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,…

Closing the Feedback Loop: A Productive Interplay between Practice-Based Research and School Development through Cross-Professional Collaboration in Secondary Education

ERIC Educational Resources Information Center

Schenke, Wouter; van Driel, Jan H.; Geijsel, Femke P.; Volman, Monique L. L.

2017-01-01

A recurrent discussion in the field of education is how to build linkages between educational research and school practice. Cross-professional collaboration between researchers and school practitioners can contribute to the interplay between practice-based research and school development. The aim of our study is to obtain a better understanding of…

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

ERIC Educational Resources Information Center

Soleimani, Hassan; Khaliliyan, Monir

2012-01-01

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

Applying the cube model to pediatric psychology: development of research competency skills at the doctoral level.

PubMed

Madan-Swain, Avi; Hankins, Shirley L; Gilliam, Margaux Barnes; Ross, Kelly; Reynolds, Nina; Milby, Jesse; Schwebel, David C

2012-03-01

This article considers the development of research competencies in professional psychology and how that movement might be applied to training in pediatric psychology. The field of pediatric psychology has a short but rich history, and experts have identified critical competencies. However, pediatric psychology has not yet detailed a set of research-based competencies. This article initially reviews the competency initiative in professional psychology, including the cube model as it relates to research training. Next, we review and adapt the knowledge-based/foundational and applied/functional research competencies proposed by health psychology into a cube model for pediatric psychology. We focus especially on graduate-level training but allude to its application throughout professional development. We present the cube model as it is currently being applied to the development of a systematic research competency evaluation for graduate training at our medical/clinical psychology doctoral program at the University of Alabama at Birmingham. Based on the review and synthesis of the literature on research competency in professional psychology we propose future initiatives to develop these competencies for the field of pediatric psychology. The cube model can be successfully applied to the development of research training competencies in pediatric psychology. Future research should address the development, implementation, and assessment of the research competencies for training and career development of future pediatric psychologists.

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

NASA Astrophysics Data System (ADS)

Higgins, Tara Eileen

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

A Research-Informed, School-Based Professional Development Workshop Programme to Promote Dialogic Teaching with Interactive Technologies

ERIC Educational Resources Information Center

Hennessy, Sara; Dragovic, Tatjana; Warwick, Paul

2018-01-01

The study reported in this article investigated the influence of a research-informed, school-based, professional development workshop programme on the quality of classroom dialogue using the interactive whiteboard (IWB). The programme aimed to develop a dialogic approach to teaching and learning mediated through more interactive uses of the IWB,…

Supporting Action Research in a Field-Based Professional Development School.

ERIC Educational Resources Information Center

Menchaca, Velma D.; Peterson, Cynthia L.; Nicholson, Sheila

A collaborative project between a Professional Development School (PDS) and a public school supported teachers' action research and initiated preservice teachers into action research. This paper describes one team's action research project in an inclusive high school classroom that shared the duties of teaching, assisting, modifying instruction,…

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

