professional organizations. The fifth and final policy recommendation is a call for unified international support of rapid scale-up of cadres of delivery care workers. PMID:18581610

  3. Building leadership skills and promoting workforce development: evaluation data collected from public health professionals in the field of maternal and child health.

    PubMed

    Kroelinger, Charlan D; Kasehagen, Laurin; Barradas, Danielle T; 'Ali, Zarinah

    2012-12-01

    Professional development, including training and leadership skill building, is important for maternal and child health (MCH) epidemiologists. Current workforce development and training opportunities vary, but lack an emphasis on linking leadership competencies with MCH epidemiology. This paper describes efforts at the annual MCH Epidemiology Conference (the "Conference") to promote leadership activities and workforce development, and recommendations to enhance professional development. An evaluation of attendee opinions on Conference workforce development activities was conducted during the 2009 and 2010 Conferences (70 and 66 % response rates, respectively). Frequencies and percentages were calculated overall and by attendee profession. Qualitative responses to questions regarding workforce and professional development were classified by theme in 2009, and a categorical question was developed for the 2010 evaluation. A combined 38 % of Conference attendees in 2009 and 2010 were MCH epidemiologists and 62 % were other MCH professionals. Attendees recommended more support and access to training, mentoring, and resources including job opportunities. Continuing education (41 %), special knowledge and skills-building training (51 %), and development of online resources for training (57 %) were highly recommended by attendees. Career (47 %) and leadership (49 %) mentoring by senior-level professionals in the field were also highly recommended. Promotion of leadership can be achieved by integrating the concept of leadership into the Conference itself; by publishing and disseminating MCH epidemiologic research in scientific, program, and policy settings; and by communicating the importance of epidemiologic findings to stakeholders and other non-scientific audiences.

  4. Improving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development

    ERIC Educational Resources Information Center

    Cabell, Sonia Q.; Downer, Jason T.

    2011-01-01

    MyTeachingPartner (MTP) is a Web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial…

  5. Service learning: meaningful, community-centered professional skill development for occupational therapy students.

    PubMed

    Hansen, Anne Marie Witchger; Muñoz, Jaime; Crist, Patricia A; Gupta, Jyothi; Ideishi, Roger I; Primeau, Loree A; Tupé, Debra

    2007-01-01

    The profession of Occupational Therapy advocates for new and emerging areas of practice that more fully embrace our moral responsibility to address significant social injustices that exist in our communities (Kronenberg, Algado, & Pollard, 2005). The service-learning pedagogy is impacted by the philosophical and theoretical influences of John Dewey, the mission and purpose of American higher education including Boyer's (1994) call for an engaged citizenry, and the social vision of occupational therapy. The pedagogy of service learning provides a natural context for students to experience community practice while contributing to reducing existing social injustices. This paper provides an overview of service learning (SL) as a philosophical and pedagogical approach in occupational therapy education, key processes in developing successful service learning experiences and community partnerships to support service learning. Characteristics of effective service learning, assessment of community and institutional outcomes of service learning and the scholarship of service learning are also discussed. Most importantly, strategies for developing service learning scholarship, an important but frequently neglected requisite to validate any educational practice, are delineated. The authors conclude that service learning provides educators with an opportunity to provide students with experiences in natural, community contexts while developing life-long commitment to civic engagement and social responsibility.

  6. Vertically Integrating Professional Skills throughout a Mathematics Major

    ERIC Educational Resources Information Center

    Dziak, Clarice; Leventhal, Brian; Luttman, Aaron; Skufca, Joseph

    2014-01-01

    In response to a university mandate to include "professional issues" as a component of every major, we have developed a vertically integrated approach to incorporating the study of professional skills and issues into the mathematics curriculum. Beginning in the first year of study, mathematics majors take an inquiry-based course in…

  7. Communication Skills for Conservation Professionals.

    ERIC Educational Resources Information Center

    Jacobson, Susan K.

    This book provides in-depth guidance for students, scientists, managers, and professionals in achieving conservation goals through better communication. It introduces communication approaches--marketing and mass media, citizen participation, public information, environmental interpretation, and conservation education activities--and offers scores…

  8. Professional Development for Promoting 21st Century Skills and Common Core State Standards in Foreign Language and Social Studies Classrooms

    ERIC Educational Resources Information Center

    Beriswill, Joanne Elizabeth; Bracey, Pamela Scott; Sherman-Morris, Kathleen; Huang, Kun; Lee, Sang Joon

    2016-01-01

    To help satisfy the pressing need for technology-related professional development for in-service teachers, the Global Academic Essentials Teacher Institute (GAETI) was implemented to provide in-service foreign language and social studies teachers with content, pedagogy, and technology explorations centered on the teaching of the Common Core State…

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

    PubMed

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

    2011-10-01

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

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

    PubMed Central

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

    2012-01-01

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

  11. Professional Development Worth Paying For

    ERIC Educational Resources Information Center

    Christie, Kathy

    2009-01-01

    While state leaders understand the value of professional development, they also need to consider the costs. Such costs are some of the most difficult to calculate. If state leaders are going to pony up for improving the instructional skills of teachers and principals, they want to know that their dollars are well-spent. The same can be said for…

  12. Professional Development for Teacher Leaders

    ERIC Educational Resources Information Center

    Rodriguez, Fred; Mantle-Bromley, Corinne; Bailey, Mona; Paccione, Angela

    2003-01-01

    The Colorado Partnership for Educational Renewal has created a professional development opportunity for teachers who are skilled in and committed to teaching for equity and diversity. Participants discuss benefits of their participation, especially valuing the support that crosses district and age-level boundaries. (Contains 1 note.)

  13. The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach

    NASA Astrophysics Data System (ADS)

    Tinnin, Richard Kinna

    The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model, a focus on the interdisciplinary nature of the science process skills, and guided, inquiry-based learning experiences. These elements mirror the principles identified as being essential components of effective professional development for mathematics, and science education (Fullan, 1985; Sparks & Loucks-Horsley, 1990; Loucks-Horsley, 1997). The research team was actively involved with the participants for a total of 30 days at their school over the 24 months of the study. During each training, the research team modeled the 5E constructivist-oriented instructional strategy, and the interdisciplinary nature of the science process skills, set up a wide variety of activity centers, and provided the teachers with opportunities to improve their attitudes, skills, and knowledge of the science content, and teaching strategies. The 15 participants completed pre-, post-, and post-post-Leadership Team Surreys. Quantitative data analyses of gain scores measuring level of confidence to teach Marine and Earth Science, content knowledge, and teaching strategies were significant, p < .001. The participants' efficacy-beliefs and outcome expectancy were assessed with a pre- and posttest Science Teacher Self-Efficacy Beliefs Instrument that measures both elements. Self-efficacy beliefs were significant at p < .001. Outcome expectancies were not significant, p > .05. Qualitative analysis of reflective journal comments, classroom observations, and the participants understanding, and use of science process skills across the curriculum supported the quantitative data results. The

  14. Important Competencies for Future Health and Wellness Professionals: An Investigation of Employer Desired Skills

    ERIC Educational Resources Information Center

    Becker, Craig; Loy, Marty

    2004-01-01

    This study was designed to investigate the validity of the professional competencies developed by the Association of Worksite Health Promotion (AWHP) Professional Standards Task Force. The Task Force identified a competency framework that included business skills, program coordination skills, and human resource skills with corresponding…

  15. Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills

    ERIC Educational Resources Information Center

    Jamil, Hazri; Arbaa, Rohani; Ahmad, Mohamad Zohir

    2017-01-01

    This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of…

  16. Using professional interpreters in undergraduate medical consultation skills teaching.

    PubMed

    Bansal, Aarti; Swann, Jennifer; Smithson, William Henry

    2014-01-01

    The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration

  17. Adaptation of Professional Skills in the Unit Operations Laboratory

    ERIC Educational Resources Information Center

    Rende, Deniz; Rende, Sevinc; Baysal, Nihat

    2012-01-01

    We introduce the design of three consecutive unit operations laboratory (UOL) courses that retain the academic rigor of the course while incorporating skills essential for professional careers, such as ability to propose ideas, develop practical solutions, participate in teamwork, meet deadlines, establish communication between technical support…

  18. Supervising allied health assistants: a concerning skill gap in allied health professionals.

    PubMed

    Schmidt, David

    2013-01-01

    The purpose of this paper is to identify and discuss the problem of a skill gap in the training of allied health professionals. Allied health assistants are required to work under the supervision of allied health professionals. There is little evidence to suggest supervisory skills are routinely taught as part of the development of professional behavior. With increasing concern about a lack of supervisory skill, there is an opportunity for supervisory skills to be incorporated into the undergraduate curriculum. A combination of classroom and clinical experience is required to ensure this professional skill does not continue to be overlooked.

  19. Continuing professional development: best practices.

    PubMed

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

    2014-01-01

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

  20. School Leadership Skill Development

    ERIC Educational Resources Information Center

    Weigel, Richard A.

    2013-01-01

    The purpose of this study was to investigate the relationship between what is currently understood about skills for school leadership and the need for a greater understanding of those skills. The importance of developing leadership skills to improve school performance and effectiveness is great. In the field of school leadership, most leaders…

  1. Professional Development and Administration: Report of the ASCO Project Team on Professional Development Curriculum.

    ERIC Educational Resources Information Center

    Journal of Optometric Education, 1979

    1979-01-01

    An outline for a professional development and administration course in an optometry curriculum model is provided. It is designed to develop organizational, communicative, and management skills so the optometrist can become successful in the development and administration of a professional practice. Legal and professional development bibliographies…

  2. Professional Development for Professionals: Beyond Sufficiency Learning

    ERIC Educational Resources Information Center

    Murphy, Gerald A.; Calway, Bruce A.

    2008-01-01

    We question the current role of professional associations in developing a culture of learning beyond a sufficiency or competency level. This brings into question the underlying philosophy of Professional Standards legislation. This legislation mandates continuing professional development for professionals without stating what should be achieved…

  3. Time for Professional Development.

    ERIC Educational Resources Information Center

    Teaching Music, 1994

    1994-01-01

    Discusses the importance of professional development and maintains that the summer offers an ideal time for such activities. Describes informal activities such as composing and arranging and encourages professional collaboration. Identifies formal study such as graduate study, workshops, and professional conferences. (CFR)

  4. Theoretical Analysis of the Professional Competence's Formation and Development in the Light of Ukrainian and Foreign Scientists (In Terms of the Marketers' Professional Skills and Abilities)

    ERIC Educational Resources Information Center

    Levkovych, Uliana

    2014-01-01

    This paper defines formation of the concept of "competence", attaches importance to the invariant of professional qualification, and explains core competencies of the marketer. The general and extensive use of the term "competence" in professional education and training has been indicated. It has been noted that recently the…

  5. 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…

  6. Developing academic writing skills: the PROCESS framework.

    PubMed

    Lloyd, Marjorie

    Academic writing is an important aspect of professional development for students and lecturers. It is one way in which they demonstrate their learning, but it can be a difficult skill to master. This article aims to enable students and professionals to develop their academic writing style using a coherent and effective framework.

  7. Professional Development Schools: Partnerships in Teacher Preparation.

    ERIC Educational Resources Information Center

    Moore, Kenneth D.; Hopkins, Scott

    1993-01-01

    Teachers (n=84), principals (n=108), and teacher educators (n=128) were surveyed to determine their views about the most important components of professional development schools and the most important skills that should be taught to teachers who are active in professional development schools. (IAH)

  8. Impacts of a teacher geospatial technologies professional development project on student spatial literacy skills and interests in science and technology in grade 5--12 classrooms across Montana

    NASA Astrophysics Data System (ADS)

    Crews, Jeffrey Willard

    This study utilized participants in a teacher geospatial technologies professional development project. Data was collected on the impact this professional development model, and the corresponding classroom implementation of the curriculum, had on student spatial literacy skills and students' interest in science and technology. Twenty teachers from across Montana with demonstrated competency in the use of geospatial technologies were selected for participation in this project. These twenty teachers were broken into two cohorts, cohort one served as the experimental group and cohort two served as the control group. Students within these classrooms ranging in grades 5--12, took two assessments, a spatial literacy skills assessment (grades 9--12) and a science and technology interest survey (grades 5--12). Statistical comparisons of the spatial literacy skills assessment made between pretest and posttest experimental group scores showed no significant change between scores from pretest to posttest. Post-hoc analysis of the spatial literacy data differentiated by teacher, gender, grade, level of proficiency, and teacher specific variables did reveal some interesting findings. Scores for teacher specific groupings showed a positive change between testing intervals. Positive changes also occurred for certain groups differentiated by gender, grade level, proficiency level, quantity of implementation, and teacher competency. Frequency distributions results from the science and technology interest survey did not show an important difference between the testing intervals, nor was there an important difference between the experimental group and the control group. Comparative analyses of two teachers varying in quantity of implementation (high and low) produced an increase in student spatial literacy scores for the high quantity implementation group and a decrease for the low quantity group. Student interest scores for the high quantity implementation group decreased while the

  9. Extended Professional Development in Project-Based Learning: Impacts on 21st Century Skills Teaching and Student Achievement

    ERIC Educational Resources Information Center

    Hixson, Nate K.; Ravitz, Jason; Whisman, Andy

    2012-01-01

    From 2008 to 2010, project-based learning (PBL) was a major focus of the Teacher Leadership Institute (TLI), undertaken by the West Virginia Department of Education (WVDE), as a method for teaching 21st century skills. Beginning in January 2011, a summative evaluation was conducted to investigate the effect of PBL implementation on teachers'…

  10. Connecting Professional Development to Student Learning Gains

    ERIC Educational Resources Information Center

    Holloway, John H.

    2006-01-01

    Over the years, teachers and school leaders have engaged in some form of training beyond their formal preservice, university preparation programs. Whether referred to as in-service training, professional day, or staff or professional development, this activity normally had one purpose: to improve participant's knowledge or skills. With limited…

  11. The Development of Competent Marketing Professionals

    ERIC Educational Resources Information Center

    Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan

    2009-01-01

    The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14…

  12. The Urban Teacher Residency Program: A Recursive Process to Develop Professional Dispositions, Knowledge, and Skills of Candidates to Teach Diverse Students

    ERIC Educational Resources Information Center

    Tindle, Kathleen; Freund, Maxine; Belknap, Bridget; Green, Colin; Shotel, Jay

    2011-01-01

    To be prepared to teach in an urban setting, preservice teachers must exit their teacher preparation program with a professional disposition toward equity and social justice as well as the knowledge and skills required to meet the needs of all students in their classroom. The National Council for the Accreditation of Teacher Education (NCATE)…

  13. Critical Thinking Skills for Rehabilitation Professionals in the 21st Century

    ERIC Educational Resources Information Center

    Lewis, Allen N.; King, Eric S.; Pitt, Jenelle S.; Getachew, Almaz; Shamburger, Aisha

    2010-01-01

    Critical thinking (CT) is an essential tool for rehabilitation professionals in the 21st century. Well developed CT skills are indicated for rehabilitation professionals in the new century to promote continuous quality improvement of the service delivery system. Such improvement will occur as rehabilitation professionals learn to routinely…

  14. HRD Professional Development.

    ERIC Educational Resources Information Center

    1999

    These three papers are from a symposium on human resource development (HRD) professional development. "Mentoring as a Tool for Faculty Development: Predicting Positive Outcomes for Mentors" (Ellen J. Mullen, John Van Ast, Harry Grant) describes a study of the relationship between mentoring outcomes and mentoring activities and mentor and mentee…

  15. 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…

  16. Developing Geoscience Students' Quantitative Skills

    NASA Astrophysics Data System (ADS)

    Manduca, C. A.; Hancock, G. S.

    2005-12-01

    Sophisticated quantitative skills are an essential tool for the professional geoscientist. While students learn many of these sophisticated skills in graduate school, it is increasingly important that they have a strong grounding in quantitative geoscience as undergraduates. Faculty have developed many strong approaches to teaching these skills in a wide variety of geoscience courses. A workshop in June 2005 brought together eight faculty teaching surface processes and climate change to discuss and refine activities they use and to publish them on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills) for broader use. Workshop participants in consultation with two mathematics faculty who have expertise in math education developed six review criteria to guide discussion: 1) Are the quantitative and geologic goals central and important? (e.g. problem solving, mastery of important skill, modeling, relating theory to observation); 2) Does the activity lead to better problem solving? 3) Are the quantitative skills integrated with geoscience concepts in a way that makes sense for the learning environment and supports learning both quantitative skills and geoscience? 4) Does the methodology support learning? (e.g. motivate and engage students; use multiple representations, incorporate reflection, discussion and synthesis) 5) Are the materials complete and helpful to students? 6) How well has the activity worked when used? Workshop participants found that reviewing each others activities was very productive because they thought about new ways to teach and the experience of reviewing helped them think about their own activity from a different point of view. The review criteria focused their thinking about the activity and would be equally helpful in the design of a new activity. We invite a broad international discussion of the criteria(serc.Carleton.edu/quantskills/workshop05/review.html).The Teaching activities can be found on the

  17. Inquiry identity and science teacher professional development

    NASA Astrophysics Data System (ADS)

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

    2016-06-01

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

  18. Approaches to Rural Professional Development

    ERIC Educational Resources Information Center

    Thornburg, Kathy R.; Scott, Jacqueline L.

    2006-01-01

    Three professional development approaches have shown promise in raising the competency level of early childhood professionals in rural areas. Provider registry systems gather information that provides a foundation for further professional development initiatives and systemic development. Statewide professional development systems designed to serve…

  19. Sustainable Professional Development

    ERIC Educational Resources Information Center

    McLester, Susan

    2012-01-01

    Although best practices in student instruction and learning have evolved dramatically over the past couple of decades, new approaches to educator professional development have lagged behind considerably. The traditional whole group, one-size-fits-all strategy universally recognized as ineffective for teaching students, has too-long remained the…

  20. Professional Development. Research Brief

    ERIC Educational Resources Information Center

    Walker, Karen

    2004-01-01

    According to the literature, the purpose of professional development is to improve student learning. It was noted that there appeared to be a direct correlation between the depth of the teacher's content knowledge, methodologies, student-teacher relationships, and reflection, that when applied to an improvement in practices, positively affected…

  1. Searching for Professional Development

    ERIC Educational Resources Information Center

    Ashbrook, Peggy

    2010-01-01

    It's an empowering feeling to be in a room full of people who know the lingo of teaching, who understand the demands of teaching young children, and who want to learn more to be able to put best practices in place in their classrooms. Professional development (PD) can put you there and lead to new ways of teaching, deeper understanding of…

  2. Fixing Teacher Professional Development

    ERIC Educational Resources Information Center

    Hill, Heather C.

    2009-01-01

    The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…

  3. Developing Professionalism through Reflective Practice and Ongoing Professional Development

    ERIC Educational Resources Information Center

    Bleach, Josephine

    2014-01-01

    This article contributes to the debate on early years professionalism. It explores the impact of a continuous professional development (CPD) programme, in particular a module on professional practice, on early childhood care and education (ECCE) practitioners' identity as early years professionals. Action research informed the development of the…

  4. The Professional Linguist: Language Skills for the Real World

    ERIC Educational Resources Information Center

    Murata, Mary

    2016-01-01

    This chapter reports on a compulsory final year employability skills module for Modern Foreign Languages (MFL) undergraduates at York St John University. The "Professional Linguist" aims to equip students with a range of skills which they may need when entering the workplace, whilst underpinning it with theory which would benefit those…

  5. Sketching for Developing Critical Thinking Skills

    NASA Astrophysics Data System (ADS)

    Eriksson, S. C.; Wang, P.; Sim, T. B.; Goh, E.; Ng, H. K.

    2013-12-01

    Sketching is a valuable field technique to support a person's observation, recording, interpretation and communication of important features in both natural and human-made landscapes. The Singapore geography syllabus employs an inquiry approach and encourages sketching as a fundamental geographical skill. Sketching allows the learner to connect with the world through a personal and kinesthetic experience. The Earth Observatory of Singapore collaborates with the Singapore Geography Teachers' Association, Urban Sketchers, and National Institute of Education professional development to give teachers both basic sketching skills and the opportunity to develop those skills in a scaffolded environment. In Singapore, geography and geology skills overlap in content area of coastal processes, climate change, and plate tectonics with its associated natural hazards such as volcanoes, earthquakes, and tsunami. Both disciplines are interested in how people live on the Earth. Likewise, basic skills such as observing, classifying, measuring, and communicating cut across disciplines of social and natural sciences in order to analyze, synthesize, and evaluate information about the world. Hence, sketching, commonly considered an art skill, is used to further scientific thinking. This somewhat unique collaboration to develop sketching in teachers is based on the long tradition of sketches in geological field work, the newly popular urban sketching community, and professional development by a professional organization and the Singapore National Institute of Education. Workshops provide technique as well as opportunities for sketching with experts in different areas relevant to the geography curriculum.

  6. Inquiry Identity and Science Teacher Professional Development

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  7. Professionally Developing as a Teacher Educator

    ERIC Educational Resources Information Center

    Loughran, John

    2014-01-01

    There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article…

  8. 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…

  9. "Star Power" for Teaching Professional Skills to Engineering Students

    ERIC Educational Resources Information Center

    Goh, Suk Meng

    2012-01-01

    The objective of this study is to evaluate the potential of a game called "Star Power" to teach professional skills to mechanical engineering undergraduates. The game was conducted as an activity in a final year Professional Practice unit. A survey in the form of a questionnaire was administered to participating students in the following…

  10. Revising Teaching Skills for Professional Empowerment

    ERIC Educational Resources Information Center

    Nath, Baiju K.

    2009-01-01

    In a technology and media dominated era of education the role of teacher and there by the skills required to be mastered by each teacher need redefinition. The paper attempts to identify the list of essential teaching skills for the present age by retaining the significant ones and including those inevitable for present context. The skills…

  11. Employability Skills Assessment Tool Development

    ERIC Educational Resources Information Center

    Rasul, Mohamad Sattar; Rauf, Rose Amnah Abd; Mansor, Azlin Norhaini; Puvanasvaran, A. P.

    2012-01-01

    Research nationally and internationally found that technical graduates are lacking in employability skills. As employability skills are crucial in outcome-based education, the main goal of this research is to develop an Employability Skill Assessment Tool to help students and lecturers produce competent graduates in employability skills needed by…

  12. Developing a Model of Advanced Training to Promote Career Advancement for Certified Genetic Counselors: An Investigation of Expanded Skills, Advanced Training Paths, and Professional Opportunities.

    PubMed

    Baty, Bonnie J; Trepanier, Angela; Bennett, Robin L; Davis, Claire; Erby, Lori; Hippman, Catriona; Lerner, Barbara; Matthews, Anne; Myers, Melanie F; Robbins, Carol B; Singletary, Claire N

    2016-08-01

    There are currently multiple paths through which genetic counselors can acquire advanced knowledge and skills. However, outside of continuing education opportunities, there are few formal training programs designed specifically for the advanced training of genetic counselors. In the genetic counseling profession, there is currently considerable debate about the paths that should be available to attain advanced skills, as well as the skills that might be needed for practice in the future. The Association of Genetic Counseling Program Directors (AGCPD) convened a national committee, the Committee on Advanced Training for Certified Genetic Counselors (CATCGC), to investigate varied paths to post-master's training and career development. The committee began its work by developing three related grids that view career advancement from the viewpoints of the skills needed to advance (skills), ways to obtain these skills (paths), and existing genetic counselor positions that offer career change or advancement (positions). Here we describe previous work related to genetic counselor career advancement, the charge of the CATCGC, our preliminary work in developing a model through which to view genetic counselor advanced training and career advancement opportunities, and our next steps in further developing and disseminating the model.

  13. 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…

  14. Developing Managerial Skills in Palestine

    ERIC Educational Resources Information Center

    Al-Madhoun, Mohammed; Analoui, Farhad

    2002-01-01

    This paper assesses the contribution of management training and development programmes (MTPs) to the development of managerial skills in small and medium enterprises (SMEs). Different sets of variables were used to explore the managers' skills development by dividing the managerial skills into three main categories: self, people, and task-related…

  15. A New Vision for Professional Development

    ERIC Educational Resources Information Center

    Eley, Peter M.; Charles, Kelly J.; Leeks, Latonya L.

    2013-01-01

    High-quality professional development for public school teachers is directly tied to student achievement, teacher quality and retention, and national education priorities (Kroeger et al. 2000). To stay current with the knowledge, skills, and expertise that students need to succeed in the twenty-first century, educators must increasingly retool…

  16. Professional Development Is the Job.

    ERIC Educational Resources Information Center

    Alvarado, Anthony

    1998-01-01

    Explores the meaning of professional development in the context of standards-based education and describes professional development as it is being put into place in New York City's Community School District 2, a racially and socioeconomically diverse city school district. Professional development must become an everyday activity in teaching. (SLD)

  17. Engineer Professional Development Study

    DTIC Science & Technology

    1980-05-01

    ENGINEER PROFESSIONAL DEVEL0 PHENT STUDY by / p Cs Colonel Robert A. Days EN Colonel Gene A. Schneebaeck& EN ~ Y Lieutenant Colonel Dennis P. Butler...4. TITLE (mid Subtitle) S, TYPE OP REPORtT &PKRIOD COVERED 414 GINEER T-ROPESSIONAL D~EVELOPMENT STUID’f 411 S. pKRORNING Oxa . Alkill NUMBER 7...encerdb ieapotleml.ayer.eu ~~fi1IiBlY ABSTRACT A•THOR(IS): Dennis F. Butler, LTC, EN Gene A. Schneebeck, COL, EN Robert A, Day, COL, EN Michael Ward, LTC

  18. Expectations of Graduate Communication Skills in Professional Veterinary Practice.

    PubMed

    Haldane, Sarah; Hinchcliff, Kenneth; Mansell, Peter; Baik, Chi

    2016-09-30

    Good communication skills are an important entry-level attribute of graduates of professional degrees. The inclusion of communication training within the curriculum can be problematic, particularly in programs with a high content load, such as veterinary science. This study examined the differences between the perceptions of students and qualified veterinarians with regards to the entry-level communication skills required of new graduates in clinical practice. Surveys were distributed to students in each of the four year levels of the veterinary science degree at the University of Melbourne and to recent graduates and experienced veterinarians registered in Victoria, Australia. Respondents were asked to rank the relative importance of six different skill sets: knowledge base; medical and technical skills; surgical skills; verbal communication and interpersonal skills; written communication skills; and critical thinking and problem solving. They were then asked to rate the importance of specific communication skills for new graduate veterinarians. Veterinarians and students ranked verbal communication and interpersonal skills as the most important skill set for an entry-level veterinarian. Veterinarians considered many new graduates to be deficient in these skills. Students often felt they lacked confidence in this area. This has important implications for veterinary educators in terms of managing the expectations of students and improving the delivery of communication skills courses within the veterinary curriculum.

  19. Is Non-Subject Based Research Training a "Waste of Time," Good Only for the Development of Professional Skills? An Academic Literacies Perspective

    ERIC Educational Resources Information Center

    Bastalich, Wendy; Behrend, Monica; Bloomfield, Robert

    2014-01-01

    In recent years, contentiously for some, universities have developed generalist skills lists and associated curricula in response to government demand for more "employment-ready" graduates. Such training usually includes writing and communication. In Australia and the UK, guidelines designed to support the development of skills…

  20. Teaching Basic Skills through Literature: Professional's Guide.

    ERIC Educational Resources Information Center

    Ryan, Concetta Doti

    Based on the premise that improvement in students' reading, writing, and content area skills occurs when authentic literature is used as the core of reading instruction, this book offer guidelines for teachers who wish to incorporate literature into their classrooms. According to the book, the educational value of children's books as teaching…

  1. Creating Professional Skills through Modern Higher Education

    ERIC Educational Resources Information Center

    Miroshnichenko, Olga I.; Gaivoronskaya, Yana V.

    2014-01-01

    The research deals with the experience of interdisciplinary investigation and aims at utilizing the data of contemporary career science and the theory of professionalism to enhance the quality of legal education. The authors, who are Professors of the School of Law, Far-Eastern Federal University, propose to introduce the term "career…

  2. Advanced Skills Teachers: Professional Identity and Status

    ERIC Educational Resources Information Center

    Fuller, C.; Goodwyn, A.; Francis-Brophy, E.

    2013-01-01

    The teaching profession continues to struggle with defining itself in relation to other professions. Even though public opinion positions teachers second only to doctors and nurses in terms of their professional status and prestige research in the UK suggests that teachers still believe that they have much lower status than other professions. With…

  3. Professional Integration: A Guide for Students from the Developing World.

    ERIC Educational Resources Information Center

    Hood, Mary Ann G., Ed.; Schieffer, Kevin J., Ed.

    This book is designed to help foreign students from developing countries make the transition from academic training in the United States to a professional career in the home country. The process of professional integration includes both cultural reentry and professional dimensions of reentry. Attention is directed to specific skills and knowledge…

  4. Teaching Energy Science as Inquiry: Reflections on Professional Development as a Tool to Build Inquiry Teaching Skills for Middle and High School Teachers

    ERIC Educational Resources Information Center

    Seraphin, Kanesa Duncan; Philippoff, Joanna; Parisky, Alex; Degnan, Katherine; Warren, Diana Papini

    2013-01-01

    A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry (TSI) framework. Data from the PD indicates that online opportunities enhanced participation and that the TSI structure improved teachers' inquiry…

  5. What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism.

    PubMed

    Armitage-Chan, E; Maddison, J; May, S A

    2016-03-26

    Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed.

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

    PubMed Central

    Fejzic, Jasmina; Barker, Michelle

    2015-01-01

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

  7. Exploring German Preservice Teachers' Electronic and Professional Literacy Skills

    ERIC Educational Resources Information Center

    Fuchs, Carolin

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Hund, Alycia M.; Bueno, Daisy

    2015-01-01

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

  9. Future focus for professional development.

    PubMed

    Roberts, Nicole K; Coplit, Lisa D

    2013-01-01

    Professional development has evolved from individually focused sabbaticals and professional leaves to institutionally focused programs with an interest in developing faculty members' ability to teach in various environments as well as to succeed in the many endeavors they undertake. We address various issues related to professional development in the medical school arena. Professional development in medical school takes place in a context where faculty are stretched to engage in research and service not only for their own sake but also to financially support their institutions. This obligates professional developers to acknowledge and address the environments in which teaching faculty work, and to use approaches to professional development that honor the time and efforts of teaching faculty. These approaches may be brief interventions that make use of principles of education, and may include online offerings. Professional development will be most effective when professional developers acknowledge that most faculty members aspire to excellence in teaching, but they do so in an environment that pushes them to address competing concerns. Offering professional development opportunities that fit within the workplace environment, take little time, and build upon faculty's existing knowledge will assist in enhancing faculty success.

  10. Breaking Professional Boundaries: What the MacCrate Report on Lawyering Skills and Values Means for TPC Programs

    ERIC Educational Resources Information Center

    Todd, Jeff

    2008-01-01

    In 1992, the American Bar Association released the MacCrate Report, which listed the ten skills and four professional values that all attorneys need and critiqued law schools and state bars for not doing enough to teach and encourage the development of these skills and values. In response, law schools have significantly increased the skills-based…

  11. A Professional Development Framework for E-Learning

    ERIC Educational Resources Information Center

    Learning and Skills Network (NJ1), 2007

    2007-01-01

    The Learning and Skills Network (LSN) has carried forward the initial work of the Learning and Skills Development Agency (LSDA) and the Centre for Excellence in Leadership (CEL) to develop a professional development framework for e-learning: This publication shares the experiences of staff and their good practice as they used LSN's Framework as…

  12. Sport expert's motor imagery: functional imaging of professional motor skills and simple motor skills.

    PubMed

    Wei, Gaoxia; Luo, Jing

    2010-06-23

    Numerous studies provide evidence that motor skill acquisition is associated with dynamic changes in cortical and subcortical regions. Athletes are a professional population who are engaged in extensive motor training for long periods. However, the neural substrates of extreme level motor performance have not been clarified. We used kinesthetic imagery task to induce the mental representation of sport expert's extraordinary performance in view of the shared substrates of executing movement and motor imagery. For the first time, we compared, through functional magnetic resonance imaging (fMRI), the pattern of cerebral activations in 12 professional divers and 12 normal people without extensive training, during imagery of professional skills and imagery of simple motor skills. The sport experts showed significant activation in the parahippocampus during imagery of professional skills relative to the novices, which might reflect the representation adapted to experience-related motor tasks. No significant difference was found between experts and novices when they imagined simple motor skills. These results indicated the experts might utilize their kinesthetic imagery more efficiently than novices, but only for the activity in which they had expertise. The sport experts also demonstrated more focused activation patterns in prefrontal areas in both of imagery tasks, which may be relevant to higher order of motor control during motor imagery. Moreover, this study suggested that the brains of sport experts could be regarded as the ideal subjects to explore the relationship between cerebral plasticity and learning of complex motor skills.

  13. Continuing Professional Development for LEA Staff. FEU Bulletin No. 1.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    Objectives of the ongoing Continuing Professional Development for Local Education Authority (LEA) project in the United Kingdom are to enhance the skills of LEA staff by defining the future education curriculum, exploring definitions of quality, developing a program of continuing professional development (CPD) for curriculum managers at the LEA…

  14. 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)

  15. 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.…

  16. 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…

  17. 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…

  18. A Conversation on Professional Development.

    ERIC Educational Resources Information Center

    Baldwin, Fred D.

    1998-01-01

    An interview with Susan Loucks-Horsley, director of professional development at the National Research Council's Center for Science, Mathematics, and Engineering Education, explores the importance of good teachers, deficiencies in professional development, rural problems, the importance of high academic standards, how the newer standards differ…

  19. Empowering Teachers through Professional Development

    ERIC Educational Resources Information Center

    Murray, Alice

    2010-01-01

    Professional development is an ongoing process, one that evolves as teachers assess and reexamine their teaching beliefs and practices. This article highlights some reasons for teachers to pursue professional development. It also suggests techniques that help teachers feel empowered and motivated in their English language classrooms. She includes…

  20. 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…

  1. Program Evaluation Competencies of Extension Professionals: Implications for Continuing Professional Development

    ERIC Educational Resources Information Center

    McClure, Megan M.; Fuhrman, Nicholas E.; Morgan, A. Christian

    2012-01-01

    As states face tough economic times, extension organizations are increasingly emphasizing the importance of evaluation data to show program value. However, little is known about the evaluation skills and abilities of extension professionals expected to collect such data. This knowledge would help inform professional development opportunities…

  2. Developing Technical Skill Assessments

    ERIC Educational Resources Information Center

    Hyslop, Alisha

    2009-01-01

    One of the biggest challenges facing the career and technical education (CTE) community as it works to implement the 2006 Perkins Act is responding to more rigorous requirements for reporting on CTE students' technical skill attainment. The U.S. Department of Education suggested in non-regulatory guidance that states and locals use the number of…

  3. The importance of professional skills alongside scientific and technical excellence to underpin ethical geoscience practice

    NASA Astrophysics Data System (ADS)

    Allington, Ruth; Fernandez-Fuentes, Isabel

    2013-04-01

    There is consensus that reliable ground models, based on a sound understanding of the geology and surface processes are vital as a basis for natural hazard identification and risk assessment, and there is a great deal of skill and experience in the geoscience community with mapping, modelling and predicting natural hazards and their likely impacts. This presentation will highlight the contributions of geology and geomorphology in the identification of natural hazards and mitigation of their impacts. It will then consider a range of "professional skills" that are needed by geoscientists working with other specialists and non-specialists (e.g. engineers, emergency services, land-use planners, architects responsible for building codes, politicians, regulators, the public etc) alongside technical and scientific excellence. It will argue that development and application of both scientific/technical and professional skills is essential to ensure that the maps, models and other data relevant to natural hazards and environmental change are used to provide effective public protection through communication, land-use planning and planning for resilience. The professional skills of particular importance include interdisciplinary collaboration; project management; cost-benefit analysis; effective communication with specialists and non specialists (especially the public); and facilitative skills. All the technical, scientific and professional skills need to be applied competently and with the highest standards of ethical underpinning. The contribution will consider how this can be achieved (or at least facilitated) through professional training, award of professional titles, licensure etc, drawing on international examples of best practice in professional codes of conduct and regulation directed to the protection of the public.

  4. Professional Development School and Teacher Preparedness: Perceptions of Student Teachers

    ERIC Educational Resources Information Center

    Watson, Sandy White

    2004-01-01

    The purpose of this study was to compare and contrast Professional Development School (PDS) and non-Professional Development School intern/student teachers' views at the end of their student teaching experiences in terms of their (a) perceptions of the knowledge and skills they perceived the Teacher Education Program (TEP) at the University of…

  5. Definition of Professional Development

    ERIC Educational Resources Information Center

    Learning Forward, 2015

    2015-01-01

    President Obama signed into law the Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act, on December 10, 2015. "Learning Forward's focus in this new law is its improved definition of professional learning," said Stephanie Hirsh, executive director of Learning Forward. "We've long advocated…

  6. Developing the Kuder Skills Assessment.

    ERIC Educational Resources Information Center

    Zytowski, Donald G.; Luzzo, Darrell Anthony

    2002-01-01

    Outlines issues surrounding construction of self-reported ability-skill-efficacy measures, including validity, response format, and norms. Illustrates how they were addressed in the development of the Kuder Skills Assessment, which consists of six self-efficacy subscales congruent with the Kuder Career Search. (Contains 46 references.) (SK)

  7. Suicide Intervention Skills and Related Factors in Community and Health Professionals

    ERIC Educational Resources Information Center

    Scheerder, Gert; Reynders, Alexandre; Andriessen, Karl; Van Audenhove, Chantal

    2010-01-01

    Health and community professionals have considerable exposure to suicidal people and need to be well skilled to deal with them. We assessed suicide intervention skills with a Dutch version of the SIRI in 980 health and community professionals and psychology students. Suicide intervention skills clearly differed among professional groups and were…

  8. Does a Rater's Professional Background Influence Communication Skills Assessment?

    PubMed

    Artemiou, Elpida; Hecker, Kent G; Adams, Cindy L; Coe, Jason B

    2015-01-01

    There is increasing pressure in veterinary education to teach and assess communication skills, with the Objective Structured Clinical Examination (OSCE) being the most common assessment method. Previous research reveals that raters are a large source of variance in OSCEs. This study focused on examining the effect of raters' professional background as a source of variance when assessing students' communication skills. Twenty-three raters were categorized according to their professional background: clinical sciences (n=11), basic sciences (n=4), clinical communication (n=5), or hospital administrator/clinical skills technicians (n=3). Raters from each professional background were assigned to the same station and assessed the same students during two four-station OSCEs. Students were in year 2 of their pre-clinical program. Repeated-measures ANOVA results showed that OSCE scores awarded by the rater groups differed significantly: (F(matched_station_1) [2,91]=6.97, p=.002), (F(matched_station_2) [3,90]=13.95, p=.001), (F(matched_station_3) [3,90]=8.76, p=.001), and ((Fmatched_station_4) [2,91]=30.60, p=.001). A significant time effect between the two OSCEs was calculated for matched stations 1, 2, and 4, indicating improved student performances. Raters with a clinical communication skills background assigned scores that were significantly lower compared to the other rater groups. Analysis of written feedback provided by the clinical sciences raters showed that they were influenced by the students' clinical knowledge of the case and that they did not rely solely on the communication checklist items. This study shows that it is important to consider rater background both in recruitment and training programs for communication skills' assessment.

  9. Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming

    ERIC Educational Resources Information Center

    Bakke, Christine K.

    2013-01-01

    The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

  10. Future Physicians' Professional Communication Skills Training at US Universities: Structure and Content

    ERIC Educational Resources Information Center

    Manyuk, Lubov

    2016-01-01

    Professional training of physicians able to apply their skills in order to reflect the patients' needs related to care, prevention and treatment of the diseases is one of the most common current trends in higher medical education. Due to the development of patient-centered relationships of physicians the attention of medical educators and…

  11. Web-Based SBIRT Skills Training for Health Professional Students and Primary Care Providers

    ERIC Educational Resources Information Center

    Tanner, T. Bradley; Wilhelm, Susan E.; Rossie, Karen M.; Metcalf, Mary P.

    2012-01-01

    The authors have developed and assessed 2 innovative, case-based, interactive training programs on substance abuse, one for health professional students on alcohol and one for primary care providers on screening, brief intervention, and referral to treatment (SBIRT). Both programs build skills in substance abuse SBIRT. Real-world effectiveness…

  12. 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…

  13. The Development and Refinement of Reading Skills in Business Education.

    ERIC Educational Resources Information Center

    Walters, George Lewis

    The primary purpose of this study was to provide a partial basis for business education teachers to give relevance and direction to individual student learning by developing and improving student reading and study skills. The professional literature from the past fifteen years that dealt with reading and study skills improvement of students in…

  14. Developing a Research Skill Set

    PubMed Central

    You, Y. Nancy; Bednarski, Brian

    2014-01-01

    The recent decades have witnessed a significant expansion in the diversity of career paths within academic surgery. Although the skills for providing exemplary surgical care and for maintaining a strong work ethic are the foundations of an academic surgeon, deliberate career planning and organized acquisition of research skills contribute to the success of an academic career. In this article, we identify a set of core academic skills and propose a framework for acquiring them. We also describe specific career paths within academic surgery and provide an overview of the opportunities for acquiring specific skill sets. The development of an academic career is challenging, and firm knowledge of the personal motivations will sustain and endure the time needed for acquiring the needed skills. PMID:25067917

  15. Developing a research skill set.

    PubMed

    You, Y Nancy; Bednarski, Brian

    2014-06-01

    The recent decades have witnessed a significant expansion in the diversity of career paths within academic surgery. Although the skills for providing exemplary surgical care and for maintaining a strong work ethic are the foundations of an academic surgeon, deliberate career planning and organized acquisition of research skills contribute to the success of an academic career. In this article, we identify a set of core academic skills and propose a framework for acquiring them. We also describe specific career paths within academic surgery and provide an overview of the opportunities for acquiring specific skill sets. The development of an academic career is challenging, and firm knowledge of the personal motivations will sustain and endure the time needed for acquiring the needed skills.

  16. Identifying and Applying for Professional Development Funding.

    PubMed

    Hyden, Christel; Escoffery, Cam; Kenzig, Melissa

    2015-07-01

    Participation in ongoing professional development can be critical for maintaining up-to-date knowledge in your field, as well as preparing for promotions and job changes. Career development activities may include formal classroom education, web-based courses, on-the-job training, workshops and seminars, professional conferences, and self-study programs. Developing a career development plan, cultivating a team to support your goals, and actively pursuing continuing education and skill-building opportunities are important across all career stages. However, the financial cost of these opportunities can often place them beyond reach. In this commentary, we summarize several potential sources for career development funding as well as best practices for completing the application process.

  17. 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…

  18. Twitter and Physics Professional Development

    NASA Astrophysics Data System (ADS)

    Nadji, Taoufik

    2016-11-01

    The advent of Twitter® and other social media services of its type ushered in a new era of professional development in education. This article addresses how a group of users have been employing Twitter to conduct professional development sessions that would benefit their participants by advancing their pedagogical approaches to learning and teaching physics. The diversity within this group is something to both note and celebrate because it includes minorities, women, and physics educators the world over.

  19. Models, measurement, and strategies in developing critical-thinking skills.

    PubMed

    Brunt, Barbara A

    2005-01-01

    Health care professionals must use critical-thinking skills to solve increasingly complex problems. Educators need to help nurses develop their critical-thinking skills to maintain and enhance their competence. This article reviews various models of critical thinking, as well as methods used to evaluate critical thinking. Specific educational strategies to develop nurses' critical-thinking skills are discussed. Additional research studies are needed to determine how the process of nursing practice can nurture and develop critical-thinking skills, and which strategies are most effective in developing and evaluating critical thinking.

  20. Child Development Associate. Body Skills Development.

    ERIC Educational Resources Information Center

    Office of Child Development (DHEW), Washington, DC.

    This Child Development Associate (CDA) training module, one of a series of 18, is intended to provide the intern with the knowledge and skills necessary for helping children develop their body skills. The module stipulates competency-based objectives and provides essential information, suggestions, examples and learning activities on three topics…

  1. The Standardized Professional Encounter: A New Model to Assess Professionalism and Communication Skills

    PubMed Central

    Lifchez, Scott D.; Cooney, Carisa M.; Redett, Richard J.

    2015-01-01

    Background Physician-patient communication is vital to patient care, and physician-nurse interactions are equally critical. Conflict between nurses and physicians can greatly impair communication, increasing the risk of treatment errors, yet physicians receive little education during training on recognizing and resolving professional conflicts. Innovation We created and implemented the Standardized Professional (S-Pro) Encounter to improve training and provide opportunities to evaluate resident professionalism and communication with health care team colleagues. Methods The standardized patient model is well established for teaching and assessing clinical and communication skills. Using the standardized patient concept, we created a nurse-resident encounter with 2 professionally trained medical portrayers (1 “nurse,” 1 “patient”), in which the nurse disagrees with the resident's treatment plan. Residents were surveyed for prior experience with nurse-physician conflict management, and we assessed postencounter for collaborative skills and conflict resolution. Results All residents (n = 18) observed at least 1 physician-nurse conflict in front of patients. Eleven (61%) reported being involved in at least 1 conflict. Twelve residents (67%) had 2 or fewer prior education experiences in interprofessional conflict management. Faculty assessment and S-Pro scores demonstrated high agreement, while resident self-assessment scores demonstrated low agreement with faculty and S-Pro scores. Conclusions Participants and evaluators found the encounter to be reasonably authentic. There was strong agreement between the faculty and S-Pro assessment of resident performance when using the Boggs scale. The S-Pro Encounter is easily adapted for other clinical situations or training programs, and facilitates the assessment of professionalism and communication skills between residents and other health care professionals. PMID:26221440

  2. Pressing Forward with Professional Development

    ERIC Educational Resources Information Center

    Blackburn, Barbara R.; Williamson, Ronald

    2010-01-01

    Effective professional development can support efforts to increase rigor in one's school. From the authors' research on the schools that won the U.S. Department of Education's Award for Staff Development, they found seven key characteristics that were apparent in staff development at these schools: (1) A clear purpose that is linked to research,…

  3. Standards for Professional Development Schools.

    ERIC Educational Resources Information Center

    National Council for Accreditation of Teacher Education, Washington, DC.

    This project involved field testing and revising the "Standards for Professional Development Schools" (PDSs) and developing an assessment process for their use. Eighteen PDS partnerships participated. They provided information and feedback, developed self-studies, hosted team visits, worked on visiting teams, and volunteered in ongoing…

  4. Use of WebQuest Design for Inservice Teacher Professional Development

    ERIC Educational Resources Information Center

    Iskeceli-Tunc, Sinem; Oner, Diler

    2016-01-01

    This study investigated whether a teacher professional development module built around designing WebQuests could improve teachers' technological and pedagogical skills. The technological skills examined included Web searching and Web evaluating skills. The pedagogical skills targeted were developing a working definition for higher-order thinking…

  5. Problem-Based Learning in Entry-Level Athletic Training Professional-Education Programs: A Model for Developing Critical-Thinking and Decision-Making Skills

    PubMed Central

    Heinrichs, Kristinn I.

    2002-01-01

    Objective: To establish the underlying theory and benefits and describe the implementation of a problem-based learning curriculum. Data Sources: I searched MEDLINE, SPORT Discus, and nursing, evidence-based medicine, and educational psychology databases from 1987 through 2002 using the terms problem-based learning, physical therapy, nursing, and medicine. Data Synthesis: In the problem-based learning process, students encounter a problem, bring to it their preconceived understanding (accurate or not), learn to identify what they need to learn to better understand the problem, engage in self-directed study, and begin to resolve the problem. Problem-based learning has its origins in medical education but is widely used in K–12 education, social sciences, health professions education, law, business administration, engineering, and aviation. An entry-level master of science degree program in athletic training based on problem-based learning and integrated clinical education is described. Conclusions/Recommendations: Problem-based learning curricula, if implemented correctly, can facilitate the entry-level athletic training student's professional development into that of a life-long learner who bases clinical decisions and procedures on the best available evidence. PMID:12937544

  6. Professional Values: Key to Professional Development.

    ERIC Educational Resources Information Center

    Weis, Darlene; Schank, Mary Jane

    2002-01-01

    Affective domain learning, including values formation, is an important part of humanistic nursing education. The American Nurses Association code of ethics articulates professional values. For full embodiment of these values to occur, educators and the profession must work together. (Contains 30 references.) (SK)

  7. The Contribution of Curriculum Development to Teachers' Professional Development: A Scottish Case Study.

    ERIC Educational Resources Information Center

    Kirkwood, Margaret

    2001-01-01

    Four-year curriculum-development project involving computing teachers from Scottish schools focused on methods of teaching and assessing computer-program skills at the secondary 3/4 level (14- to 16-year-olds) and the professional development of participants. Findings show that curriculum development can enhance teachers' professional development,…

  8. Teaching Energy Science as Inquiry: Reflections on Professional Development as a Tool to Build Inquiry Teaching Skills for Middle and High School Teachers

    NASA Astrophysics Data System (ADS)

    Seraphin, Kanesa Duncan; Philippoff, Joanna; Parisky, Alex; Degnan, Katherine; Warren, Diana Papini

    2013-06-01

    A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry (TSI) framework. Data from the PD indicates that online opportunities enhanced participation and that the TSI structure improved teachers' inquiry implementation. Teachers found the TSI modes of inquiry easily accessible and effectively implemented them (modes correspond to the inquiry mechanisms of investigation, such as product evaluation, authoritative, inductive, deductive, and descriptive). On the other hand, the TSI phase structure (i.e. learning cycle) was most helpful for teachers novice to inquiry teaching, suggesting that modification of the PD is needed to promote more in-depth use of the phases in the TSI framework. In terms of content, teacher interest in energy science was high, which resulted in implementation of energy science activities across a range of disciplines. However, teachers' confidence in teaching energy science through inquiry was low compared to similar TSI PD courses on other subjects (mean perceived pedagogical content knowledge = 8.96 ± 2.07 SD for energy compared to 15.45 ± 1.83, 16.44 ± 1.81 and 15.63 ± 1.69, for elementary astronomy, high school aquatic science, and college aquatic science, respectively). These data support current findings on the complexities of teaching and understanding energy science content and suggest the need for additional teacher PD opportunities in energy science in order to provide opportunities for teachers to increase both their content knowledge and their confidence in teaching energy science.

  9. Reframing Professional Development through Understanding Authentic Professional Learning

    ERIC Educational Resources Information Center

    Webster-Wright, Ann

    2009-01-01

    Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the…

  10. Professionalism, Scholarly Practice, and Professional Development in Student Affairs

    ERIC Educational Resources Information Center

    Carpenter, Stan; Stimpson, Matthew T.

    2007-01-01

    This article presents a synthesis of recent literature on professionalism in student affairs. Attention is given to the nature of professionalism, a discussion of student affairs as a profession, the scholarly practice of student affairs, and professional development in student affairs. The authors note that an assumption of professionalism…

  11. Helping Children Develop Cognitive Skills.

    ERIC Educational Resources Information Center

    Gilkerson, Deanna

    Designed to help family home care providers understand children's cognitive developmental stages, this manual provides practical suggestions for developing and evaluating children's cognitive skills. The manual is divided into four sections focusing respectively on infants, toddlers, preschool children, and school-aged children. Each section…

  12. Designing for Problem-Based Learning: A Comparative Study of Technology Professional Development

    ERIC Educational Resources Information Center

    Ye, Lei; Walker, Andrew; Recker, Mimi; Leary, Heather; Robertshaw, M. Brooke; Sellers, Linda

    2012-01-01

    Despite of much focus on professional development aimed specifically at developing teachers' technology integration skills, rigorous studies of effective PD (professional development) are lacking. Evidence is also lacking on how these skills can best be integrated with pedagogical and content knowledge to improve student learning. The purpose of…

  13. A New Assessment Tool. A Professional Development Kit for Trainers and Assessors Incorporating Language, Literacy and Numeracy Skills into Training Packages.

    ERIC Educational Resources Information Center

    Goulbourn, Barbara; Alexander, Ann

    This kit is designed to help trainers and assessors understand the importance of workplace communication in training packages. Section 1 explains what trainers and assessors need to know about communication skills, and how to use the kit. Section 2 provides an overview of training packages. It describes the endorsed parts of the package, which…

  14. Professional Development: Catalyst for Change?

    ERIC Educational Resources Information Center

    Niederhauser, Dale; Wessling, Sarah

    2011-01-01

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

  15. Professional Development Schools: Confronting Realities.

    ERIC Educational Resources Information Center

    Lauter, Nancy J., Ed.

    This collection of articles discusses the realities of Professional Development Schools (PDS) from the perspectives of school teachers, college faculty, college administrators, and other educational administrators. The articles focus on the five dimensions of PDS work (institutionalization, equity, standards and quality, inquiry, and financing).…

  16. Professional Nurses' Perceptions of Skills Required for Performing Preterm Infants' Follow-up Assessments.

    PubMed

    Cordewener, Debbie; Lubbe, Welma

    2017-02-14

    Improved perinatal and neonatal care enhances preterm infant survival rates, but the adverse outcomes remain high. Nurses play vitally important roles regarding the follow-up assessments, treatment, and care of preterm infants. This explorative, descriptive study aimed to describe nurses' perceptions of skills required to perform effective preterm infant assessments. Thirteen semistructured interviews were conducted. Identified themes included the role of the professional nurse, the importance of preterm infant assessments, lack of skills and knowledge to conduct quality assessments, formal and continuous development training needs, the absence of assessment tools and physical resources to perform standardized assessments of preterm infants, and the required support and referral systems.

  17. A Model for the Professional Development of Teachers of Thinking

    ERIC Educational Resources Information Center

    Adey, Philip

    2006-01-01

    Teaching for the development of students' thinking is not a straightforward matter. It requires pedagogical skills, which are different from those of normal good quality teaching for conceptual development. It follows that providing professional development (PD) for teachers of thinking is a "hard case"--we can learn much of general value to…

  18. Information technology skills and training needs of health information management professionals in Nigeria: a nationwide study.

    PubMed

    Taiwo Adeleke, Ibrahim; Hakeem Lawal, Adedeji; Adetona Adio, Razzaq; Adisa Adebisi, AbdulLateef

    2015-01-01

    There is a lack of effective health information management systems in Nigeria due to the prevalence of cumbersome paper-based and disjointed health data management systems. This can make informed healthcare decision making difficult. This study examined the information technology (IT) skills, utilisation and training needs of Nigerian health information management professionals. We deployed a cross-sectional structured questionnaire to determine the IT skills and training needs of health information management professionals who have leadership roles in the nation's healthcare information systems (n=374). It was found that ownership of a computer, level of education and age were associated with knowledge and perception of IT. The vast majority of participants (98.8%) acknowledged the importance and relevance of IT in healthcare information systems and many expressed a desire for further IT training, especially in statistical analysis. Despite this, few (8.1 %) worked in settings where such systems operate and there exists an IT skill gap among these professionals which is not compatible with their roles in healthcare information systems. To rectify this anomaly they require continuing professional development education, especially in the areas of health IT. Government intervention in the provision of IT infrastructure in order to put into practice a computerised healthcare information system would therefore be a worthwhile undertaking.

  19. Writing skills enhancement for public health professionals in Rwanda

    PubMed Central

    Deonandan, Raywat; Sangwa, Nodine; Kanters, Steve; Nsanzimana, Sabin

    2017-01-01

    In 2013, Canadian scholars delivered a 1-week workshop to 30 junior public health professionals in Rwanda. The goal was to improve the Rwandans’ skills and confidence with respect to writing scientific papers for submission to international peer-reviewed global health journals. As a result of the workshop, there was a statistically significant improvement in participants’ reported confidence in many aspects of navigating the publishing process, but no improvement in confidence regarding statistically analyzing their data. Remarkably, as a group, participants were able to write an article for a leading international journal, which was subsequently published. Results indicate that similar interventions would be both successful and well received, especially if targeted to individuals at a similar stage of career progress.

  20. Coaching in the Context of Social-Emotional Development: Implications for Targeted Early Childhood Professional Development

    ERIC Educational Resources Information Center

    Harkins, Diane M.

    2013-01-01

    This study was designed to inform professional development in early childhood education (ECE) by examining the use of coaching to improve teacher performance in the classroom. Professional development programs that include coaching, a relationship-based method of enhancing application of newly acquired knowledge and skills, have received…

  1. Quantity and quality in nuclear engineering professional skills needed by the nuclear power industry

    SciTech Connect

    Slember, R.J.

    1990-01-01

    This paper examines the challenge of work force requirements in the context of the full range of issues facing the nuclear power industry. The supply of skilled managers and workers may be a more serious problem if nuclear power fades away than if it is reborn in a new generation. An even greater concern, however, is the quality of education that the industry needs in all its future professionals. Both government and industry should be helping universities adapt their curricula to the needs of the future. This means building a closer relationship with schools that educate nuclear professionals, that is, providing adequate scholarships and funding for research and development programs, offering in-kind services, and encouraging internships and other opportunities for hands-on experience. The goal should not be just state-of-the-art engineering practices, but the broad range of knowledge, issues, and skills that will be required of the nuclear leadership of the twenty-first century.

  2. Developing Professionals: Student Experiences of a Real-Client Project

    ERIC Educational Resources Information Center

    Fitch, Kate

    2011-01-01

    This study investigated the learning potential of the student experience of working with real clients in a final-year undergraduate unit that aims to develop professional skills. Students, working in consultancy teams, developed communication strategies for a not-for-profit organisation. A teaching intervention was trialled late in semester to…

  3. Gateway to Quality: Online Professional Development for Family Childcare Providers

    ERIC Educational Resources Information Center

    Durden, Tonia; Mincemoyer, Claudia; Crandall, Leslie; Alviz, Kit; Garcia, Aileen

    2016-01-01

    High-quality family childcare (FCC) can positively influence all areas of a child's growth and development. Thus, it is important to invest in efforts to increase quality, including providing professional development to enhance the skills of those caring for children in their homes. This study explores the characteristics of FCC providers who…

  4. The effect of Problem/Project-Based Learning on a desired skill set for construction professionals

    NASA Astrophysics Data System (ADS)

    Sirotiak, Todd L.

    The purpose of this study was to investigate if a Problem/Project-Based Learning (PBL) approach can affect certain non-technical, "soft" skills of construction engineers. Such skills include leadership, adaptability, and stress management. In mixed design research, quantitative and qualitative data are assembled and analyzed collectively. For this study, two separate assessment tools were used for the quantitative portion, while open-ended written reflections and a partially closed-ended senior questionnaire were implemented for the qualitative portion. A hypothetical model was used to investigate certain soft skills based on prior research documenting need. Skills investigated were confidence, stress coping, leadership, communication skills, adaptability, and management skills. Descriptive statistics, open-ended final written reflections, and a partially closed-ended senior questionnaire were used to analyze the data. PBL is a process in which the students are challenged to develop realistic solutions on open, less structured, real world type problems. The results of this study performed with the combined count of nearly 60 students suggest that PBL can influence several soft skills of senior construction engineers. Specifically, these findings demonstrate the following: (a) PBL appears to affect students' soft skills; (b) students appear to recognize the realism and "real world" applicability that PBL brings to their skill development; and (c) the data suggest that the experience is holistic and offers opportunities for balanced growth in several ways. Some key competencies such as communication and leadership indicated significant enhancements. Although this study was limited to one academic year of the university's construction engineering program, it provides interesting insight to changes within the time period investigated. This study should be replicated in other construction engineering environments to investigate a larger population sample. In addition

  5. Professional development for science teachers.

    PubMed

    Wilson, Suzanne M

    2013-04-19

    The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

  6. Application of Contemporary Literature to Enhance Interpersonal Skills and Ethical Decision Making in Professional Selling Coursework

    ERIC Educational Resources Information Center

    Kimball, Bob

    2007-01-01

    Educators and marketing professionals agree that course-work must address interpersonal communication skills and ethical decision making in addition to traditional business functions and skills. This article describes an innovative approach to teaching the professional selling course in which students enhance their competency in these areas…

  7. 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…

  8. Web-based SBIRT skills training for health professional students and primary care providers.

    PubMed

    Tanner, T Bradley; Wilhelm, Susan E; Rossie, Karen M; Metcalf, Mary P

    2012-01-01

    The authors have developed and assessed 2 innovative, case-based, interactive training programs on substance abuse, one for health professional students on alcohol and one for primary care providers on screening, brief intervention, and referral to treatment (SBIRT). Both programs build skills in substance abuse SBIRT. Real-world effectiveness trials involving medical students (n = 10) and nursing students (n = 60) were completed; trials involving primary care providers (n = 65) are in progress during 2011. Medical students and nursing students had similarly low baseline scores on assessments that benefited from training: knowledge, confidence, and clinical performance measured via an online standardized patient case and encounter note all improved post-training. Preliminary results indicate that practicing providers improved on knowledge, attitude, and brief intervention skill performance after a similar training. Results suggest that SBIRT skills can be improved with this model for case-based interactive training programs, and thus, that this training has the potential to impact patient outcomes.

  9. Chicago Public Schools Professional Development Project.

    ERIC Educational Resources Information Center

    Chicago Public Education Fund, IL.

    This report describes findings from the Chicago Public Schools (CPS) Professional Development Project, which was developed to inventory the alignment of dollars and professional development offerings to a set of professional development principles and district priorities; compare findings with other districts and best practices; articulate and…

  10. Designing and Evaluating a Personal Skills Development Program for Management Education

    ERIC Educational Resources Information Center

    Pang, Elvy; Hung, Humphry

    2012-01-01

    Success in preparing business students for professional careers requires these students to develop a set of well-defined personal skills. The present study examined 145 business students to assess the effectiveness of a personal skills development (PSD) program by measuring the impact of the training on the students' attitudes in skill development…

  11. Skills learned through professional internships can contribute to higher confidence in students

    NASA Astrophysics Data System (ADS)

    Tamalavage, A.

    2014-12-01

    Through completing an internship, a student has the opportunity to learn skills that may not be typically emphasized in the classroom. Students can create a unique professional identity by participating in internships that may be relevant to their career path. The diversity of internships can also allow a student to try an experience in a job that may be away from their assumed career trajectory, contributing to students finding where their skills could fit best. I have learned a core set of skills that have supported my transition from an undergraduate degree through two internships in both a non-profit organization and an oil and gas company. This presentation will include an analysis of the project management and communication skills that have given me "real-world" experience to understand what skills could be useful in pursuing a career in the Earth sciences. I believed that participation in clubs, mentoring assignments, and classes abroad during my undergraduate were fully providing me with the fundamental skills to enter the professional job market. Although I did learn time management, facilitation and collaboration, I did not fully gauge the necessity of a crucial understanding of these skills in the workplace. My skills using collaborative work have strengthened most since finishing my undergraduate degree. Through group work at each of my internships, I learned clear communication, management, respect, financial responsibility and how to fulfill an obligation towards a common goal. Without strengthening those skills, I do not think I would be pursuing a graduate degree in the Earth sciences with confidence. The essential skills I have learned have furthered my assurance to approach a problem with certainty when developing a hypothesis, seeking help from others, and developing a solution. This presentation will suggest further research and how specific feedback can be gathered from other Earth science students who have completed internships. With further

  12. The IUGS Task Group on Global Geoscience Professionalism - promoting professional skills professionalism in the teaching, research and application of geoscience for the protection and education of the public

    NASA Astrophysics Data System (ADS)

    Allington, Ruth; Fernandez-Fuentes, Isabel

    2013-04-01

    A new IUGS Task Group entitled the Task Group on Global Geoscience Professionalism was formed in 2012 and launched at a symposium at the 341GC in Brisbane on strengthening communication between fundamental and applied geosciences and between geoscientists and public. The Task Group aims to ensure that the international geoscience community is engaged in a transformation of its profession so as to embed the need for a professional skills base alongside technical and scientific skills and expertise, within a sound ethical framework in all arenas of geoscience practice. This needs to be established during training and education and reinforced as CPD throughout a career in geoscience as part of ensuring public safety and effective communication of geoscience concepts to the public. The specific objective of the Task Group on Global Geoscience Professionalism that is relevant to this poster session is: • To facilitate a more 'joined up' geoscience community fostering better appreciation by academics and teachers of the professional skills that geoscientists need in the workplace, and facilitate better communication between academic and applied communities leading to more effective application of research findings and technology to applied practitioners and development of research programmes that truly address urgent issues. Other Task Group objectives are: • To provide a specific international forum for discussion of matters of common concern and interest among geoscientists and geoscientific organizations involved in professional affairs, at the local, national and international level; • To act as a resource to IUGS on professional affairs in the geosciences as they may influence and impact "Earth Science for the Global Community" in general - both now and in the future; • To offer and provide leadership and knowledge transfer services to countries and geoscientist communities around the world seeking to introduce systems of professional governance and self

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. The Differences in Professional Development with Corporate Companies and Public Education

    ERIC Educational Resources Information Center

    Smith, Yolanda E.; Kritsonis, William Allan

    2006-01-01

    Like practitioners in other professional fields, educators must keep au courant with the emerging knowledge and must be prepared to use it to continually fine-tune their conceptual and craft skills. Is there a difference between the professional development training experienced by teachers' verses the professional development provided to other…

  18. Professional Doctoral Theses by Explication as Professional Management Development

    ERIC Educational Resources Information Center

    Zuber-Skerritt, Ortrun

    2007-01-01

    Purpose: This paper aims to explain the nature, and identify the quality criteria of a doctoral thesis by explication for professional management development. Design/methodology/approach: A working definition of a professional doctoral explication thesis (DET) is proposed and substantiated by five experts. The paper takes a practical, educational…

  19. Teacher Professional Leadership in Support of Teacher Professional Development

    ERIC Educational Resources Information Center

    Taylor, Mike; Yates, Anne; Meyer, Luanna H.; Kinsella, Penny

    2011-01-01

    Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to…

  20. The Developing English Skills and Knowledge (DESK) Program Handbook

    ERIC Educational Resources Information Center

    Rohloff, Jean

    2009-01-01

    The purpose of the DESK (Developing English Skills and Knowledge) Program at Louisiana State University (LSU) is to help deaf and hard of hearing students make a smooth transition from high school to postsecondary institutions and, in doing so, to ensure their academic and professional success. This handbook documents, in a "how-to"…

  1. Developing Higher-Order Thinking Skills through WebQuests

    ERIC Educational Resources Information Center

    Polly, Drew; Ausband, Leigh

    2009-01-01

    In this study, 32 teachers participated in a year-long professional development project related to technology integration in which they designed and implemented a WebQuest. This paper describes the extent to which higher-order thinking skills (HOTS) and levels of technology implementation (LoTI) occur in the WebQuests that participants designed.…

  2. Developing research skills in medical students: AMEE Guide No. 69.

    PubMed

    Laidlaw, Anita; Aiton, Jim; Struthers, Julie; Guild, Simon

    2012-01-01

    This Guide has been written to provide guidance for individuals involved in curriculum design who wish to develop research skills and foster the attributes in medical undergraduates that help develop research. The Guide will provoke debate on an important subject, and although written specifically with undergraduate medical education in mind, we hope that it will be of interest to all those involved with other health professionals' education. Initially, the Guide describes why research skills and its related attributes are important to those pursuing a medical career. It also explores the reasons why research skills and an ethos of research should be instilled into professionals of the future. The Guide also tries to define what these skills and attributes should be for medical students and lays out the case for providing opportunities to develop research expertise in the undergraduate curriculum. Potential methods to encourage the development of research-related attributes are explored as are some suggestions as to how research skills could be taught and assessed within already busy curricula. This publication also discusses the real and potential barriers to developing research skills in undergraduate students, and suggests strategies to overcome or circumvent these. Whilst we anticipate that this Guide will appeal to all levels of expertise in terms of student research, we hope that, through the use of case studies, we will provide practical advice to those currently developing this area within their curriculum.

  3. Teachers' Perceptions of the Relevance and Usefulness of Professional Development

    ERIC Educational Resources Information Center

    Shoemaker, Susan F.

    2013-01-01

    The purpose of this qualitative, phenomenological study was to investigate, through interviews, secondary teachers' perceptions of the level of the value, applicability, and implementation of skills learned within professional development offerings in the targeted school district. Non-probability, stratified, purposeful sampling was utilized to…

  4. Teacher Professional Learning and Development. Educational Practices Series-18

    ERIC Educational Resources Information Center

    Timperley, Helen

    2008-01-01

    This booklet synthesises the research on teacher professional learning and development that has been demonstrated to have a positive impact on valued student outcomes. Its findings relate to teachers who have received at least some initial teacher education and who are in the process of deepening their knowledge and refining their skills. The…

  5. Professional Development Integrating Technology: Does Delivery Format Matter?

    ERIC Educational Resources Information Center

    Claesgens, Jennifer; Rubino-Hare, Lori; Bloom, Nena; Fredrickson, Kristi; Henderson-Dahms, Carol; Menasco, Jackie; Sample, James

    2013-01-01

    The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to…

  6. Professional Development: Designing for the Cognitive and Affective Domains

    ERIC Educational Resources Information Center

    Doherty, Iain

    2014-01-01

    This paper critically reflects on the pedagogical approach underlying a professional development course in eLearning. The aim of the course was to teach faculty based eLearning officers the necessary practical and theoretical skills to fulfil their roles in supporting Faculties with eLearning initiatives. Whilst the course was successful--judged…

  7. Teachers' Professional Development in Schools: Rhetoric versus Reality

    ERIC Educational Resources Information Center

    Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco

    2014-01-01

    Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…

  8. Connecting Differentiated Professional Development to School Improvement Goals

    ERIC Educational Resources Information Center

    Branco, Mark W.

    2013-01-01

    Research and practical experience has shown that, more often than not, the professional development opportunities that are provided for teachers are not intentionally structured to meet their individual needs nor do they have a systemic impact on the knowledge base and skill sets of an entire faculty. Furthermore, the continuous pressure that…

  9. Differentiating Teacher Professional Development with Design

    ERIC Educational Resources Information Center

    MacFarlane, Bronwyn

    2012-01-01

    Much research supports the benefits that quality professional development plays in impacting teacher quality. Experiences in professional development can affect a teacher's growth, the application of varied instructional techniques, and increase student learning. When professional development is well-planned, it can provide purpose, collaboration,…

  10. 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 &…

  11. State Programs for Funding Teacher Professional Development.

    ERIC Educational Resources Information Center

    Ward, James G.; St. John, Edward P.; Laine, Sabrina W. M.

    State mandates for teacher professional development and continuing education, and funding for those mandates are a high profile topic in the North Central region. Examination of specific state requirements for professional development, the relationship among professional development, teacher certification, and continued employment, and direct…

  12. A Cost Framework for Professional Development.

    ERIC Educational Resources Information Center

    Odden, Allan; Archibald, Sarah; Fermanich, Mark; Gallagher, H. Alix

    2002-01-01

    Defines professional development and its key components; reviews previous research on professional development costs; examines problems with current fiscal accounting codes; proposes a framework for capturing professional development costs composed of six elements: teacher time; training and coaching; administration; materials, equipment, and…

  13. An interventional model to develop health professionals in West Africa.

    PubMed

    Sanou, Anselme Simeon; Awoyale, Florence Adeola; Diallo, Abdoulaye

    2014-01-01

    The health sector is characterized by a human resource base lacking in numbers, specialized skills, and management skills. West African Health Organization (WAHO) recognizes the need within the West Africa sub-region for bilingual professionals who are skilled in public health, management, leadership, and information technology to build human capacity in public health and developed the Young Professionals Internship Program (YPIP). Our study explores the evolution of the programme. YPIP program has successfully carried out its original aims and objectives to equip young professionals with basic principles of public health, management, and leadership, acquire competence in a second official language (French, English, and Portuguese), information and communication technology. Contributing factors towards this successful evaluation included positive ratings and commentary from previous interns about the relevance, usefulness, and quality of the programme, encouraging feedback from WAHO management, trainers, administrators, and intern employers on the impact of the YPIP program on young professionals, supporting evidence that demonstrates increased knowledge in professional skills and language competency.

  14. Mentoring for research skill development.

    PubMed

    Records, Kathie; Emerson, Roberta J

    2003-12-01

    The nursing shortage is significantly affecting the nursing academic environment. A self-perpetuating cycle of insufficient numbers of faculty with inadequate preparation for academia could lead to a profound decline in the nursing profession. Institutions often implement mentoring plans for new tenure track faculty, and the challenge is even greater in environments that are not research intensive. This article describes the implementation of the research arm of an institutional mentoring plan for new tenure track faculty. The plan was designed to facilitate new faculty's attainment of tenure, while expediting the development of a satisfying career in academia. Doctoral education does not necessarily provide graduates with all the tools required to be successful researchers. However, specific guidance may be provided in the developing of a research program; creating networks and selecting consultants; preparing presentations and publications; and developing grantsmanship skills, particularly for institutions without established research centers.

  15. Professional development in college science teaching

    NASA Astrophysics Data System (ADS)

    Thomas, Aimee Kathryn

    Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4

  16. Employability Skills Development in the United Kingdom.

    ERIC Educational Resources Information Center

    Turner, Dave

    For the last 15 years, a series of policy initiatives have advocated for development of employability skills by young and unemployed people in the United Kingdom. The call for these employability skills has been championed by these two distinct but related movements: the Key Skills Development Movement (KSDM) and the Enterprising Skills…

  17. Developing Thinking Skills with Computers.

    ERIC Educational Resources Information Center

    Black, John B.; And Others

    1988-01-01

    A study in which Logo programming was used to teach problem-solving skills to fourth to eighth grade students is described. The results, and their implications for further use of the computer to teach higher order thinking skills, are discussed. The possible use of Prolog programming to teach reasoning skills is described. (JL)

  18. School Personnel's Professional Development Needs and Skill Level with Functional Behavior Assessments in Ten Midwestern States in the United States: Analysis and Issues

    ERIC Educational Resources Information Center

    Pindiprolu, Sekhar S.; Peterson, Stephanie M.; Bergloff, Hollie

    2007-01-01

    The amendments to the Individuals with Disabilities Education Act (IDEA) require states address the training needs of in-service and pre-service personnel for developing and implementing positive intervention strategies (Gable, Quinn, Rutherford, & Howell, 1998; Shelladay & Stichter, 1999; The Center for Effective Collaboration and…

  19. 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…

  20. 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…

  1. 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.

  2. School Data as Mediators in Professional Development

    ERIC Educational Resources Information Center

    Jensen, Ruth; Moller, Jorunn

    2013-01-01

    International research documents a variety of approaches for fostering the professional development of principals. These studies mainly draw upon survey and interview data. Less attention has been paid to observing professional development processes. This article aims to examine how professional learning is played out empirically in the…

  3. TA Professional Development: A Graduate Student's Perspective

    NASA Astrophysics Data System (ADS)

    Alicea-Munoz, Emily

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

  4. Develop a Professional Learning Plan

    ERIC Educational Resources Information Center

    Journal of Staff Development, 2013

    2013-01-01

    A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…

  5. [Development of skill scale for communication skill measurement of pharmacist].

    PubMed

    Teramachi, Hitomi; Komada, Natsuki; Tanizawa, Katsuya; Kuzuya, Yumi; Tsuchiya, Teruo

    2011-04-01

    To purpose of this study was to develop a pharmacist communication skill scale. A 38 items scale was made and 283 pharmacists responded. The original questionnaire consisted of 38 items, with 1-5 graded Likert scale. Completed responses of 228 pharmacists data were used for testing the reliability and the validity of this scale. The first group of items from the original questionnaire were 38, and finally 38 original items were chosen for investigation of content validity, correlation coefficient and commonality. From factor analysis, four factors were chosen among the 31 items as follows: patient respect reception skill, problem discovery and solution skill, positive approach skill, feelings processing skill. The correlation coefficient between this original scale and the KiSS-18 (Social Skill) received high score (r=0.694). The reliability of this scale showed high internal consistency (Cronbach α coefficient=0.951), so the result of test for the validity of this scale supports high content validity. Thus we propose adoption of pharmacist communication skill scale to carry a brief eponymous name as TePSS-31. The above findings indicate that this developed scale possess adequate validity and reliability for practical use.

  6. Virtual Reality Simulator Developed Welding Technology Skills

    ERIC Educational Resources Information Center

    Yunus, Faizal Amin Nur; Baser, Jamil Abd; Masran, Saiful Hadi; Razali, Nizamuddin; Rahim, Bekri

    2011-01-01

    The purpose of this study was to identify the suitability of VR welding simulator application towards CBT in developing welding skills upon new trainees at the Centre of Instructor and Advanced Skills Training (CIAST) Shah Alam Selangor and National Youth Skills Institute (IKBN) Pagoh Johor. The significance of the study was to create a…

  7. Reclaiming Professional Identity through Postgraduate Professional Development: Careers Practitioners Reclaiming their Professional Selves

    ERIC Educational Resources Information Center

    Neary, Siobhan

    2014-01-01

    Careers advisers in the UK have experienced significant change and upheaval within their professional practice. This research explores the role of postgraduate-level professional development in contributing to professional identity. The research utilises a case study approach and adopts multiple tools to provide an in-depth examination of…

  8. Effective Professional Development for Teachers: A Checklist

    ERIC Educational Resources Information Center

    Hunzicker, Jana

    2011-01-01

    Teachers know it is important to keep their professional knowledge and skills up to date, and presentation-style workshops are an efficient way to accomplish this. However, "one shot," "sit and get" workshops are becoming less effective in today's busy world. Much of the information gained is not likely to be remembered, and even less is likely to…

  9. Building Professional Social Media Communications Skills: A STEM-Originated Course with University-Wide Student Appeal

    ERIC Educational Resources Information Center

    Baim, Susan A.

    2016-01-01

    Routine correspondence with the author's business technology students indicated the need for increased skill and professionalism in social media communications as a key driver of successful career development strategies. A new course designed to assist students in transitioning from typical, casual social media use to the more rigorous and…

  10. 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…

  11. 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…

  12. Collaboration, credibility, compassion, and coordination: professional nurse communication skill sets in health care team interactions.

    PubMed

    Apker, Julie; Propp, Kathleen M; Zabava Ford, Wendy S; Hofmeister, Nancee

    2006-01-01

    This study explored how nurses communicate professionalism in interactions with members of their health care teams. Extant research show that effective team communication is a vital aspect of a positive nursing practice environment, a setting that has been linked to enhanced patient outcomes. Although communication principles are emphasized in nursing education as an important component of professional nursing practice, actual nurse interaction skills in team-based health care delivery remain understudied. Qualitative analysis of interview transcripts with 50 participants at a large tertiary hospital revealed four communicative skill sets exemplified by nursing professionals: collaboration, credibility, compassion, and coordination. Study findings highlight specific communicative behaviors associated with each skill set that exemplify nurse professionalism to members of health care teams. Theoretical and pragmatic conclusions are drawn regarding the communicative responsibilities of professional nurses in health care teams. Specific interaction techniques that nurses could use in nurse-team communication are then offered for use in baccalaureate curriculum and organizational in-service education.

  13. Curriculum Development for Teaching Occupational Survival Skills

    ERIC Educational Resources Information Center

    Nelson, Robert E.

    1977-01-01

    Suggests ways to implement Occupational Survival Skills into high school curriculum and to develop materials for teaching these skills and attitudes necessary for "survival" in the world of work. Topics discussed include occupational unrest, career education, and curriculum development. Twelve topics are suggested for developing into…

  14. Supporting Young Children's Motor Skill Development.

    ERIC Educational Resources Information Center

    Benelli, Cecelia; Yongue, Bill

    1995-01-01

    Addresses importance of planned motor skill development, providing specific guidelines for adults working with three-, four-, and five-year olds. Describes the influence of motor development on cognitive, language, emotional, and social development. Suggests using verbal feedback, visual assistance, and demonstration for teaching motor skills.…

  15. Professionalism in Broadcasting in Developing Countries

    ERIC Educational Resources Information Center

    O'Brien, Rita Cruise

    1977-01-01

    Examines the modes of professionalism and organizational structure in broadcasting and investigates how these modes transfer from industrialized nations to developing countries such as Algeria and Senegal. (MH)

  16. Queensland public sector nurse executives: professional development needs.

    PubMed

    Courtney, Mary; Yacopetti, Jane; James, Catherine; Walsh, Anne; Montgomery, Mary

    2002-01-01

    In a time of health care reform and rapid change, nurse executives need effective leadership skills to be able to respond to a challenging environment, provide quality cost-effective care and promote the professional development of nursing. This research aimed to provide an understanding of nursing executives' roles and professional development needs and obtain concise information for the development of strategies and professional development programs to enhance the effectiveness of the present and future roles of nursing executives. A descriptive cross-sectional postal survey was sent to all public sector Level 4 and 5 nursing executives in Queensland (n = 281), with a response rate of 52.3% (n = 147). Financial management, human resource management and information technologies were identified as the areas where professional development was most needed. Structured educational activities such as short courses or seminars covering information technology, financial and budget management and general business management were identified as the type of activities best suited to nurse executives' needs. The most frequently reported barriers to professional development were difficulties obtaining relief staff, inadequate time, financial cost and inadequate district manager and regional support to enable access to professional development programs.

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

    ERIC Educational Resources Information Center

    Snodgrass, Suzanne

    2011-01-01

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

  18. Soft Skills: The New Curriculum for Hard-Core Technical Professionals

    ERIC Educational Resources Information Center

    Bancino, Randy; Zevalkink, Claire

    2007-01-01

    In this article, the authors talk about the importance of soft skills for hard-core technical professionals. In many technical professions, the complete focus of education and training is on technical topics either directly or indirectly related to a career or discipline. Students are generally required to master various mathematics skills,…

  19. Soft Skills for Information Technology Professionals in Recruitment Advertisements: A Follow-up Study

    ERIC Educational Resources Information Center

    McMahon, Cynthia J. Moore

    2013-01-01

    The purpose of this research is to determine if the use of soft skills requirements in job posting advertisements for information technology professional positions has increased since the dissertation study by G. K. Tannnahill in 2007, titled "Study of Soft Skills for IT Workers in Recruitment Advertising," to support prior research…

  20. Teaching Writing as a Professional Practice Skill: A Curricular Case Example

    ERIC Educational Resources Information Center

    Grise-Owens, Erlene; Crum, Kimberly

    2012-01-01

    This article describes one MSW program's innovative and informed response to the pervasive problem of inadequate professional writing skills. We articulate the rationale, implementation, and assessment of our systemic response, which includes (a) requiring a professional writing course, (b) implementing curricular infusion of a standard writing…

  1. Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model

    ERIC Educational Resources Information Center

    Santana Arroyo, Sonia

    2013-01-01

    Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

  2. Contribution of Professional Development to Standards Implementation

    ERIC Educational Resources Information Center

    Klieger, Aviva; Yakobovitch, Anat

    2012-01-01

    Teachers' professional development is a key to any educational change and is critical when leading and assimilating change, such as introducing standards into classrooms. A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated…

  3. Leadership and Professional Development: The Quiet Revolution

    ERIC Educational Resources Information Center

    Cardno, Carol

    2005-01-01

    Purpose: The purpose of this paper is to propose a model for holistic professional development as an alternative to practices that have been piecemeal and curriculum focused ignoring, in particular, the critical dimension of management development. Design/methodology/approach: A conceptual framework for considering professional development needs…

  4. Peer Coaching: Professional Development for Experienced Faculty

    ERIC Educational Resources Information Center

    Huston, Therese; Weaver, Carol L.

    2008-01-01

    The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced…

  5. Student development and ownership of ethical and professional standards.

    PubMed

    Hall, Kevin D

    2004-04-01

    Ethics and professional conduct are vital to civil engineering undergraduate curricula. Many programs struggle to ensure that students are given an adequate exposure to and appreciation of ethical and professional conduct issues. This paper describes a two-part ethics/professionalism project used in a senior-level course taught at the University of Arkansas. Initially, students scrutinize ethical canons and standards of professional conduct published by the American Society of Civil Engineers (ASCE) and the National Society of Professional Engineers (NSPE), and prepare an essay concerning the applicability of these standards. The second part of the project builds on the first: based on the opinion(s) generated in Part 1, students are asked to develop a set of canons or standards targeted specifically to the undergraduate student, and suggest processes for implementing those standards within the department. Project objectives include: (1) exposure to nationally-recognized ethical canons and standards of professional conduct; (2) personal formulation of ethical and professional standards; (3) skill enhancement for non-technical written communications. Feedback by students prior to and after the project indicates success in meeting all objectives. The feedback also indicates that for some students, definitions and applications of ethics and professionalism are being broadened to include more than academic honesty issues.

  6. Psychomotor Skills for the General Professional Education of the Physician.

    ERIC Educational Resources Information Center

    Irby, David M.; And Others

    1991-01-01

    A University of Washington medical faculty survey identified 43 psychomotor skills deemed essential for physicians by over 60 percent of respondents. A committee of clerkship directors refined the list to 28 skills that should be required for graduation. The data are used to specify educational objectives and design tests. (Author/MSE)

  7. 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.

  8. Physicians’ professionalism at primary care facilities from patients’ perspective: The importance of doctors’ communication skills

    PubMed Central

    Sari, Merry Indah; Prabandari, Yayi Suryo; Claramita, Mora

    2016-01-01

    Background: Professionalism is the core duty of a doctor to be responsible to the society. Doctors’ professionalism depicts an internalization of values and mastery of professionals’ standards as an important part in shaping the trust between doctors and patients. Professionalism consists of various attributes in which current literature focused more on the perspective of the health professionals. Doctors’ professionalism may influence patients’ satisfaction, and therefore, it is important to know from the patients’ perspectives what was expected of medical doctors’ professionalism. Objective: This study was conducted to determine the attributes of physician professionalism from the patient's perspective. Materials and Methods: This was a qualitative research using a phenomenology study design. In-depth interviews were conducted with 18 patients with hypertension and diabetes who had been treated for at least 1 year in primary care facilities in the city of Yogyakarta, Indonesia. The results of the interview were transcribed, encoded, and then classified into categories. Results: Communication skills were considered as the top priority of medical doctors’ attributes of professionalism in the perspectives of the patients. Conclusion: This study revealed that communication skill is the most important aspects of professionalism which greatly affected in the process of health care provided by the primary care doctors. Doctor-patient communication skills should be intensively trained during both basic and postgraduate medical education. PMID:27453844

  9. On the Problem of Motor Skill Development

    ERIC Educational Resources Information Center

    Clark, Jane E.

    2007-01-01

    As a way to address the serious obesity epidemic in the United States, many physical education classes have become fitness centers designed to raise heart rates and burn calories. An unintended consequence of this emphasis on fitness, however, is the lack of attention to motor skill development. Motor skills do not develop miraculously from one…

  10. Laboratory Activities for Developing Process Skills.

    ERIC Educational Resources Information Center

    Institute for Services to Education, Inc., Washington, DC.

    This workbook contains laboratory exercises designed for use in a college introductory biology course. Each exercise helps the student develop a basic science skill. The exercises are arranged in a hierarchical sequence suggesting the scientific method. Each skill facilitates the development of succeeding ones. Activities include Use of the…

  11. 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…

  12. Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism

    ERIC Educational Resources Information Center

    Montecinos, Carmen; Pino, Mauricio; Campos-Martinez, Javier; Domínguez, Rosario; Carreño, Claudia

    2014-01-01

    As education's main workforce, teachers have been the target of policies designed to shape and affirm new versions of professionalism. This paper examines this issue as it is exemplified by the Teachers of Teachers Network (TTN), a program developed by Chile's Ministry of Education. As a program designed to identify and reward high quality…

  13. Critical Issues in Early Childhood Professional Development

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  14. 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…

  15. Improving Teacher Quality through Professional Development

    ERIC Educational Resources Information Center

    Kent, Andrea M.

    2004-01-01

    Professional development is the catalyst to transforming theory into current best teaching practices. In order to provide effective professional development, there are many variables that must be considered by the school principal including teacher beliefs and receptivity, the school climate, and available local school support. Ultimately,…

  16. 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…

  17. 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.…

  18. The Impact of Professional Development on Teaching

    ERIC Educational Resources Information Center

    McLoughlin, Virginia

    2012-01-01

    Differentiating instruction for individual students has been shown to enhance achievement, and professional development has been shown to be an effective method of teacher training. The purpose of this project study was to assess teachers' tolerance for and acceptance of professional development for differentiated instruction in a suburban high…

  19. Effective Professional Development Planning: The Wisconsin PDP

    ERIC Educational Resources Information Center

    Fischer, John A.

    2010-01-01

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

  20. Teachers' Professional Development: A Theoretical Review

    ERIC Educational Resources Information Center

    Postholm, May Britt

    2012-01-01

    Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers' learning: how they learn to learn and how they apply their knowledge in practice to support pupils' learning. The research…

  1. Great Expectations: Emergent Professional Development Schools.

    ERIC Educational Resources Information Center

    Winitzky, Nancy; And Others

    1992-01-01

    One of five articles on professional development schools in this theme issue. Describes the establishment of a professional development school reflecting Holmes Group principles by the University of Utah/Salt Lake City School District partnership. Discusses several dilemmas, including: didactic versus constructivist views of teaching and learning,…

  2. Teacher Professional Development: Who Is the Learner?

    ERIC Educational Resources Information Center

    Petrie, Kirsten; McGee, Clive

    2012-01-01

    One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a…

  3. Professional Development under KERA: Teachers' Decisions & Dilemmas.

    ERIC Educational Resources Information Center

    Kelly, Philip P.; McDiarmid, G. Williamson

    This study examined how teachers perceived their professional development needs and how to best meet those needs in the context of systemic reform (the Kentucky Education Reform Act of 1990), noting plans for professional development created by teachers themselves. A stratified random sample of schools from five geographic locations in Kentucky…

  4. Changing Teacher's Beliefs through Professional Development.

    ERIC Educational Resources Information Center

    Vacc, Nancy Nesbitt; Bright, George W.; Bowman, Anita H.

    This study examined changes in 19 teachers' beliefs across the first 2 years of a professional development program in cognitively guided instruction (CGI). The study involved five teams of mathematics teachers and teacher educators. Teams attended professional development workshops on several occasions. Each team met monthly to discuss their…

  5. Transforming Professional Development into Student Results

    ERIC Educational Resources Information Center

    Reeves, Douglas B.

    2010-01-01

    Focusing on just three things--evidence of student learning, feedback on teacher and principal decisions, and depth of implementation--renowned author and thinker Douglas B. Reeves provides you with a blueprint for how to ensure professional development improves student learning. Find out: (1) Which ineffective professional development practices…

  6. 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.…

  7. Building a Mentorship-Based Research Program Focused on Individual Interests, Curiosity, and Professional Skills at the North Carolina School of Science and Mathematics

    ERIC Educational Resources Information Center

    Shoemaker, Sarah E.; Thomas, Christopher; Roberts, Todd; Boltz, Robin

    2016-01-01

    The North Carolina School of Science and Mathematics (NCSSM) offers students a wide variety of real-world opportunities to develop skills and talent critical for students to gain the essential professional and personal skills that lead to success in science, technology, engineering, and mathematics (STEM) careers. One of the key avenues available…

  8. AWG, Enhancing Professional Skills, Providing Resources and Assistance for Women in the Geosciences

    NASA Astrophysics Data System (ADS)

    Sundermann, C.; Cruse, A. M.; AssociationWomen Geoscientists

    2011-12-01

    The Association for Women Geoscientists (AWG) was founded in 1977. AWG is an international organization, with ten chapters, devoted to enhancing the quality and level of participation of women in geosciences, and introducing women and girls to geoscience careers. Our diverse interests and expertise cover the entire spectrum of geoscience disciplines and career paths, providing unexcelled networking and mentoring opportunities to develop leadership skills. Our membership is brought together by a common love of earth, atmospheric and ocean sciences, and the desire to ensure rewarding opportunities for women in the geosciences. AWG offers a variety of scholarships, including the Chrysalis scholarship for women who are returning to school after a life-changing interruption, and the Sands and Takken awards for students to make presentations at professional meetings. AWG promotes professional development through workshops, an online bi-monthly newsletter, more timely e-mailed newsletters, field trips, and opportunities to serve in an established professional organization. AWG recognizes the work of outstanding women geoscientists and of outstanding men supporters of women in the geosciences. The AWG Foundation funds ten scholarships, a Distinguished Lecture Program, the Geologist-in-the-Parks program, Science Fair awards, and numerous Girl Scout programs. Each year, AWG sends a contingent to Congressional Visits Day, to help educate lawmakers about the unique challenges that women scientists face in the geoscience workforce.

  9. 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

  10. The Correlation between Early Second Language Learning and Native Language Skill Development

    ERIC Educational Resources Information Center

    Caccavale, Terry

    2007-01-01

    It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…

  11. Exploring the Continuing Professional Development Needs of Pedagogical Practitioners in Early Years in England

    ERIC Educational Resources Information Center

    Ingleby, Ewan; Hedges, Clive

    2012-01-01

    This article is based on quantitative and qualitative data that have been generated since 2009 on the study skills needs of early years practitioners working in England. The research has identified that developing information technology skills appears to be a particular professional development need for these practitioners. The practitioners are…

  12. Evaluative Decision-Making for High-Quality Professional Development: Cultivating an Evaluative Stance

    ERIC Educational Resources Information Center

    Sumsion, Jennifer; Lunn Brownlee, Joanne; Ryan, Sharon; Walsh, Kerryann; Farrell, Ann; Irvine, Susan; Mulhearn, Gerry; Berthelsen, Donna

    2015-01-01

    Unprecedented policy attention to early childhood education internationally has highlighted the crucial need for a skilled early years workforce. Consequently, professional development of early years educators has become a global policy imperative. At the same time, many maintain that professional development research has reached an impasse. In…

  13. Practice Brief: Faculty Perspectives on Professional Development to Improve Efficacy when Teaching Students with Disabilities

    ERIC Educational Resources Information Center

    Park, Hye Jin; Roberts, Kelly D.; Stodden, Robert

    2012-01-01

    "Innovative and Sustainable Teaching Methods and Strategies" project staff provided professional development to instructional faculty to enhance their attitudes, knowledge, and skills in meeting the diverse needs of students with disabilities. This practice brief describes one of the professional development programs, delivered over the course of…

  14. An Evaluation of Professional Development to Improve Teachers' Perspectives and Behaviors: An Action Research Study

    ERIC Educational Resources Information Center

    Beckford-Young, Paulette Vivienne

    2016-01-01

    The purpose of this action research study was to conduct a professional development activity to provide content-area teachers with academic vocabulary strategies to be implemented during instruction on a daily basis. Professional development is essential for teachers to gain new knowledge and skills in order to hone their craft to improve student…

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

    ERIC Educational Resources Information Center

    Stahl, Leslie D.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Ibara, Emmanuel C.

    2014-01-01

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

  17. Electronic Continuous Professional Development (E-CPD) for Teachers: Bridging the Gap between Knowledge and Application

    ERIC Educational Resources Information Center

    Razak, Rafiza Abdul; Yusop, Farah Dina; Halili, Siti Hajar; Chukumaran, Sri Raman

    2015-01-01

    The continuing professional development (CPD) is a concerted effort to ensure the educational service officers equip themselves with professional knowledge, skill, values and practices of teachers through in-service training programs organized based on competency development, lifelong learning and career path. Nonetheless, educators do not only…

  18. Developing Oral Presentation Competence in Professional Contexts: A Design-Based Collaborative Approach

    ERIC Educational Resources Information Center

    Pathak, Anil; Le Vasan, Mani

    2015-01-01

    The need to develop oral presentation skills with reference to students' specialized professional contexts has been well-recognised. Attempts have also been made to develop collaboration between engineering faculty and language teaching professionals. In this paper, we describe an experiment where students were given an opportunity to demonstrate…

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

    ERIC Educational Resources Information Center

    Brown, Jennifer A.; Woods, Juliann J.

    2012-01-01

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

  20. Developing a Professional Development Program Model Based on Teachers' Needs

    ERIC Educational Resources Information Center

    Lee, Hea-Jin

    2005-01-01

    This paper presents a model of a teacher needs-based (TNB) professional development program. The TNB model formed the foundation of three externally funded professional development programs. The objectives of this model are to maximize the effects of a professional development program, and to help participants sustain their learning over the long…

  1. Developing Students' Professional Digital Identity

    ERIC Educational Resources Information Center

    Cochrane, Thomas; Antonczak, Laurent

    2015-01-01

    In contrast to the myth of the "Digital Native" and the ubiquity of Facebook use, we have found that students' digital identities are predominantly social with their online activity beyond Facebook limited to being social media consumers rather than producers. Within a global economy students need to learn new digital literacy skills to…

  2. Professional Development through Clinical Supervision

    ERIC Educational Resources Information Center

    Farhat, Amal

    2016-01-01

    Studies have shown that clinical supervisory practices result in implementation of new skills in teachers' classroom performance. This study examines the impact of two clinical supervisory cycles on teachers' performance in classroom management. Multiple data collection tools were used to determine the impact of clinical supervisory interventions…

  3. Developing Opportunities for Professional Counselors.

    ERIC Educational Resources Information Center

    Vacc, Nicholas A.

    Because cancer patients and their families have special psychological needs that are not always met through medical care, the Bowman Gray School of Medicine at Wake Forest University established the Cancer Patient Support Program (CPSP) at the Oncology Research Center. Services provided by the CPSP's 2 professional counselors and approximately 35…

  4. Developing a Professional Learning Community

    ERIC Educational Resources Information Center

    Herrera, Charmaine M.

    2012-01-01

    Professional Learning Communties (PLCs) school reform movement that is grounded in decades of research. The purpose of this research was to investigate whether or not a PLC would help in cultivating a culture of learning and collaboration at a small charter school in Delaware. The research involved interviews of teachers, administrators and a data…

  5. Developing Research Skills across the Undergraduate Curriculum

    ERIC Educational Resources Information Center

    Gray, Simon; Coates, Lee; Fraser, Ann; Pierce, Pam

    2015-01-01

    This chapter describes consortial efforts within the Great Lakes Colleges Association to share expertise and programming to build research skills throughout the undergraduate curriculum. Strategies to scaffold research skill development are provided from Allegheny College, Kalamazoo College, and The College of Wooster.

  6. Developing Language Skills in Science Classrooms

    ERIC Educational Resources Information Center

    Jimenez-Silva, Margarita; Gomez, Conrado Laborin

    2011-01-01

    Science teachers need specific strategies to develop writing skills along with science content. Fortunately, research has demonstrated that science-teaching methodology can accomplish both the teaching of science content and various language skills, including writing. A technique suitable for and utilized by science teachers is the "mode…

  7. Developing Teaching Skills in Physical Education.

    ERIC Educational Resources Information Center

    Siedentop, Daryl

    This textbook attempts to clarify the nature of teaching during the field experience or simulation of that experience for student teachers. The text takes a data-based approach to the development of teaching skills. It is divided into seven chapters. The first chapter, "Systematic Improvement of Teaching Skills," is a narrative…

  8. Navigating Uncertainty: Health Professionals' Knowledge, Skill, and Confidence in Assessing and Managing Pain in Children with Profound Cognitive Impairment

    PubMed Central

    Bray, Lucy

    2016-01-01

    There is limited evidence to underpin the assessment and management of pain in children with profound cognitive impairment and these children are vulnerable to poor pain assessment and management. Health professionals working with children with profound cognitive impairment from a single paediatric tertiary referral centre in England were interviewed to explore how they develop and acquire knowledge and skills to assess and manage pain in children with cognitive impairment. The interviews were transcribed and subjected to thematic analysis. Nineteen health professionals representing different professional groups and different levels of experience participated in the study. A metatheme “navigating uncertainty; deficits in knowledge and skills” and two core themes “framing as different and teasing things out” and “the settling and unsettling presence of parents” were identified. Uncertainty about aspects of assessing and managing the pain of children with cognitive impairment tended to erode professional confidence and many discussed deficits in their skill and knowledge set. Uncertainty was managed through engaging with other health professionals and the child's parents. Most health professionals stated they would welcome more education and training although many felt that this input should be clinical and not classroom oriented. PMID:28096710

  9. Supporting vulnerable families who do not attend appointments: a gap analysis of the skills health professionals need.

    PubMed

    Wallbank, Sonya; Meeusen, Mirjam; Jones, Louise

    2013-01-01

    This paper offers a framework of knowledge, skills and competencies required for professionals working with vulnerable families at risk from not attending their appointment (DNA). It also offers a gap analysis of Higher Education Health Professional courses which identifies where professionals skills need to be further developed. The gap analysis demonstrates that courses appear to teach professionals how to identify and communicate with families; however, not specifically in relation to families who DNA. One of the key factors which appears to be missing from courses is how to identify when vulnerability is increasing with a family. This may mean that families who initially present as stable may fail to be identified when their circumstances are changing and increasing their vulnerability. The gap analysis also shows that professionals are not routinely given the tools needed to creatively engage with families who do not attend. It appears important that professionals are taught why families may not attend appointments, so increasing their desire to engage with families and decrease stigmatising attitudes to families who find compliance with healthcare appointments difficult.

  10. Multi-professional staff development programme for PAMs.

    PubMed

    Wray, N

    2001-01-01

    A unique, accredited, multi-professional education programme for junior staff in professions allied to medicine (PAMs) developed by Durham and Teesside Education and Training Consortium in collaboration with local trusts and social services is described. Designed to ensure competence to practice in line with clinical governance, it aims to strengthen multi-professional working practice through a greater understanding of roles and of the way the national health service (NHS) works. It enables staff to analyse their own learning needs and to employ self-directed learning skills for life-long learning. Using problem-based learning, it uses real clinical cases as triggers to promote critical evaluation and reasoning and the development of multi-professional care pathways.

  11. Developing Skills of Assistant Teachers: A Staff Development Guide.

    ERIC Educational Resources Information Center

    Leigh, Cindy; And Others

    Each of the four sections of this staff development guide focuses on areas of skills which assistant teachers must possess, namely, skills in (1) communication and interaction, (2) child development and discipline, (3) management and organization, and (4) facilitation of learning in activity centers. Communication skills are discussed in terms of…

  12. [Training of health professionals in breastfeeding and its association with knowledge, skills and practices].

    PubMed

    Jesus, Patricia Carvalho de; Oliveira, Maria Inês Couto de; Moraes, José Rodrigo de

    2017-01-01

    A cross-sectional study was conducted in the 15 hospitals with over 1000 deliveries/year in Rio de Janeiro, Brazil, to verify the association between training of health professionals in breastfeeding and professional knowledge, skills and practices. Interviews were staged with 215 health professionals, 48.4% working in Baby-Friendly Hospitals, by means of a questionnaire adapted from the revalidation instrument of the initiative. The three dichotomized outcomes were subjected to bivariate and multivariate analysis. Adjusted prevalence ratios were obtained by the Poisson regression model: 48.1% of the professionals had adequate knowledge, 58.9% adequate skills and 74.9% reported adequate practice. Theoretical and practical training ≥ 18 hours considered adequate (by 65.6% of the professionals) showed a significant association with professional knowledge (aPR = 1.575), skills (aPR = 1.530) and practices (aPR = 1.312). Less working experience was associated with less knowledge (aPR = 0.723), but with better practices (aPR = 1.183). Nursing staff reported better practices than physicians (aPR = 0.808) and other categories (aPR = 0.658). The study concludes that training contributes to improved breastfeeding knowledge, skills and practices that are essential for maternal and child care.

  13. Developing Research Capacity through Professional Training

    ERIC Educational Resources Information Center

    Jacobs, Lynette

    2015-01-01

    This paper reports on a planned, professional, postgraduate diploma that aims to develop educators and education officials professionally towards policy making and at the same time bring about transformation in the students' work environment. In order to focus particularly on this aim and also to instil reflexive practices, we will focus on two…

  14. Professional Development and Web 2.0

    ERIC Educational Resources Information Center

    Jakes, David

    2007-01-01

    Professional development in most schools has a predictable look and feel: summer workshops, brown-bag luncheon trainings, and the infamous in-service day. These events can be successful, and there is no doubt they have helped numerous educators become better at what they do. Web 2.0, however, opens up a new world of professional learning. This…

  15. Professional Development. Symposium 26. [AHRD Conference, 2001].

    ERIC Educational Resources Information Center

    2001

    This document contains three papers on professional development. "An Inquiry into the Continuing Professional Education of Information Technology Workers" (David D. Branigan) reports on a study in which the model of the critically reflective teacher was used to examine the practice of continuing education for the information technology…

  16. Talent Development Professional Development Evaluation Model: A Paradigm Shift

    ERIC Educational Resources Information Center

    Ellison, Constance M.

    2004-01-01

    Professional development has moved from the periphery of teachers' professional lives to center stage, clearly recognized today as one of the key factors that shape teachers' ability to reach and teach all students successfully. To be effective, any professional development program must pay close attention to changes in teacher classroom…

  17. Professional Presence and Soft Skills: A Role for Accounting Education

    ERIC Educational Resources Information Center

    Kermis, George; Kermis, Marguerite

    2010-01-01

    Current economic conditions have changed the dynamics of all employment, including accounting, which traditionally has had a supply shortfall. CPA firms are beginning to lay off experienced people for the first time in ten years, while still hiring new staff accountants. The AICPA Vision 2011 Project has added soft skills to the list of core…

  18. The Flipped Classroom Model: When Technology Enhances Professional Skills

    ERIC Educational Resources Information Center

    Baytiyeh, Hoda

    2017-01-01

    Purpose: The purpose of this paper is to investigate the effectiveness of the flipped classroom model in teaching and learning as well as the skills that can be acquired by students after being exposed to this learning style. Design/methodology/approach: This paper uses a qualitative case study design. In total, 20 students, from various majors,…

  19. Portfolios: Integrating Advanced Language, Academic, and Professional Skills.

    ERIC Educational Resources Information Center

    Banfi, Cristina S.

    2003-01-01

    One English-as-a-Foreign-Language teacher describes how she encourages students to extend their reading skills by undertaking a range of tasks that lead to the production of a portfolio of work connected with a particular title. Provides an overview of the work carried out over a period of 3 years with seven groups of students at university and…

  20. Training for Collaboration: Collaborative Practice Skills for Mental Health Professionals

    ERIC Educational Resources Information Center

    Bischoff, Richard J.; Springer, Paul R.; Reisbig, Allison M. J.; Lyons, Sheena; Likcani, Adriatik

    2012-01-01

    The purpose of the study was to identify skills that mental health practitioners need for successful collaborative practice in medical settings. Known experts in the field of collaborative health care completed a survey designed to elicit their suggestions about what is needed for successful collaborative care practice. Through qualitative…

  1. "Out of the box" professional development

    NASA Astrophysics Data System (ADS)

    2015-04-01

    At a recent AAPT meeting, I was part of a conversation about professional development that focused on conferences. We discussed the current meeting structure used by AAPT and some alternative formats. This discussion added greatly to my own understanding of new ways for teachers to receive their professional development. This conversation also began my friendship with Kelly O'Shea, a physics teacher from New York. She is also a blogger (check her out at https://kellyoshea.wordpress.com) and an innovative educator. Through my relationship with Kelly, I have grown in my own knowledge of two "out of the box" ways teachers are getting their professional development.

  2. Teaching Written Communication Skills in Professional Selling: The Cover Letter

    ERIC Educational Resources Information Center

    West, Vicki L.

    2006-01-01

    The selling process steps have been an integral part of professional selling courses and textbooks for years. Although slight changes have been made in their wording and format, most textbooks are consistent in the recommended process for an effective sales interaction. In an effort to combine teaching the selling process with the increased demand…

  3. Circles of Women: Professional Skills Training with American Indian Women.

    ERIC Educational Resources Information Center

    LaFromboise, Teresa D.

    This manual is a resource guide for organizing leadership training workshops for American Indian women at various levels of professional training. The resources and ideas for training were supplied by American Indian women who participated in such workshops. Section 1 of the manual presents an overview of critical issues in the professionalization…

  4. Sales skills for health-care professionals: the emotional side of sales.

    PubMed

    Nigon, D L

    2001-01-01

    Health-care sales continues to be an area of opportunity for many laboratory professionals. For those who possess the necessary skills and the desire to enthusiastically embrace the unique challenges of a sales career, a new CLMA publication by CLMR contributor Donna L. Nigon, MT(ASCP), titled Sales Skills for Health-Care Professionals, will provide the knowledge of sales structure and techniques needed to succeed. This Sales Skills excerpt, "The Emotional Side of Sales," describes many of the emotional aspects of sales and selling, including how to handle the transition from a technical or medical role to that of sales representative, relationship building, maintaining personal and professional support systems, dealing with rejection, avoiding burnout, time management, and customer concerns. For more information about this book, please see the order form that accompanies this excerpt, or visit www.clma.org.

  5. Development of future faculty teaching skills.

    PubMed

    Penson, J B

    2010-01-01

    Doctoral and postdoctoral students considering a career as an educator would be well served by: (1) training in effective classroom communication skills, (2) the use of existing technology in teaching, (3) developing a new course or updating an existing course, and (4) availing themselves of campus teaching resources designed enhance their teaching portfolio. Universities need to place more attention on developing the teaching skills of their doctoral and postdoctoral students. This should include teaching methods and aids, communication skills, motivation, learning theory, testing, counselling and guidance, and course design. An important dimension from a guidance stand point is the conduct of a formal peer review process for beginning faculty.

  6. 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.

  7. Developing Spatial Sense and Communication Skills

    ERIC Educational Resources Information Center

    Richardson, Kerri; Stein, Catherine

    2008-01-01

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

  8. Censoring Freedom: Community-Based Professional Development and the Politics of Profanity

    ERIC Educational Resources Information Center

    Watson, Vajra M.

    2013-01-01

    The lack of strong literacy skills and practices among students is perhaps the clearest indicator that the education system continues to leave millions of children behind. To advance the reading, writing, and speaking skills of middle and high school students, this study examines a professional development model that brought trained…

  9. From Student Teaching into a Profession: One Model for Guiding Professional Development.

    ERIC Educational Resources Information Center

    Fallon, Moira A.; Brown, Susan C.

    This paper describes a model developed at one urban university to guide student teachers through a semester-long process of reflecting upon their teaching skills using state and national standards. The model required analysis of professional abilities using a self-assessment of teaching skills tool. Under this model, preservice student teachers…

  10. Raising the Quality of Vocational Teachers: Continuing Professional Development in England, Wales and Norway

    ERIC Educational Resources Information Center

    Lloyd, Caroline; Payne, Jonathan

    2012-01-01

    The view that vocational education and training is central to economic prosperity and social well-being is one that is widely held by policy-makers in many countries. Delivering this agenda requires skilled and professional teachers. Ensuring that vocational teachers are able to maintain and develop both their "craft" skills and…

  11. Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners

    ERIC Educational Resources Information Center

    Brown, Jill R.; Knoche, Lisa L.; Edwards, Carolyn P.; Sheridan, Susan M.

    2009-01-01

    Research Findings: This qualitative case study describes early childhood practitioners' (ECPs) perspectives on their professional development as part of a large federally funded school readiness intervention project as they experienced the processes of professional growth and change in learning skills related to promoting parental engagement in…

  12. 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…

  13. Narrative and poetry writing for professional development.

    PubMed

    Bolton, Gillie

    2007-12-01

    Narrative, metaphor and image are habitual forms of making sense of the world and can be powerfully harnessed for professional development. Writing is a particular form of expression and communication that allows practitioners to speedily identify and engage with their most sensitively critical aspects of practice, and forms the basis for critical, confidential, trusted discussion. This article gives underlying theories and dominant practices of reflective writing as a professional development activity.

  14. Development and Application of Skill Standards for Security Practitioners

    DTIC Science & Technology

    2006-07-01

    useful. Readers interested in applying the standards will probably find Skill Standards Overview, Applying the Skill Standards, and Skill Standards the...most useful. Readers interested in developing skill standards of their own will probably find Job Analysis, Method, Skill Standards Overview, and...job to perform competently? 2. What knowledge and skills will enable them to carry out these responsibilities

  15. The Development Officer Becomes a Professional.

    ERIC Educational Resources Information Center

    Chandler, John R., Jr.

    The responsibilities and skills of college development officers are discussed. The need for development officers has stemmed from financial problems that could only be solved through additional sources of revenue. In addition to understanding the concept and function of institutional development, the development officer must recognize that…

  16. Information literacy skills retention over the first professional year of pharmacy school.

    PubMed

    Chiarella, Deborah; Khadem, Tina M; Brown, Jack E; Wrobel, Mark J

    2014-01-01

    The authors aimed to determine if first-professional-year pharmacy students retain library literature search skills throughout the school year. Students (n = 61 consented) were given an identical seven-item quiz on basic library search skills prior to library instruction in the fall semester and at the end of the spring semester. There was no significant difference between median scores on the two quizzes, nor were any significant differences noted in subgroup analyses. Search competency may be retained to a higher degree if library instruction is moved later in the pharmacy curriculum when literature search skills are used more often.

  17. Leveraging Human Assets: Interpersonal Skill Development Program

    DTIC Science & Technology

    2006-11-01

    Cultural knowledge is critical, but in the absence of interpersonal skills and rapport it is of little practical value. From this perspective , the...often in delicate positions that could be politically explosive. Interpersonal performance can be a critical component of success in these...tracking interpersonal performance would be useful to counter this dearth. The goal of this project was to develop a DVD-based interpersonal skill

  18. [The path to continuing professional development].

    PubMed

    François, Patrice

    2014-11-01

    Continuing professional development (CPD) is a new approach to continuing medical education and is based on: the assessment of the practitioner needs, pedagogy centered on practices and the consideration of the practitioner social accountability. In France, CPD became mandatory for all health professionals in 2009. However, we observe a delay in its implementation, due to several regulatory aspects. The main obstacles are the unique model of CPD for all occupations, the constraint of a single operator and the lack of scale quantifying the professional investment. By correcting these drawbacks, the CPD could really contribute to the continuous improvement of the quality and safety of care.

  19. The Expectation Performance Gap in Accounting Education: A Review of Generic Skills Development in UK Accounting Degrees

    ERIC Educational Resources Information Center

    Webb, Jill; Chaffer, Caroline

    2016-01-01

    Accounting educators are criticised for a focus on the development of technical skills at the expense of generic employability skills. This study considers the perspective of UK graduates training for the CIMA professional accountancy qualification and examines their perceptions of the extent to which opportunities for generic skills development…

  20. A framework to develop nurses' liver care skills.

    PubMed

    Clayton, Michelle; Greenslade, Lynda

    Following the overview of liver disease in part 1, the second part of this series looks at how a new competency framework was developed for nurses caring for people with or at risk of liver disease to address the increasing burden of the disease across public health, primary care and secondary care. Understanding of liver disease and its risk factors remains poor among many health professionals; a competency framework enables nurses and teams to identify and develop the skills, knowledge and understanding they need to provide high-quality, person-centred care.

  1. Workshop IV: Professional Development and Leadership

    NASA Astrophysics Data System (ADS)

    Sui, Man-Ling; Yoon, Jin-Hee

    2015-12-01

    The Professional Development and Leadership workshop of the 5th IUPAP International Conference on Women in Physics was aimed at identifying and overcoming the personal and professional roadblocks that female physicists experience while pursuing their careers and obtaining leadership positions. Participants shared their thoughts and experiences related to the workshop's three sessions—Leadership, Education, and Inspiration—and concluded by formulating resolutions and recommendations to present to the International Union of Pure and Applied Physics (IUPAP).

  2. Student Affairs Professionals' Self-Report of Multicultural Competence: Understanding Awareness, Knowledge, and Skills

    ERIC Educational Resources Information Center

    Castellanos, Jeanett; Gloria, Alberta M.; Mayorga, Melissa M.; Salas, Christina

    2008-01-01

    Pope and Reynolds' (1997) theoretical model of multicultural competence for student affairs was empirically tested with 100 student affairs professionals. The domain subscales of awareness, knowledge, and skills revealed high internal consistency and intercorrelation. Males reported significantly higher multicultural awareness in their…

  3. An Assessment of Post-Professional Athletic Training Students' Critical Thinking Skills and Dispositions

    ERIC Educational Resources Information Center

    Walter, Jessica Marie

    2013-01-01

    The need for outcome measures in critical thinking skills and dispositions for post-professional athletic training programs (PPATPs) is significant. It has been suggested that athletic trainers who are competent and disposed towards thinking critically will be successful in the profession. The purpose of this study is to assess critical thinking…

  4. Improving Professional Skills of Practitioners by Constructing an Effective Approach in Science Teaching

    ERIC Educational Resources Information Center

    Saka, Ahmet Zeki

    2004-01-01

    This study has been made to construct a different effective approach in science teaching by implementing cooperative learning and discussion to increase achievement in science teaching/learning and improve professionals' skills of practitioners in pre-service teacher education. This approach indicates that as teachers know their students well…

  5. Awareness Knowledge Attitude Skills of Telemedicine among Health Professional Faculty Working in Teaching Hospitals

    ERIC Educational Resources Information Center

    Zayapragassarazan, Zayabalaradjane; Kumar, Santosh

    2016-01-01

    Introduction: Telemedicine is an emerging technology in health sector in India. The success of any new technology depends on many factors including the knowledge and understanding of the concept, skills acquired, attitude towards technology and working environment by the concerned professionals. Aim: The main objective of this study was to assess…

  6. A Study on the Prediction of the Teaching Profession Attitudes by Communication Skills and Professional Motivation

    ERIC Educational Resources Information Center

    Çimen, Latife Kabakli

    2016-01-01

    This study aims to investigate the prediction of the attitudes regarding teaching profession by the communication skills and professional motivation of pedagogical formation students. 261 pre-service teachers receiving pedagogical formation training Istanbul at a private university in the 2014-2015 academic year were included in the research as…

  7. Enlargement Project: Insight into ICT Professional Skills and Jobs in the Candidate Countries. Enlargement Futures Series.

    ERIC Educational Resources Information Center

    Gourova, Elissaveta

    A study examined information and communication technologies (ICT) job trends and the prospects for preservation and supply of high skilled professionals in the medium and longer term in candidate countries (CCs), for admission into the European Union, focusing on Bulgaria, Estonia, Hungary, and Poland. Rapidly changing technology and growth of…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  9. Communication Skills Training Increases Self-Efficacy of Health Care Professionals

    ERIC Educational Resources Information Center

    Norgaard, Birgitte; Ammentorp, Jette; Kyvik, Kirsten Ohm; Kofoed, Poul-Erik

    2012-01-01

    Introduction: Despite the knowledge of good communication as a precondition for optimal care and treatment in health care, serious communication problems are still experienced by patients as well as by health care professionals. An orthopedic surgery department initiated a 3-day communication skills training course for all staff members expecting…

  10. Discovering Sexual Health Conversations between Adolescents and Youth Development Professionals

    PubMed Central

    Gupta, Niodita; Chandak, Aastha; Gilson, Glen; Pelster, Aja Kneip; Schober, Daniel J.; Goldsworthy, Richard; Baldwin, Kathleen; Fortenberry, J. Dennis; Fisher, Christopher

    2015-01-01

    Youth development professionals (YDPs), working at community-based organizations are in a unique position to interact with the adolescents as they are neither parents/guardians nor teachers. The objectives of this study were to explore qualitatively what sexual health issues adolescents discuss with YDPs and to describe those issues using the framework of the Sexuality Information and Education Council of the United States (SIECUS) comprehensive sexuality education guidelines. YDPs reported conversations with adolescents that included topics related to the SIECUS key concepts of human development, relationships, personal skills, sexual behavior, and sexual health. PMID:27081375

  11. The Vital Program: Transforming ICT Professional Development

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  12. Encouraging Faculty Attendance at Professional Development Events

    ERIC Educational Resources Information Center

    Burdick, Dakin; Doherty, Tim; Schoenfeld, Naomi

    2015-01-01

    For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small…

  13. 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

  14. Teaching methodologies to promote creativity in the professional skills related to optics knowledge

    NASA Astrophysics Data System (ADS)

    Fernández-Oliveras, Alicia; Fernandez, Paz; Peña-García, Antonio; Oliveras, Maria L.

    2014-07-01

    We present the methodologies proposed and applied in the context of a teaching-innovation project developed at the University of Granada, Spain. The main objective of the project is the implementation of teaching methodologies that promote the creativity in the learning process and, subsequently, in the acquisition of professional skills. This project involves two subjects related with optics knowledge in undergraduate students. The subjects are "Illumination Engineering" (Bachelor's degree in Civil-Engineering) and "Optical and Optometric Instrumentation" (Bachelor's degree in and Optics and Optometry). For the first subject, the activities of our project were carried out in the theoretical classes. By contrast, in the case of the second subject, such activities were designed for the laboratory sessions. For "Illumination Engineering" we applied the maieutic technique. With this method the students were encouraged to establish relationships between the main applications of the subject and concepts that apparently unrelated with the subject framework. By means of several examples, the students became aware of the importance of cross-curricular and lateral thinking. We used the technique based on protocols of control and change in "Optical and Optometric Instrumentation". The modus operandi was focused on prompting the students to adopt the role of the professionals and to pose questions to themselves concerning the practical content of the subject from that professional role. This mechanism boosted the critical capacity and the independent-learning ability of the students. In this work, we describe in detail both subject proposals and the results of their application in the 2011-2012 academic course.

  15. Development: Ages & Stages--Emerging Physical Skills

    ERIC Educational Resources Information Center

    Poole, Carla; Miller, Susan A.; Church, Ellen Booth

    2005-01-01

    In this article, the authors discuss how children develop their motor skills at different age levels. Newborn's movements are jerky and uncoordinated. Spending lots of floor time with a baby lying on her back or stomach helps her develop coordination, balance, and muscle strength during her earliest months. As locomotion enters a baby's life, she…

  16. Comparing Tasks and Skills in Developing Discussions.

    ERIC Educational Resources Information Center

    Robinson, Peter; Strong, Gregory; Whittle, Jennifer

    Developing the skills necessary to participate in academic discussions is an important goal in many programs of English for academic purposes. However, there has been little empirical investigation into how verbal and nonverbal aspects of discussion abilities might be developed. This paper reports the results of a semester-long effect of…

  17. Training program focuses on developing managers' skills.

    PubMed

    Simpson, D

    1980-01-01

    The movement toward skill development and behavior modification in the training and staff development field is just beginning to affe(t management training in hospitals. The training model described in this article is adaptable to a variety of tasks involving the management of people.

  18. Developing Entrepreneurial Skills in Pharmacy Students

    PubMed Central

    Hanna, Lezley-Anne; Haughey, Sharon; Hughes, Carmel

    2015-01-01

    Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship. PMID:27168619

  19. Pantomime: Developing Imaginative Performance Skills.

    ERIC Educational Resources Information Center

    Ratliff, Gerald Lee

    Having defined pantomime as the art of communicating ideas and emotions without dialogue, this report stresses the role of the body in suggesting an idea, impression, sensation, or character and offers a series of exercises to help develop the muscular coordination and graceful movement characteristic of good pantomime technique. The first series…

  20. Literacy Achievement through Sustained Professional Development

    ERIC Educational Resources Information Center

    Fisher, Douglas; Frey, Nancy; Nelson, John

    2012-01-01

    Development efforts, the 44 schools in this study increased students' reading proficiency. Over the years, teams of teachers from each school were provided professional development and opportunities to lead their colleagues in implementation of the instructional framework. The teachers used their instructional materials as resources to plan…

  1. University Partnership to Deliver Statewide Professional Development

    ERIC Educational Resources Information Center

    Adams, Paul; Legleiter, Earl; Davies, Malonne; Seimars, Matt; Hrepic, Zedslav; Walizer, Beth

    2008-01-01

    Fort Hays State University and Emporia State University partnered with high-needs rural school districts to develop and offer a three-year professional development institute. The statewide institute was planned collaboratively to specifically meet the needs of middle school science teachers. The institute was managed concurrently at the two sites…

  2. Professional Development to Support Online Teaching

    ERIC Educational Resources Information Center

    Horvitz, Brian S.; Beach, Andrea L.

    2011-01-01

    This paper presents the details and examines the outcomes of a professional development program created for instructors who are beyond the novice stage as online instructors, but desire and require further support to develop their online teaching expertise to meet their students' learning needs and their own teaching goals. This program…

  3. The Development of Professional Counseling in Botswana

    ERIC Educational Resources Information Center

    Stockton, Rex; Nitza, Amy; Bhusumane, Dan-Bush

    2010-01-01

    Among African countries, Botswana stands out for achieving lasting political and economic stability, which has enabled the government to develop a strong system of educational and social services for its people. Development of professional counseling in the country has occurred both through targeted efforts to provide a strong system of guidance…

  4. Professional Development Schools: Weighing the Evidence.

    ERIC Educational Resources Information Center

    Abdal-Haqq, Ismat

    This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's). The book discusses whether PDS's are: improving K-12 curriculum and instruction through faculty development; making substantive, positive differences in students' learning levels; addressing the needs of…

  5. Enterprise Professional Development--Evaluating Learning

    ERIC Educational Resources Information Center

    Murphy, Gerald A.; Calway, Bruce A.

    2010-01-01

    Whilst professional development (PD) is an activity required by many regulatory authorities, the value that enterprises obtain from PD is often unknown, particularly when it involves development of knowledge. This paper discusses measurement techniques and processes and provides a review of established evaluation techniques, highlighting…

  6. The Professional Development of Kosovan Leaders

    ERIC Educational Resources Information Center

    Goddard, J. T.

    2004-01-01

    In this article the author provides a discussion around issues related to the professional development of educational leaders in a resource-free, post-conflict environment. Drawing upon the author's ongoing experiences (2001-present) in Kosovo, the author presents a series of vignettes concerning leadership development in the Balkans. Lessons…

  7. Professional Development Seen as Employment Capital

    ERIC Educational Resources Information Center

    Mackay, Margaret

    2017-01-01

    Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore…

  8. Young Adult Literature and Professional Development

    ERIC Educational Resources Information Center

    Bach, Jacqueline; Choate, Laura Hensley; Parker, Bruce

    2011-01-01

    As the body of high quality young adult literature (YAL) continues to grow, what role might these texts play in professional development for educators? This article describes ways in which schools can develop book study programs that use this literature to promote meaningful dialogue and understanding of contemporary adolescent issues. Based on…

  9. Seven Steps to Flipped Professional Development

    ERIC Educational Resources Information Center

    Conley, Laura

    2013-01-01

    Professional development generally follows a pattern of presentation and review, but flipping the sessions has garnered a positive response from staff members and prompted greater collaboration and engagement. In this article the author describes the seven following steps to follow in order to prepare for a successful staff development meeting:…

  10. Consensus development for healthcare professionals.

    PubMed

    Kea, Bory; Sun, Benjamin Chih-An

    2015-04-01

    Consensus development sprang from a desire to synthesize clinician and expert opinions on clinical practice and research agendas in the 1950s. And since the American Institute of Medicine formally defined "guidelines" in 1990, there has been a proliferation of clinical practice guidelines (CPG) both formally and informally. This modern decision-making tool used by both physicians and patients, requires extensive planning to overcome the challenges of consensus development while reaping its rewards. Consensus allows for a group approach of multiple experts sharing ideas to form consensus on topics ranging from appropriateness of procedures to research agenda development. Disagreements can shed light on areas of controversy and launch further discussions. It has five main components: three inputs (defining the task, participant identification and recruitment, and information synthesis), the approach (consensus development by explicit or implicit means), and the output (dissemination of results). Each aspect requires extensive planning a priori as they influence the entire process, from how information will be interpreted, the interaction of participants, the resulting judgment, to whether there will be uptake of results. Implicit approaches utilize qualitative methods and/or a simple voting structure of majority wins, and are used in informal consensus development methods and consensus development conferences. Explicit approaches aggregate results or judgments using explicit rules set a priori with definitions of "agreement" or consensus. Because the implicit process can be more opaque, unforeseen challenges can emerge such as the undue influence of a minority. And yet, the logistics of explicit approaches may be more time consuming and not appropriate when speed is a priority. In determining which method to use, it is important to understand the pros and cons of different approaches and how it will affect the overall input, approach, and outcome.

  11. Consensus development for healthcare professionals

    PubMed Central

    Kea, Bory; Sun, Benjamin C.

    2015-01-01

    Consensus development sprang from a desire to synthesize clinician and expert opinions on clinical practice and research agendas in the 1950s. And since the American Institute of Medicine formally defined “guidelines” in 1990, there has been a proliferation of clinical practice guidelines (CPG) both formally and informally. This modern decision making tool used by both physicians and patients, requires extensive planning to meet the challenges of consensus development while reaping its rewards. Consensus allows for a group approach with multiple experts sharing ideas to form consensus on topics ranging from appropriateness of procedures to research agenda development. Disagreements can shed light on areas of controversy and launch further discussions. It has five main components: three inputs (defining the task, participant identification and recruitment, and information synthesis), the approach (consensus development by explicit or implicit means), and the output (dissemination of results). Each aspect requires extensive planning a priori as they influence the entire process, from how information will be interpreted, the interaction of participants, the resulting judgment, to whether there will be uptake of results. Implicit approaches utilize qualitative methods and/or a simple voting structure of majority wins, and are used in informal consensus development methods and consensus development conferences. Explicit approaches aggregate results or judgments using explicit rules set a priori with definitions of “agreement” or consensus. Because the implicit process can be more opaque, unforeseen challenges can emerge such as the undue influence of a minority. And yet, the logistics of explicit approaches may be more time consuming and not appropriate when speed is a priority. In determining which method to use, it is important to understand the pros and cons of the different approaches and how it will affect the overall input, approach, and outcome. PMID

  12. 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…

  13. Impact Results of the eMINTS Professional Development Validation Study: Professional Development Validation Study

    ERIC Educational Resources Information Center

    Meyers, Coby V.; Molefe, Ayrin; Brandt, W. Christopher; Zhu, Bo; Dhillon, Sonica

    2016-01-01

    This article presents the findings of an evaluation of the eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) professional development program. eMINTS is an intensive teacher professional development program designed to promote inquiry-based learning, support high-quality lesson design, build community among students and…

  14. 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…

  15. Low Compression Tennis Balls and Skill Development

    PubMed Central

    Hammond, John; Smith, Christina

    2006-01-01

    Coaching aims to improve player performance and coaches have a number of coaching methods and strategies they use to enhance this process. If new methods and ideas can be determined to improve player performance they will change coaching practices and processes. This study investigated the effects of using low compression balls (LCBs) during coaching sessions with beginning tennis players. In order to assess the effectiveness of LCBs on skill learning the study employed a quasi-experimental design supported by qualitative and descriptive data. Beginner tennis players took part in coaching sessions, one group using the LCBs while the other group used standard tennis balls. Both groups were administered a skills at the beginning of a series of coaching sessions and again at the end. A statistical investigation of the difference between pre and post-test results was carried out to determine the effect of LCBs on skill learning. Additional qualitative data was obtained through interviews, video capture and the use of performance analysis of typical coaching sessions for each group. The skill test results indicated no difference in skill learning when comparing beginners using the LCBs to those using the standard balls. Coaches reported that the LCBs appeared to have a positive effect on technique development, including aspects of technique that are related to improving power of the shot. Additional benefits were that rallies went on longer and more opportunity for positive reinforcement. In order to provide a more conclusive answer to the effects of LCBs on skill learning and technique development recommendations for future research were established including a more controlled experimental environment and larger sample sizes across a longer period of time. Key Points LCB may aid skill learning in tennis. Qualitative indicators. Statistical evidence not conclusive. Further studies of larger groups recommended. PMID:24357952

  16. Embracing Coaching as Professional Development

    ERIC Educational Resources Information Center

    Driscoll, Mark J.

    2008-01-01

    Because the author and his colleagues at the Center for Leadership and Learning Communities believe that instructional coaching is one of the most exciting developments in education in a long time, they have examined the questions this new strategy has raised for education leaders: Should coaching replace some traditional forms of teacher…

  17. Mapping the MIS Curriculum Based on Critical Skills of New Graduates: An Empirical Examination of IT Professionals

    ERIC Educational Resources Information Center

    Downey, James P.; McMurtrey, Mark E.; Zeltmann, Steven M.

    2008-01-01

    MIS curricula research almost always focuses on either curriculum issues or the critical skills required of new MIS graduates, rarely both. This study examines both by determining the critical skills required of new graduates, from the perspective of IT professionals in the field, then uniquely mapping those skills into a comprehensive yet…

  18. 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…

  19. Development of Technical Skills: Education, Simulation, and Maintenance of Certification.

    PubMed

    Sullivan, Sarah A; Anderson, Barbara M H; Pugh, Carla M

    2015-11-01

    The goal of this article is to provide a focused overview of technical skills education inside the operating room (OR), opportunities for learning outside of the OR (with a focus on simulation), and methods for measuring technical skills. In addition, the authors review the role of maintenance of certification in continuing education and quality improvement and consider the role that simulation plays in this process. The perspectives on teaching in the OR of both residents and faculty going into the case affect the learning environment, and preoperative interactions between attendings and residents to establish learning needs and goals are important. Furthermore, in regards to attending surgeons improving their skills, interaction with more experienced peers and feedback during and after a procedure can be beneficial. Simulation is increasingly being utilized as an education tool outside of the OR. Training in plastic surgery is poised to exploit simulation in multiple technical areas. There is potential to utilize these simulation environments to collect real-time data, such as motion, visual focus, and pressure. How to incorporate technical skill evaluation results in ways that are most beneficial for learning should be the focus of future research and curriculum development. Finally, simulation could be better utilized as a mechanism for both self and peer evaluation and assessment for continuing education and quality improvement. Professional development for faculty and surgery trainees on how to engage with simulation for teaching and learning and how to translate these experiences into improving patient care will be required.

  20. Soccer skill development in talented players.

    PubMed

    Huijgen, B C H; Elferink-Gemser, M T; Ali, A; Visscher, C

    2013-08-01

    The aim of the study was to gain insight into the development of soccer-specific skills and whether differences between talented players exist on the Loughborough Soccer Passing Test (LSPT). Two scores were derived from the LSPT: 1) execution time: time to complete 16 passes (speed) and 2) skill performance time: execution time including bonus and penalty time for accuracy. The study consisted of 2 parts, the first of which incorporated a quasi-longitudinal design with 270 talented players aged 10-18 years performing the LSPT (661 measurement occasions); multilevel modelling was applied. Secondly, differences between those players allowed to continue in the development program (selected, n=269) and players who were forced to leave (de-selected, n=50) were investigated using independent sample t-tests. The longitudinal data showed that the predicted execution time (i. e., speed) improved approximately 18% from age 10-18 years (P<0.05), skill performance time (i. e., combination of speed and accuracy) was predicted to improve approximately 32% (P<0.05). The second part showed that selected players outscored de-selected players only on skill performance time (P<0.05), not on execution time (P>0.05). In conclusion, in high-level youth soccer, the combination of speed and accuracy in soccer skills might be more important than speed alone.

  1. Teacher Retention, Teaching Effectiveness, and Professional Preparation: A Comparison of Professional Development School and Non-Professional Development School Graduates.

    ERIC Educational Resources Information Center

    Reynolds, Anne; Ross, Steven M.; Rakow, Jeanine H.

    2002-01-01

    Compared Professional Development School (PDS) and non-PDS graduates regarding retention in teaching, teaching effectiveness, and perceptions of professional preparation. Surveys of beginning teachers and principals found no differences in teacher retention. Principals rated PDS graduates higher in some aspects of teaching effectiveness. PDS…

  2. Relative importance of physiological, anthropometric, and skill qualities to team selection in professional rugby league.

    PubMed

    Gabbett, Tim J; Jenkins, David G; Abernethy, Bruce

    2011-10-01

    This study investigated the relative importance of physiological, anthropometric, and skill qualities to team selection in professional rugby league. Eighty-six high performance rugby league players underwent measurements of anthropometric (height, body mass, sum of seven skinfolds), physiological (speed, change of direction speed, lower body muscular power, repeated-sprint ability, prolonged high-intensity intermittent running ability, and maximal aerobic power), technical skill (tackling proficiency, draw and pass proficiency), and perceptual skill (reactive agility, pattern recall, pattern prediction) qualities. A linear discriminant analysis was also conducted comparing those players successful in gaining selection into the professional National Rugby League team with those not selected to determine which, if any, of these qualities could predict selection. Players selected to play in the first National Rugby League game of the season were older, more experienced, leaner, had faster 10 m and 40 m sprint times, and superior vertical jump performances, maximal aerobic power, tackling proficiency and dual-task draw and pass ability than non-selected players. Skinfold thickness and dual-task draw and pass proficiency were the only variables that contributed significantly (P < 0.05) to the discriminant analysis of selected and non-selected players. These findings suggest that selected physiological, anthropometric, and skill qualities may influence team selection in professional rugby league.

  3. Attitude and skill levels of graduate health professionals in performing cardiopulmonary resuscitation

    PubMed Central

    Gebreegziabher Gebremedhn, Endale; Berhe Gebregergs, Gebremedhn; Anderson, Bernard Bradley; Nagaratnam, Vidhya

    2017-01-01

    Background Cardiopulmonary resuscitation (CPR) is an emergency procedure used to treat victims following cardiopulmonary arrest. Graduate health professionals at the University of Gondar Teaching Hospital manage many trauma and critically ill patients. The chance of survival after cardiopulmonary arrest may be increased with sufficient attitude and skill levels. The study aimed to assess the attitude and skill levels of graduate health professionals in performing CPR. Methods A hospital-based cross-sectional study was conducted from May 1 to 30, 2013, at the University of Gondar Teaching Hospital. The mean attitude and skill scores were compared for sex, original residence, and department of the participants using Student’s t-test and analysis of variance (Scheffe’s test). P-values <0.05 were considered to be statistically significant. Results Of the 506 graduates, 461 were included in this study with a response rate of 91.1%. The mean attitude scores of nurse, interns, health officer, midwifery, anesthesia, and psychiatric nursing graduates were 1.15 (standard deviation [SD] =1.67), 8.21 (SD =1.24), 7.2 (SD =1.49), 6.69 (SD =1.83), 8.19 (SD =1.77), and 7.29 (SD =2.01), respectively, and the mean skill scores were 2.34 (SD =1.95), 3.77 (SD =1.58), 1.18 (SD =1.52), 2.16 (SD =1.93), 3.88 (SD =1.36), and 1.21 (SD =1.77), respectively. Conclusion and recommendations Attitude and skill level of graduate health professionals with regard to CPR were insufficient. Training on CPR for graduate health professionals needs to be given emphasis. PMID:28123315

  4. Professional Skills Training for Social and Behavioral Competence: A Corporate Case Study in Using a Fictional Video Script for Interactive "Learning by Viewing."

    ERIC Educational Resources Information Center

    Leleu-Merviel, Sylvie; Vieville, Nicolas; Labour, Michel

    Faced with a rapidly changing society, the need to develop versatile instructional materials to update the professional skills of experienced practitioners has become a major necessity. This paper outlines the framework of how the project called "Je peux vous aider? (Can I help you?)" was developed. It concerns the training of all the…

  5. 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…

  6. A Hybrid Evaluation Model for Evaluating Online Professional Development

    ERIC Educational Resources Information Center

    Hahs-Vaughn, Debbie; Zygouris-Coe, Vicky; Fiedler, Rebecca

    2007-01-01

    Online professional development is multidimensional. It encompasses: a) an online, web-based format; b) professional development; and most likely c) specific objectives tailored to and created for the respective online professional development course. Evaluating online professional development is therefore also multidimensional and as such both…

  7. Developing Effective Interpersonal Communication and Discussion Skills

    ERIC Educational Resources Information Center

    Smart, Karl L.; Featheringham, Richard

    2006-01-01

    Regardless of the content specialty--from accounting to information systems to finance--employers view effective communication as critical to an individual's success in today's competitive workplace. Most business degree programs require a business communication course to help students develop communication skills needed both in getting a job and…

  8. Skill Development in India: An Examination

    ERIC Educational Resources Information Center

    Agrawal, Tushar

    2014-01-01

    Skill development has been a major policy agenda of the Indian government in the past few years. This paper sheds light on the current scenario and labour market outcomes of vocationally trained population. The paper is based on data from two recent rounds of nationally representative employment and unemployment survey. The paper shows that 2.4%…

  9. A Master Key to Workforce Skills Development

    ERIC Educational Resources Information Center

    Association of Canadian Community Colleges, 2006

    2006-01-01

    Canadian society is undergoing a significant transformation, largely in response to the forces of globalization and the development of the knowledge/information economy. The key to the economic and social well being of Canada's diverse communities lies in the knowledge-and-skills base of its citizens. Canada must design policies and programs which…

  10. Development of Implanted Deaf Children's Conversational Skills

    ERIC Educational Resources Information Center

    Le Maner-Idrissi, Gaid; Dardier, Virginie; Pajon, Cecile; Tan-Bescond, Geraldine; David, Kristell; Deleau, Michel; Godey, Benoit

    2010-01-01

    Previous studies of preverbal development have highlighted the recurrent difficulties experienced by deaf children in acquiring knowledge of the social rules and social skills pertaining to discourse. We expected cochlear implants in children with bilateral profound deafness to improve their use of verbal language, so that their communication…

  11. Developing and Assessing College Student Teamwork Skills

    ERIC Educational Resources Information Center

    Hughes, Richard L.; Jones, Steven K.

    2011-01-01

    Some form of team-oriented work is employed in most, if not all, organizations today. It would seem, then, that an important role for higher education should involve developing critical teamwork skills among students so as to prepare them for success in life. This very point was highlighted in a 2009 poll conducted on behalf of the Association of…

  12. Developing Critical Thinking Skills with the Newspaper.

    ERIC Educational Resources Information Center

    Rowen, Anna

    1990-01-01

    Discusses the importance of newspapers in developing critical thinking skills. Presents activities from "Knowledge in Bloom," a resource guide sponsored by Newspapers in Education with learning activities keyed to Bloom's Taxonomy of Educational Objectives. Focuses on controversial issues, analyzing points of view, and using students as…

  13. Development of Prosocial Skills. Final Report

    ERIC Educational Resources Information Center

    Parrila, Rauno K.; Ma, Xin; Fleming, Darcy; Rinaldi, Christina

    2002-01-01

    In part, this focus is a result of substantial research demonstrating strong links between early social competence and later life adjustment and healthy development. The close connection between prosocial skills and a wide variety of future developmental outcomes provides a compelling rationale to examine what factors are associated with…

  14. Faculty Perceptions of Basic Skills Faculty Development

    ERIC Educational Resources Information Center

    Duffy, Michelle Moreau

    2012-01-01

    This study investigated the perceptions of faculty regarding why they choose to attend basic skills faculty development; what they choose to implement in their classrooms; and how they determine the effectiveness of the strategies selected. A survey was completed by 173 full and part-time faculty from a large, suburban single-campus community…

  15. Fast Mapping Skills in the Developing Lexicon

    ERIC Educational Resources Information Center

    Gershkoff-Stowe, Lisa; Hahn, Erin R.

    2007-01-01

    Purpose: This preliminary investigation was a longitudinal study of fast mapping skills in normally developing children, 16-18 months of age. The purpose was to examine the effects of practice on the accessibility of words in lexical memory. Method: Eight children were taught the names of 24 unfamiliar objects over 12 weekly training sessions. The…

  16. Developing Soft Skills Using "Literature Circles"

    ERIC Educational Resources Information Center

    Azmi, Mohd Nazri Bin Latiff

    2013-01-01

    This study investigates the impact of the implementation of "Literature Circles" in an Active Learning classroom in relations to developing soft skills among university students. The use of Literature Circles is a well-known strategy in teaching the students to be more creative, independent, and think out of the box. A group of…

  17. The Development of Children's Story Telling Skills.

    ERIC Educational Resources Information Center

    Vieiro, Pilar

    To examine the skills and knowledge children use when they develop and tell stories, this study sought to provide an experiential demonstration of how schemata guides comprehension. Subjects were preschool, third-, and fifth-grade children described by their teachers as having average reading comprehension. Each child met with a researcher in an…

  18. Promoting Workplace Literacy and Basic Skills Development.

    ERIC Educational Resources Information Center

    Peterson, Elizabeth A.; Ott, Joyce; Wilson, Kathleen

    This document is intended to help literacy practitioners and others in South Carolina promote workplace literacy and basic skills development programs. The introduction examines the following topics: South Carolina's current workforce and its outlook; the definitions of literacy and workplace literacy; the need for workplace literacy and basic…

  19. Communication skills of health-care professionals working in oncology--can they be improved?

    PubMed

    Schofield, Nicola G; Green, Claire; Creed, Francis

    2008-02-01

    Communication skills' training has been placed high on the agenda by the National Institute of Clinical Excellence guidelines and the National Health Service in the UK. The paper reviews the importance of good communication skills in cancer care for the patient and describes research that has identified ways in which health-care professionals (HCP) can improve their communication with patients. The evidence as to why there is a lack of facilitative skills is reviewed along with what skills are required in order to improve communication with patients. The paper describes evidence of increased facilitative skills post-training, discusses whether there is evidence of transfer of these skills into clinical practice and how this might be best achieved. To conclude, research evidence would support the fact that training in communication skills needs to provide the best possible outcomes for HCP and their patients. Patient concerns, needs and preferences need to be elicited and the impact of concerns identified, so that the HCP can appropriately tailor their information giving, advice, treatment and plan of care.

  20. Developing a Workplace Skills Course: Lessons Learned.

    ERIC Educational Resources Information Center

    Holter, Norma C.; Kopka, Donald J.

    2001-01-01

    Describes the development of a multidisciplinary cornerstone business course focused on communication, teamwork, problem solving, professional demeanor, research, ethics, and diversity. Discusses lessons learned: change itself raises obstacles, appropriate faculty are crucial, and time frame and course content should not be overly ambitious. (SK)

  1. Promoting professional development through poster presentations.

    PubMed

    Durkin, Gregory

    2011-01-01

    Poster presentations are commonplace at regional and national nursing conferences, although the development of a poster remains an intimidating task for many staff nurses. The author describes the staff development department's role in implementing in-house poster presentation sessions. Nursing staff are provided support and assistance in presenting posters to their colleagues at yearly sessions. The result has been increased comfort and experience with poster creation, participation in professional development activities, and dissemination of nursing practice innovation.

  2. Quality Professional Development for Secondary Science Teachers

    ERIC Educational Resources Information Center

    Mchazlett, Dwight Henry, Jr.

    2015-01-01

    This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed…

  3. after an Intensive Professional Development Program

    ERIC Educational Resources Information Center

    McGee, Jennifer R.; Wang, Chuang; Drew, Polly

    2013-01-01

    Reforms in mathematics education call for K-12 teachers to employ standards-based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards-based curricula, professional development must be provided that meets teachers' needs. The…

  4. The Development of Professionalism: Curriculum Matters.

    ERIC Educational Resources Information Center

    Wear, Delese; Castellani, Brian

    2000-01-01

    Discussion of development of professionalism in medical students stresses the need for a full-spectrum curriculum with integrated experiences. Outlines ways in which admission, the curriculum (particularly promoting a sociologic consciousness, interdisciplinary thinking, and understanding of the economic/political dimensions of health care), and…

  5. Professional Development Training. ACTWU Insurance Department.

    ERIC Educational Resources Information Center

    Martin, Sabrina Budasi

    This curriculum guide provides materials for a 10-week professional development training course. A course outline and list of topics is followed by the plans for the 10 lessons. Components of these lesson plans include topics; objectives; materials needed; lesson outline with activities and discussion; and student handouts. Lesson topics are as…

  6. The Changing Face of Professional Development

    ERIC Educational Resources Information Center

    Branom, Vaughn

    2012-01-01

    Learning is a constant in today's library world. Not only the students who use the school libraries, but the adults who facilitate the learning progress of these students are enticed, encouraged, and yes, sometimes, even forced to learn new things at alarming rates. Professional development (PD) must occur regularly in order to keep the library…

  7. Give Your Professional Development a Second Life

    ERIC Educational Resources Information Center

    Sheehy, Peggy

    2009-01-01

    Pursuing professional development (PD) is contractual for some, and oxygen for others. As technology has increased access to anytime-anywhere learning, many of the hurdles for conquering time and space constraints have been addressed with online learning in web-based classroom environments, webinars, and even some of the newer social networking…

  8. Professional Development of International Teaching Assistants

    ERIC Educational Resources Information Center

    Kaufman, Dorit, Ed.; Brownworth, Barbara, Ed.; Burton, Jill, Ed.

    2006-01-01

    The volume is organized around three aspects of professional development for international teaching assistants: Part 1: Grounding Practice in Research and Researching Practice; Part 2: Beginnings, Challenges, and Growth; and Part 3: Collaborative Practices and Partnerships Across Disciplines. Change, progress, and commitment are themes that are…

  9. A Professional Development Framework for Online Teaching

    ERIC Educational Resources Information Center

    Baran, Evrim; Correia, Ana-Paula

    2014-01-01

    The quality of online programs in higher education is strongly correlated with how the professional development approaches respond to the needs of online teachers. These approaches are critical in helping online teachers adopt online pedagogical practices and reconstruct their teacher persona in an online environment. This study proposes a nested…

  10. Rural Outreach and Early Childhood Professional Development

    ERIC Educational Resources Information Center

    Warren, Claudia; Hamlin, Kay

    2005-01-01

    In an attempt to meet the growing professional development needs of early childhood practitioners in North Carolina, Winston-Salem State University (WSSU) is reaching out to the rural areas of North Carolina by offering programs that will certify North Carolina teachers in birth through kindergarten education (BKE). In this article, the author…

  11. Professional Development to Promote Teacher Adaptability

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  12. "Tears, Laughter, Camaraderie": Professional Development for Headteachers

    ERIC Educational Resources Information Center

    Woods, Philip A.; Woods, Glenys J.; Cowie, Michael

    2009-01-01

    This article reports and interprets the findings of a study of headteachers' views and perceptions of continuing professional development (CPD) provision and their ongoing CPD needs and priorities, carried out in 2007 in Scotland, involving headteachers from the primary and secondary sectors. Topic areas in which headteachers generally were most…

  13. Professional Development Leave: The Florida Model.

    ERIC Educational Resources Information Center

    Perdue, Robert W.

    The history of professional development leave for librarians in the Florida State University System was examined, and an inventory was made of all leaves taken in the state's nine universities. The state's leave policy was judged to be generous when compared to the policies of other libraries in the nation. The leaves were examined for their…

  14. Mediating Artifact in Teacher Professional Development

    ERIC Educational Resources Information Center

    Svendsen, Bodil

    2015-01-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best…

  15. Professional Development and Recursive E-Learning

    ERIC Educational Resources Information Center

    Elges, Pam; Righettini, Marielena; Combs, Martha

    2006-01-01

    This paper describes the development of the first in a series of e-learning courses intended to influence the professional practices of 200+ teachers in 15 locations across a western state. The course, anchored in a socially constructed view of learning, combined the use of interactive video, WebCT, and on-site discussion groups to implement…

  16. Professional Development Schools and Transformative Partnerships

    ERIC Educational Resources Information Center

    Polly, Drew, Ed.; Heafner, Tina, Ed.; Chapman, Marvin, Ed.; Spooner, Melba, Ed.

    2015-01-01

    School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators. "Professional Development Schools and Transformative Partnerships" provides a comprehensive look at the…

  17. The Art of Evaluation and Professional Development

    ERIC Educational Resources Information Center

    Nathan, Linda

    2005-01-01

    The evaluation and professional development of teachers and administrators are two sides of the same coin. Both are the essential currency schools have to improve teachers' practice and students' learning, but schools often spend this currency unwisely. Too often, evaluations are a source of tension and conflict, even a necessary evil.…

  18. Shared Leadership in a Professional Development Center.

    ERIC Educational Resources Information Center

    Romerdahl, Nancy Sue

    The Puget Sound Professional Development Center (PSPDC) was established in 1989 as a partnership between the University of Washington and four middle schools. PSPDC has created collaborative and substantial teacher leadership roles. In performing the role of teacher leader coordinator (TLC), teachers: (1) were fully participating members of the…

  19. Moving toward Teamwork through Professional Development Activities

    ERIC Educational Resources Information Center

    Fitzgerald, Meghan M.; Theilheimer, Rachel

    2013-01-01

    This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and…

  20. Investigating Faculty Perceptions of Professional Development Opportunities

    ERIC Educational Resources Information Center

    Brammer, Dawn

    2014-01-01

    The purpose of this quantitative survey research was to explore newer, tenure track faculty members' perceptions of professional development opportunities, specifically in the areas of time management, tenure and promotion, and faculty socialization. More specifically, this quantitative approach utilized new faculty, hired in the last five years,…

  1. Lebanese Teachers' Views on "Continuing Professional Development"

    ERIC Educational Resources Information Center

    Nabhani, Mona; Bahous, Rima

    2010-01-01

    This study elicits Lebanese teachers' views on Continuing Professional Development (CPD). Seven hundred and thirty-nine teachers from across Lebanon responded to semi-structured questions about personal and school efforts to help stay up to date. They expressed their views on what constitutes effective CPD, why this is needed and how this…

  2. Infusing Neuroscience into Teacher Professional Development

    ERIC Educational Resources Information Center

    Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank

    2013-01-01

    Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

  3. Developing Professional Standards for Accomplished Language Teachers

    ERIC Educational Resources Information Center

    Liddicoat, Anthony J.

    2006-01-01

    The Australian Federation of Modern Language Teachers Associations (AFMLTA) has recently developed a set of professional standards for accomplished language teachers. Standards of teaching are statements of values about the processes of teaching, learning, and knowing, and of the practices of those who teach languages and cultures. These standards…

  4. Simultaneous Renewal through Professional Development School Partnerships

    ERIC Educational Resources Information Center

    Shroyer, Gail; Yahnke, Sally; Bennett, Andrew; Dunn, Cindi

    2007-01-01

    The authors describe the premises, processes used, and outcomes of a K-16 simultaneous renewal model, as implemented through the Kansas State University Professional Development School Partnership Project. The goal of this partnership is to improve K-12 teaching and learning while improving a university teacher-preparation program through…

  5. Development of Professional Identity in SMEs.

    ERIC Educational Resources Information Center

    Puurula, Arja; Lofstrom, Erika

    This paper describes a study of the development of professional identity among employees in small and medium sized enterprises (SMEs) participating in large-scale company-wide training programs. Managers and employees in 175 SMEs in Finland participated. These two research questions were posed: (1) are there differences in the perceptions of…

  6. AASA Cites Five Districts for Professional Development.

    ERIC Educational Resources Information Center

    School Administrator, 1990

    1990-01-01

    The AASA Instructional Leadership and Technology Committee this year honored five school districts with Outstanding Achievement in Professional Development awards. Honored were Deer Valley Unified School District (Arizona), South Windsor Public Schools (Connecticut), Fort Knox Community Schools (Kentucky), West Orange Public Schools (New Jersey),…

  7. A Generational Model for Professional Development.

    ERIC Educational Resources Information Center

    Caverly, David C.; Peterson, Cynthia L.; Mandeville, Thomas F.

    1997-01-01

    Describes a social-constructivist model of professional development arising from a collaboration between Southwest Texas State University's education department and New Braunfels (Texas) Independent School District. Teachers learn technology integration techniques from an instructionally strong "first-generation" of teachers trained at a…

  8. Professional Development from the Inside Out.

    ERIC Educational Resources Information Center

    Jaramillo, Ann

    1998-01-01

    Describes a teacher-driven, teacher-defined professional-development process designed to create an immigrant-responsive high school. The project involved English-as-a-Second-Language and content teachers who collaborated to improve students' literacy. They examined other models, their own needs, and student data, then created an accelerated…

  9. Preloading Professional Development to Ensure Potential Success

    ERIC Educational Resources Information Center

    Bradburn, Frances Bryant

    2004-01-01

    When a state makes the decision to award a small number of high-dollar grants, the stakes are considerable. For North Carolina's IMPACT Model School Grant applicants, professional development started long before a single dollar was ever awarded. In light of these conditions, the state decided to issue a high-dollar, highly prescriptive grant, the…

  10. Communities of Practice and Students' Professional Development

    ERIC Educational Resources Information Center

    Monaghan, Catherine H.; Columbaro, Norina L.

    2009-01-01

    The application of Communities of Practice (CofP) can potentially serve as an effective learning strategy for higher education classrooms by contributing to student professional development while fostering a desire for life-long learning. The purpose of this qualitative study was to assess the effectiveness of this learning strategy and help…

  11. Professional Development in Tough Financial Times

    ERIC Educational Resources Information Center

    Gandel, Paul B.; Golden, Cynthia

    2004-01-01

    The authors asked a diverse cross-section of their colleagues how they were addressing professional development in tight economic times, when they are all being asked to work more effectively across organizational boundaries. While the survey was informal and not scientific, the authors found that many organizations have maintained strong…

  12. The Professional Development of Graduate Teaching Assistants.

    ERIC Educational Resources Information Center

    Marincovich, Michele, Ed.; Prostko, Jack, Ed.; Stout, Frederic, Ed.

    Sixteen papers address the training and professional development of graduate teaching assistants. The papers are: (1) "Preparing Graduate Students To Teach: Past, Present, and Future" (Nancy Van Note Chism); (2) "The Role of Centralized Programs in Preparing Graduate Students To Teach" (Jacqueline A. Mintz); (3) "The Disciplinary/Departmental…

  13. Lessons Learned from Transformational Professional Development

    ERIC Educational Resources Information Center

    Miranda, Twyla T.

    2012-01-01

    What is transformative professional development for educators? Ideally, teachers and school leaders are given multiple opportunities to revisit schemas about themselves and their learning communities, with the intent to transform practice, the school environment, and even themselves. In practice, three cohorts of teachers and school leaders…

  14. How Does Professional Development Improve Teaching?

    ERIC Educational Resources Information Center

    Kennedy, Mary M.

    2016-01-01

    Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the…

  15. Preservice Teachers' Microblogging: Professional Development via Twitter

    ERIC Educational Resources Information Center

    Carpenter, Jeffrey

    2015-01-01

    Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of teacher education is, however, limited. This paper investigates the use of Twitter by preservice…

  16. When Every Day Is Professional Development Day

    ERIC Educational Resources Information Center

    Tienken, Christopher H.; Stonaker, Lew

    2007-01-01

    In the Monroe Township (New Jersey) Public Schools, teachers' learning occurs daily, not just on one day in October and February. Central office and school-level administrators foster job-embedded teacher growth. Every day is a professional development day in the district, but that has not always been so. How did the district become a system with…

  17. 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…

  18. 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…

  19. Workforce Skills Development and Engagement in Training through Skill Sets: Literature Review. Occasional Paper

    ERIC Educational Resources Information Center

    Mills, John; Bowman, Kaye; Crean, David; Ranshaw, Danielle

    2012-01-01

    This literature review examines the available research on skill sets. It provides background for a larger research project "Workforce skills development and engagement in training through skill sets," the report of which will be released early next year. This paper outlines the origin of skill sets and explains the difference between…

  20. The Effects of Basketball Basic Skills Training on Gross Motor Skills Development of Female Children

    ERIC Educational Resources Information Center

    Bayazit, Betul

    2015-01-01

    The purpose of this study was to investigate the effects of basketball basic skills training on gross motor skills development of female children in Turkey. For that purpose, 40 female children took part in the study voluntarily. Basketball basic skills test was used to improve the gross motor skills of the female children in the study. Also,…

  1. Professional Development for School Library Media Professionals: Elements for Success

    ERIC Educational Resources Information Center

    Brown, Carol A.; Dotson, Lana Kaye; Yontz, Elaine

    2011-01-01

    The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being…

  2. Becoming an Early Years Professional: Developing a New Professional Identity

    ERIC Educational Resources Information Center

    Murray, Janet

    2013-01-01

    Research on professional identity places various emphasis on the influence of internal or external components (Beijaard, Meijer and Verloop 2004; McGillivray 2008; Osgood 2010), which can create tension between the normative and subjective view of what it means to be a particular type of professional. This small scale research sought to uncover…

  3. A School-Based Professional Development Programme for Teachers of Mathematical Modelling in Singapore

    ERIC Educational Resources Information Center

    Tan, Liang Soon; Ang, Keng Cheng

    2016-01-01

    A school-based professional development programme (SBPD) aimed at developing secondary school mathematics teachers' competencies to teach mathematical modelling in Singapore is presented and evaluated in this article. The SBPD is characterized by two key features--content elements to develop teachers' knowledge and skills, and transformative…

  4. In Step with Holland College: A Performance Based Professional Development Program

    ERIC Educational Resources Information Center

    Coffin, Lawrence; Sands, Jack

    1977-01-01

    Describes the development of the Self-Training and Evaluation Program (STEP), a performance-based professional development program for college instructors teaching in an individualized performance-based instructional system. The DACUM (Developing A Curriculum) model, consisting of a skill profile that serves as a curriculum plan and an evaluation…

  5. A Formal Investigation of Human Spatial Control Skills: Mathematical Formalization, Skill Development, and Skill Assessment

    NASA Astrophysics Data System (ADS)

    Li, Bin

    Spatial control behaviors account for a large proportion of human everyday activities from normal daily tasks, such as reaching for objects, to specialized tasks, such as driving, surgery, or operating equipment. These behaviors involve intensive interactions within internal processes (i.e. cognitive, perceptual, and motor control) and with the physical world. This dissertation builds on a concept of interaction pattern and a hierarchical functional model. Interaction pattern represents a type of behavior synergy that humans coordinates cognitive, perceptual, and motor control processes. It contributes to the construction of the hierarchical functional model that delineates humans spatial control behaviors as the coordination of three functional subsystems: planning, guidance, and tracking/pursuit. This dissertation formalizes and validates these two theories and extends them for the investigation of human spatial control skills encompassing development and assessment. Specifically, this dissertation first presents an overview of studies in human spatial control skills encompassing definition, characteristic, development, and assessment, to provide theoretical evidence for the concept of interaction pattern and the hierarchical functional model. The following, the human experiments for collecting motion and gaze data and techniques to register and classify gaze data, are described. This dissertation then elaborates and mathematically formalizes the hierarchical functional model and the concept of interaction pattern. These theories then enables the construction of a succinct simulation model that can reproduce a variety of human performance with a minimal set of hypotheses. This validates the hierarchical functional model as a normative framework for interpreting human spatial control behaviors. The dissertation then investigates human skill development and captures the emergence of interaction pattern. The final part of the dissertation applies the hierarchical

  6. Development of white matter and reading skills.

    PubMed

    Yeatman, Jason D; Dougherty, Robert F; Ben-Shachar, Michal; Wandell, Brian A

    2012-10-30

    White matter tissue properties are highly correlated with reading proficiency; we would like to have a model that relates the dynamics of an individual's white matter development to their acquisition of skilled reading. The development of cerebral white matter involves multiple biological processes, and the balance between these processes differs between individuals. Cross-sectional measures of white matter mask the interplay between these processes and their connection to an individual's cognitive development. Hence, we performed a longitudinal study to measure white-matter development (diffusion-weighted imaging) and reading development (behavioral testing) in individual children (age 7-15 y). The pattern of white-matter development differed significantly among children. In the left arcuate and left inferior longitudinal fasciculus, children with above-average reading skills initially had low fractional anisotropy (FA) that increased over the 3-y period, whereas children with below-average reading skills had higher initial FA that declined over time. We describe a dual-process model of white matter development comprising biological processes with opposing effects on FA, such as axonal myelination and pruning, to explain the pattern of results.

  7. Valuing Professional Development Components for Emerging Undergraduate Researchers

    NASA Astrophysics Data System (ADS)

    Cheung, I.

    2015-12-01

    In 2004 the Hatfield Marine Science Center (HMSC) at Oregon State University (OSU) established a Research Experience for Undergraduates (REU) program to engage undergraduate students in hands-on research training in the marine sciences. The program offers students the opportunity to conduct research focused on biological and ecological topics, chemical and physical oceanography, marine geology, and atmospheric science. In partnership with state and federal government agencies, this ten-week summer program has grown to include 20+ students annually. Participants obtain a background in the academic discipline, professional development training, and research experience to make informed decisions about careers and advanced degrees in marine and earth system sciences. Professional development components of the program are designed to support students in their research experience, explore career goals and develop skills necessary to becoming a successful young marine scientist. These components generally include seminars, discussions, workshops, lab tours, and standards of conduct. These componentscontribute to achieving the following professional development objectives for the overall success of new emerging undergraduate researchers: Forming a fellowship of undergraduate students pursuing marine research Stimulating student interest and understanding of marine research science Learning about research opportunities at Oregon State University "Cross-Training" - broadening the hands-on research experience Exploring and learning about marine science careers and pathways Developing science communication and presentation skills Cultivating a sense of belonging in the sciences Exposure to federal and state agencies in marine and estuarine science Academic and career planning Retention of talented students in the marine science Standards of conduct in science Details of this program's components, objectives and best practices will be discussed.

  8. 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).…

  9. 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)…

  10. Homeopathy as elective in undergraduate medical education − an opportunity for teaching professional core skills

    PubMed Central

    Lehmann, Bianca; Krémer, Brigitte; Werwick, Katrin; Herrmann, Markus

    2014-01-01

    Aim: The evaluation of medical students' perceptions regarding an elective study course in Homeopathy in which small groups have participated annually for six years, at the Institute for General Practice and Family Medicine at the Otto Von Guericke University, Magdeburg. The course was assessed in terms of concept, delivery, and influence on students' professional development. Methodology: Since the autumn term of 2008/09, three group discussions have been conducted with thirty of the course participants (3 total electives). These discussions were semi-structured and guided by central topics; the analysis was qualitative and guided by content. Results: The overall concept and implementation of the course were very successful. The main learning themes, that is, an emphasis on a more holistic and individual view of patients and the importance of a cooperative partnership between doctor and patient, were positively rated, regardless of the students' attitudes towards homeopathy. Their assessment was based on their previous experience and a comparison with conventional medical education. Conclusion: Homeopathy as an elective subject is not only useful for acquiring specific knowledge in integrative medicine, but also important as a means of developing physicians' core skills that are often not well considered in conventional medical education. PMID:24575158

  11. Development of life skills through physics content

    NASA Astrophysics Data System (ADS)

    Pivarči, Tomáš; Raganová, Janka

    2017-01-01

    The paper deals with students' life skills which the physics teacher should intentionally develop through physics content. An attention is given not only to the physics content and activities connected with it, but also to the development of responsibility, freedom, ability to make decisions, group cooperation, self-evaluation and experience of success. Three activities implemented in the seventh class of the elementary school are described in the paper. Authors describe reasons for class selection, the physics content and the used methods as well as the skills which they decided to purposely develop. They emphasize the importance of activities requiring students' inquiry-based learning and the need to change organization and philosophy of physics teaching at secondary schools. At the end of the paper authors analyze the achievement of objectives, positives as well as negatives of the implemented approaches and propose changes for a future realization.

  12. Developing Transferable Skills: Some Examples from Geomorphology Teaching.

    ERIC Educational Resources Information Center

    Mottershead, Derek; Suggitt, Steve

    1996-01-01

    Demonstrates how the development of transferable skills can be promoted as a matter of policy in undergraduate geography programs and implemented throughout individual classes. Defines transferable skills as skills of a widely applicable nature independent of the disciplinary context. Presents two examples of transferable skill development in…

  13. 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…

  14. Development of infant oral feeding skills: what do we know?

    PubMed

    Lau, Chantal

    2016-02-01

    The hospital discharge of premature infants in neonatal intensive care units is often delayed due to their inability to feed by mouth safely and competently. With immature physiologic functions, infants born prematurely cannot be expected to readily feed by mouth at the equivalent age of a third trimester of gestation as the majority of their term counterparts do. Consequently, it is crucial that health care professionals gain an adequate knowledge of the development of preterm infants' oral feeding skills so as to optimize their safety and competency as they transition to oral feeding. With a greater sensitivity toward their immature skills, we can offer these infants a safer and smoother transition to independent oral feeding than is currently observed. This review article is an overview of the evidence-based research undertaken over the past 2 decades on the development of very-low-birth-weight infants' oral feeding skills. The description of the different functional levels where these infants can encounter hurdles may assist caregivers in identifying a potential cause or causes for their individual patients' oral feeding difficulties.

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one…

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

    ERIC Educational Resources Information Center

    McCollow, Meaghan M.

    2013-01-01

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

  17. Creating the Context and Employing Best Practices for Teacher Professional Development: A Brief Review of Recent Research

    ERIC Educational Resources Information Center

    Hammer, Patricia Cahape

    2013-01-01

    A review of the research on teacher professional development identified an emerging consensus on important contextual and implementation characteristics that can promote or inhibit teachers' use of new knowledge and skills in their classroom practice. Findings suggest that professional development is best viewed as one component in an overall…

  18. Why Do Contractors Contract? The Experience of Highly Skilled Technical Professionals in a Contingent Labor Market.

    ERIC Educational Resources Information Center

    Kunda, Gideon; Barley, Stephen R.; Evans, James

    2002-01-01

    A study of why 52 highly skilled technical contractors accepted contingent employment found that contracting paid better than permanent employment. However, they felt anxiety and estrangement; networks were developed to address needs such as training. Highly skilled contingent workers form a triad with employing companies and intermediaries such…

  19. Developing Teachers: Improving Professional Development for Teachers

    ERIC Educational Resources Information Center

    Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot

    2015-01-01

    This document is a summary of the report "What Makes Great Teaching". It argues that improved teacher ­development will positively impact on pupil attainment, particular those from disadvantaged backgrounds. "Developing Teachers" presents five policy recommendations which have been signed by 17 of Britain's leading headteachers…

  20. Reading skill and structural brain development.

    PubMed

    Houston, Suzanne M; Lebel, Catherine; Katzir, Tami; Manis, Franklin R; Kan, Eric; Rodriguez, Genevieve G; Sowell, Elizabeth R

    2014-03-26

    Reading is a learned skill that is likely influenced by both brain maturation and experience. Functional imaging studies have identified brain regions important for skilled reading, but the structural brain changes that co-occur with reading acquisition remain largely unknown. We investigated maturational volume changes in brain reading regions and their association with performance on reading measures. Sixteen typically developing children (5-15 years old, eight boys, mean age of sample=10.06 ± 3.29) received two MRI scans (mean interscan interval=2.19 years), and were administered a battery of cognitive measures. Volume changes between time points in five bilateral cortical regions of interest were measured, and assessed for relationships to three measures of reading. Better baseline performances on measures of word reading, fluency, and rapid naming, independent of age and total cortical gray matter volume change, were associated with volume decrease in the left inferior parietal cortex. Better baseline performance on a rapid naming measure was associated with volume decrease in the left inferior frontal region. These results suggest that children who are better readers, and who perhaps read more than less skilled readers, exhibit different development trajectories in brain reading regions. Understanding relationships between reading performance, reading experience, and brain maturation trajectories may help with the development and evaluation of targeted interventions.

  1. Effects of a Professional Development Program on Classroom Practices and Outcomes for Latino Dual Language Learners

    ERIC Educational Resources Information Center

    Buysse, Virginia; Castro, Dina C.; Peisner-Feinberg, Ellen

    2010-01-01

    A randomized, controlled study was conducted to assess the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish. Fifty-five teachers and 193 Latino dual language learners (DLLs) enrolled in the North Carolina…

  2. Mentoring for Business Engagement as Continuing Professional Development of University Academic Staff

    ERIC Educational Resources Information Center

    Helyer, Ruth; Lee, Dionne

    2012-01-01

    This paper reports an innovative continuing professional development (CPD) project for academic staff in a UK university. The aim of the project is to develop academics' skills in relating to the business environment. The project has a number of strands, but the principal focus of this paper is upon a mentoring initiative. Much CPD in universities…

  3. Year 3 of Implementing the Common Core State Standards: Professional Development for Teachers and Principals

    ERIC Educational Resources Information Center

    Kober, Nancy; McIntosh, Shelby; Rentner, Diane Stark

    2013-01-01

    Timely, ongoing, and effective professional development for teachers and principals will be critical to the successful implementation of the Common Core State Standards (CCSS). These voluntary state-developed standards in mathematics and English language arts (ELA) outline the knowledge and skills that students in grades kindergarten through 12…

  4. Helping Graduate Teaching Assistants in Biology Use Student Evaluations as Professional Development

    ERIC Educational Resources Information Center

    Kendall, K. Denise; Niemiller, Matthew L.; Dittrich-Reed, Dylan; Schussler, Elisabeth E.

    2014-01-01

    Graduate teaching assistants (GTAs) are often used as instructors in undergraduate introductory science courses, particularly in laboratory and discussion sections associated with large lectures. These GTAs are often novice teachers with little opportunity to develop their teaching skills through formal professional development. Focused…

  5. A Study to Determine the Impact of Professional Development on Teachers' Knowledge of Literacy Content

    ERIC Educational Resources Information Center

    Bradley, Rosaline Teresita

    2012-01-01

    Scope and Method of Study: This quantitative study investigated the impact of professional development on Belizean teachers' knowledge of literacy content needed to effectively develop early literacy skills of primary school children between the ages of five to eight. The specific focus of the research was to survey teachers' knowledge level…

  6. Professional Development Needs of Online Instructors of the Louisiana Technical College System

    ERIC Educational Resources Information Center

    Laycock, Sharon P.

    2010-01-01

    The purpose of this study was to determine perceptions of importance and the knowledge of skill levels required to develop and deliver distance learning successfully by the Louisiana Technical College (LTC) instructors as related to professional development needs. The study sample consisted of a group of approximately 200 instructors/teachers…

  7. Nursing Professional Development Organizational Value Demonstration Project.

    PubMed

    Harper, Mary G; Aucoin, Julia; Warren, Joan I

    2016-01-01

    A common question nursing professional development (NPD) practitioners ask is, "How many NPD practitioners should my organization have?" This study examined correlations among facility size and structure, NPD practitioner characteristics and time in service, and organizational outcomes. Organizations with a higher rate of NPD full-time equivalents per bed had higher patient satisfaction with nurses' communication and provision of discharge instruction on their HCAHPS (Hospital Consumer Assessment of Healthcare Provider and Systems) scores.

  8. Teacher Professional Development that Makes an Impact

    NASA Astrophysics Data System (ADS)

    Borrego, H.; Ellins, K. K.

    2012-12-01

    Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education

  9. Pathways to URM Retention: IBP's Professional Development and Mentoring Activities

    NASA Astrophysics Data System (ADS)

    Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

    2013-05-01

    As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one

  10. Interdisciplinary Professional Development: Astrolabes for Medievalists

    NASA Astrophysics Data System (ADS)

    Larsen, Kristine

    2014-06-01

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

  11. 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,…

  12. Development of a Measure of Behavioral Coping Skills for Adolescents.

    ERIC Educational Resources Information Center

    Egan, Mary A.; And Others

    Development and initial validation are described for an instrument to assess the behavioral coping skills of adolescents. The Assessment of Behavioral Coping Skills (ABCS) was designed for use in the South Carolina Coping Skills Project, a school-based coping skills prevention program for adolescents at high risk for substance abuse. The ABCS…

  13. From Competence to Excellence: Developing Excellence in Vocational Skills.

    ERIC Educational Resources Information Center

    Smeaton, Barry; Hughes, Maria; Hall, Graeme

    The United Kingdom's Learning and Skills Development Agency (LSDA), UK SKILLS, and the Further Education Skills Competition Council conducted a collaborative action research project to improve students' vocational learning and skills through enhanced learning experiences. From February 2001 to April 2002, three further education colleges worked to…

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

    NASA Astrophysics Data System (ADS)

    Dailey, Deborah D.

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

  15. Skill Intensity and Skills Development in Bangladesh Manufacturing Enterprises

    ERIC Educational Resources Information Center

    Comyn, Paul

    2013-01-01

    This paper reports on recent research into enterprise skill profiles and workplace training practices in the Bangladesh manufacturing industry. The article presents survey and interview data for 37 enterprises across eight manufacturing sectors collected during a study for the International Labour Organisation. The research analysed enterprise and…

  16. 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…

  17. Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development

    ERIC Educational Resources Information Center

    McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.

    2013-01-01

    Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in…

  18. Innovative Professional Development: Expanding Your Professional Learning Network

    ERIC Educational Resources Information Center

    Perez, Lisa

    2012-01-01

    To assume the role of technology leaders and information literacy specialists in their schools, librarians need access to the most current information. And, they do this by helping each other. There are many definitions, but professional learning networks (PLNs) involve sharing work-related ideas with a network of colleagues via various digital…

  19. A Study about Problem Solving Skill Variable in Terms of Some Variables of Footballers Who Play Football Professionally

    ERIC Educational Resources Information Center

    Akpinar, Selahattin

    2012-01-01

    The aim of this study is to present the problem solving skill levels of sportsmen who play football professionally, and to determine whether problem solving skill levels differ according to sportsmen's, sports club, age, marital status, parents' educational status, father's occupation, occupation in the game, year of playing football…

  20. English Proficiency Tests and Communication Skills Training for Overseas-Qualified Health Professionals in Australia and New Zealand

    ERIC Educational Resources Information Center

    Wette, Rosemary

    2011-01-01

    This commentary reviews recent literature on a number of problematic issues arising from the use of English proficiency tests by registration bodies as the sole assessment of the professional communication skills of overseas qualified health professionals from non-English-speaking backgrounds. It discusses differences between the assessment…

  1. Building professionalism and employability skills: embedding employer engagement within first-year computing modules

    NASA Astrophysics Data System (ADS)

    Hanna, Philip; Allen, Angela; Kane, Russell; Anderson, Neil; McGowan, Aidan; Collins, Matthew; Hutchison, Malcolm

    2015-07-01

    This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner that directly relates to student learning but can still be linked forward into employment. The paper tests the premise that developing employability skills early within the curriculum will result in improved student engagement and learning within later modules. The paper concludes that embedding employer participation within first-year models can help relate a distant notion of employability into something of more immediate relevance in terms of how students can best approach learning. Further, by enhancing employability skills early within the curriculum, it becomes possible to improve academic attainment within later modules.

  2. Developing and Sustaining Professionalism within Gifted Education

    ERIC Educational Resources Information Center

    Coleman, Mary Ruth; Gallagher, James J.; Job, Jennifer

    2012-01-01

    This article calls for a new paradigm of professionalism in the field of gifted education. The definition of professionalism varies, and yet the need for a common vision of professionalism in the field is necessary to strengthen gifted education in the future. The authors delineate a framework for sustaining professionalism within the field and…

  3. Faculty Development in Tobacco Cessation: Training Health Professionals and Promoting Tobacco Control in Developing Countries

    PubMed Central

    Muramoto, Myra L.; Lando, Harry

    2014-01-01

    Issues Cessation programs are essential components of comprehensive tobacco control. Health care providers, especially physicians, have major responsibility for role modeling and promoting cessation. For successful, sustainable cessation training programs, countries need health care professionals with knowledge and skills to deliver and teach tobacco cessation. Approach Review literature relevant to faculty development in tobacco cessation and discuss its strategic potential in tobacco control. Key findings Faculty development is essential for sustainable tobacco cessation training programs, and a potentially powerful strategy to shift professional and societal norms toward cessation and support of comprehensive tobacco control in countries with normative tobacco use and underdeveloped tobacco control programs. Implications Medical faculty are in a key position to influence tobacco cessation and control programs because of their roles as educators and researchers, receptivity to innovation and, influence on competencies and standards for medical education and practice. Faculty development programs must consider the number and type of faculty, and tobacco cessation curricula needed. Faculty development fosters the ability to institutionalize cessation education for students and community practitioners. Academic faculty are often leaders in their professional disciplines, influential in establishing clinical practice standards, and technical experts for government and other key health organizations. Conclusion Training health care professional faculty to become knowledgeable and committed to tobacco cessation opens opportunities to promote cessation and shift professional and societal norms away from tobacco use. PMID:19737208

  4. Fiscal Implications of New Directions in Teacher Professional Development.

    ERIC Educational Resources Information Center

    Rice, Jennifer King

    2001-01-01

    Describes new theories of teacher professional development, identifies known costs of conventional professional development, discusses how new approaches (like collaborative problem solving and mentoring relationships) affect costs (for teacher time and supportive infrastructure), examines efficiency considerations, and highlights fiscal and…

  5. Professional development workshops for physics education research

    NASA Astrophysics Data System (ADS)

    Sayre, Eleanor C.; Franklin, Scott V.; Kustusch, Mary Bridget

    2017-01-01

    Physics education research holds the promise of satisfying expectations of both scholarship, which is increasing at teaching-centric institutions, and teaching effectiveness, a concern at all institutions. Additionally, junior physics education researchers seek more diverse training in research methods and theories. Emerging education researchers need support as they develop their research programs and expand their theoretical and methodological expertise, and they benefit from the guidance of knowledgable peers and near-peers. Our two-part professional development model combines intensive in-person workshops with long-term remote activities. During a two-week in-person workshop, emerging and established education researchers work closely together to develop research questions, learn appropriate analytic techniques, and collect a corpus of data appropriate to their research questions. Afterwards, they meet biweekly in a distributed, mentored research group to share analyses and develop their ideas into publishable papers. In this talk, we discuss this model for professional development and show results from one three-year implementation in the IMPRESS program at the Rochester Institute of Technology. Partially funded by the PERTG of the AAPT.

  6. Developing Skills in Severely and Profoundly Handicapped Children.

    ERIC Educational Resources Information Center

    Thomas, M. Angele, Ed.

    Included in the publication are 10 articles on developing basic skills in severely and profoundly handicapped children. The first paper focuses on the development of object permanence, a basic cognitive skill, while the second and third review procedures for developing self care skills (toileting and eating). A fourth paper discusses an…

  7. Effective elements of science teacher professional development

    NASA Astrophysics Data System (ADS)

    Zientek, Amy

    Educational reform efforts to improve students' learning outcomes are often present in teacher professional development opportunities; however, the structure and design of these opportunities vary and often focus on a homogenous student population; that is, White students in suburban schools. Reform efforts in teacher professional development that aim to educate teachers not only about science content and pedagogy, but also about practices that aim to reach a diverse student population is needed. This study examines three, science teacher summer professional development (PD) programs [SUN, SEPA, and CLA], and explores how programs affect teacher learning outcome(s) and any subsequent translation into classroom practice(s). The design and delivery, alignment to Ladson-Billings (1994) tenets of culturally responsive practices, and measurement(s) of teachers' learning outcome(s) are evaluated. Fliers were sent to science teachers who participated in SUN, SEPA, and CLA in an effort to recruit volunteers for this study. Program document analysis and teacher post-survey data from each program, focus groups, evidence of program integration, and a culturally responsive practice survey were collected and analyzed. Results show SEPA to include content knowledge (CK), pedagogical content knowledge (PCK), culturally responsive practices (CRP), and some elements of the conceptual change model (CCM) (Larkin, 2012) in program design, structure, and delivery along with translation into classroom practice. SUN and CLA both show incorporation of CK and PCK, with SUN also showing some evidence of CRP. The findings indicate that when teachers are modeled a practice they are able to translate that practice in their classroom. The potential impact of modeling CRP during science teacher PD may address the achievement gap still present among students of color. Program designers must consider the inclusion of CRP alongside CK and PCK during the development of science teacher PD.

  8. A Three-Year Chemistry Seminar Program Focusing on Career Development Skills

    ERIC Educational Resources Information Center

    Tucci, Valerie K.; O'Connor, Abby R.; Bradley, Lynn M.

    2014-01-01

    An innovative, three-year seminar program was developed for undergraduates at The College of New Jersey (TCNJ) that supplements the core chemistry curriculum by teaching the auxiliary skills necessary for life as a professional chemist. Advising, good laboratory practice, and information literacy are the strategic components of this program that…

  9. Developing Team Skills with Self- and Peer Assessment: Are Benefits Inversely Related to Team Function?

    ERIC Educational Resources Information Center

    Willey, Keith; Gardner, Anne

    2009-01-01

    Purpose: Self- and peer assessment has proved effective in promoting the development of teamwork and other professional skills in undergraduate students. However, in previous research approximately 30 percent of students reported that its use produced no perceived improvement in their teamwork experience. It was hypothesised that a significant…

  10. Knock, Knock, May I Come In? An Integrative Perspective on Professional Development Concerns for Home Visits Conducted by Teachers

    ERIC Educational Resources Information Center

    Jiles, Tywanda

    2015-01-01

    This article address home visits and the professional development needs of teachers who perform visits. The author writes from a practitioner's point of view, focusing on training needs for providers. The author argues that training and preparation for conducting home visits is needed to equip professionals with the skills needed to execute this…

  11. Iranian nurses´ perceptions of their professional growth and development.

    PubMed

    Rahimaghaee, Flora; Nayeri, Dehghan; Mohammadi, Eesa

    2010-11-09

    Change in today's healthcare settings is inevitable. Professional growth and development are essential in order to remain a viable member of the healthcare team. Although the importance of professional growth and development is emphasized in the literature, the associated outcomes of professional development have not been fully described. In this article the authors present a qualitative study in which 21 Iranian nurses, whose years of nursing experienced ranged from 3 to 28 years, shared the perceptions of their professional development and growth. In reporting the study findings the authors discuss how these nurses described their skill and psychosocial development within the themes of developing judgment, improving communication, instilling confidence, seeing the whole patient, and strengthening commitment to nursing.

  12. Teacher Research Experiences, Partnerships with Scientists, and Teacher Networks Sustaining Factors from Professional Development

    ERIC Educational Resources Information Center

    Dresner, Marion; Worley, Elizabeth

    2006-01-01

    This study examined some long-term impacts of a professional development program, Teachers in the Woods. Several outcomes of the program were acknowledged by participants as having been valuable: a network of like-minded teachers, a network of scientists and teachers, and an increase in teachers' ecological knowledge and field skills. The authors…

  13. Reflective Blogging as Part of ICT Professional Development to Support Pedagogical Change

    ERIC Educational Resources Information Center

    Prestridge, Sarah J.

    2014-01-01

    Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacher confidence and skill in reflective action. Coupled with anxiety generally associated with technological competency and understanding the nature of blogging, constructive…

  14. Results of a Practicum Offering Teaching-Focused Graduate Student Professional Development

    ERIC Educational Resources Information Center

    Richards-Babb, Michelle; Penn, John H.; Withers, Michelle

    2014-01-01

    Providing chemistry graduate students with opportunities to learn about evidence-based teaching and to practice teaching skills in a mentored environment is crucial to their professional development. Herein is described the model for a graduate-level teaching practicum course specifically focused on the chemistry discipline. This course addressed…

  15. Predictors of Home-Based Child Care Providers' Participation in Professional Development Workshops and Coaching

    ERIC Educational Resources Information Center

    Rusby, Julie C.; Jones, Laura B.; Crowley, Ryann; Smolkowski, Keith; Arthun, Chris

    2013-01-01

    Background: Little is known about factors that influence home-based child care providers' participation in professional development. Factors that predict participation in activities that are designed to promote the utilization and maintenance of skills taught are of particular interest. Objective: Our aim was to examine factors in the home-based…

  16. Literacy Instruction in Rural Elementary Schools in Jamaica: Response to Professional Development

    ERIC Educational Resources Information Center

    Williams, Stacy A. S.; Staulters, Merry L.

    2010-01-01

    Rural educators from several elementary schools in southwest Jamaica completed pre- and post-literacy surveys. Professional training was developed and provided in response to the pre-assessment results. Literacy training combined two essential skills: (a) ongoing assessment of literacy achievement and (b) evidenced-based intervention strategies.…

  17. Clinical Supervision and Professional Development Using Clients from Literature, Popular Fiction, and Entertainment Media

    ERIC Educational Resources Information Center

    Schwitzer, Alan M.; Boyce, Debra; Cody, Patricia; Holman, Angela; Stein, Jackie

    2005-01-01

    The use of clinical supervision is central to mental health work. In this article, the authors propose using practice cases drawn from characters found in literature, popular fiction, biographies, television, and movies as one method for clinical supervision and professional development in the mental health skill areas of client assessment, case…

  18. Bridging the Gap between Standards and Achievement: The Imperative for Professional Development in Education.

    ERIC Educational Resources Information Center

    Elmore, Richard F.

    This paper discusses the importance of teacher professional development to student achievement. Section 1, "The Imperative: Investment in Human Skill and Knowledge," explains that despite contradictory evidence, prevailing assumptions asserts that teachers learn most of what they need during preservice education. Section 2, "The Knowledge Gap in…

  19. The Impact of a Teacher Professional Development Program on Student Engagement

    ERIC Educational Resources Information Center

    Powers, Kristin; Shin, Seon-Hi; Hagans, Kristi S.; Cordova, Monica

    2015-01-01

    Student engagement is associated with many positive outcomes, including academic achievement, school persistence, and social-emotional well-being. The present study examined whether the Freedom Writers Institute, a professional development program designed to improve teachers' skills in creating personalized learning environments, can increase…

  20. Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience

    ERIC Educational Resources Information Center

    Desyatov, Tymofiy

    2015-01-01

    The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via…

  1. Global Blended Learning Practices for Teaching and Learning, Leadership and Professional Development

    ERIC Educational Resources Information Center

    Hilliard, Ann Toler

    2015-01-01

    Blended learning is a combination of online and face-to-face activities for classroom instruction or other training modalities to help develop new knowledge and skills that can be transferred to the workplace environment. The use of blended learning is expanding globally (Vaughn, 2007). Blended learning is evident in professional development…

  2. A Multilanguage Online Writing Center for Professional Communication: Development and Testing

    ERIC Educational Resources Information Center

    Jacobs, Geert; Opdenacker, Liesbeth; Waes, Luuk Van

    2005-01-01

    An online writing center developed at the University of Antwerp, Belgium, called Calliope, provides a modular platform aimed at enhancing learners' professional writing skills in five different languages: Dutch, English, French, German, and Spanish. It supports courses in business and technical communication. The current version includes modules…

  3. American Business Meets American Gothic: Professional Development in the Art Museum

    ERIC Educational Resources Information Center

    Sullivan, Brendan; Morse, Annie

    2011-01-01

    Professional development in the art museum setting represents an opportunity for corporate and for-profit enterprises to enhance employees' skills in observation, creative thinking, teamwork, and sensitivity in diversity. Using original works of art as a point of departure for in-depth discussion of what appears as narrative content, participants…

  4. 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,…

  5. 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…

  6. 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,…

  7. Using the Principles of Differentiated Instruction to Improve Professional Development

    ERIC Educational Resources Information Center

    Lentz, Daniel E.

    2014-01-01

    The purpose of this study was to create a model of Differentiated Professional Development (DPD) that is a more effective method of professional development due to the addition of the principles of differentiated instruction (DI). The DPD model was created by combining previous studies on effective elements of professional development with the…

  8. 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…

  9. 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…

  10. Professional Development in Education: In Search of the Optimal Mix.

    ERIC Educational Resources Information Center

    Guskey, Thomas R.

    All proposals for education reform include professional development as a significant element in promoting change. Questions have been raised about the effectiveness of professional development and its role in educational reform. Consequently, evaluation of professional development programs is increasing and expanding to include student…

  11. Advancing Technology Education: The Role of Professional Development.

    ERIC Educational Resources Information Center

    Loucks-Horsley, Susan; Bybee, Rodger W.

    2000-01-01

    The technology literacy standards will necessitate increased professional development for those required to implement them. Four areas to guide professional development plans are as follows:(1) learning about technology; (2) learning to teach technology; (3) self-assessment and continuous improvement; and (4) sustained professional development.…

  12. An Integrated Professional Development Model for Effective Teaching

    ERIC Educational Resources Information Center

    Kuijpers, J. M.; Houtveen, A. A. M.; Wubbels, Th.

    2010-01-01

    This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. Existing models from two largely independent approaches to professional development of…

  13. 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…

  14. Professional Development Networks: From Transmission to Co-Construction

    ERIC Educational Resources Information Center

    Ngcoza, Ken; Southwood, Sue

    2015-01-01

    This article offers an extract of a qualitative case study focused on collaborative professional development of science teachers in a transformative continuous professional development (TCPD) network, whose aim is the professional development of science teachers with a view to improving praxis. Teacher narratives generated through an iterative…

  15. Continuing Professional Development in Early Childhood Education in New Zealand

    ERIC Educational Resources Information Center

    Cherrington, Sue; Thornton, Kate

    2013-01-01

    This article explores the influences on and nature of continuing professional development in the New Zealand early childhood education sector. In addition to discussing the nature of professional development and providing an explanation of the policy context that informs the delivery of professional development, the paper draws on evaluations of…

  16. 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…

  17. The management of depressed elderly care recipients: family perspectives on the skills of professional carers.

    PubMed

    Mellor, David; Davison, Tanya; McCabe, Marita; George, Kuruvilla

    2008-01-01

    Recent studies have identified high levels of depression among older people, both those in their own homes and those in residential care. With the world's population ageing, it is timely for health service providers to consider how the escalating population of depressed elderly people will be managed. Although treating general practitioners may be the health professionals most expected to detect, treat, and monitor depression among the elderly, professional carers are well placed to assist in the detection and monitoring of the disorder. This study conducted individual interviews with 15 family members of depressed aged-care recipients to determine their perceptions of the skills and knowledge of depression of professional carers. Family members reported that carers are more likely to avoid than engage with their clients about depressive symptomatology and do not communicate their concerns with managers or general practitioners (GPs). Family members believed that, in general, professional carers were undertrained in these areas. The implications of these findings for health service planning and staff training are discussed.

  18. Cultivating Innovation: How a Charter/District Network Is Turning Professional Development into Professional Practice.

    ERIC Educational Resources Information Center

    Andrews, Kevin; Rothman, Michael

    2002-01-01

    Describes the pilot year of the Project for School Innovation, a Boston charter-school initiative to bring together charter and district schools to cultivate innovation in public education. A major goal of the project is to overcome the shortcomings in teacher professional development through professional empowerment, professional networks, and…

  19. Continuing Professional Development (CPD) Policy and the Discourse of Teacher Professionalism in Scotland

    ERIC Educational Resources Information Center

    Kennedy, Aileen

    2007-01-01

    The dynamic nature and multiple interpretations of professionalism make any analysis of it as a static, homogenous concept somewhat difficult. Much of the existing body of literature, which explores professionalism from a traditional sociological perspective, is now being challenged by developing concepts of professionalism that support particular…

  20. 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…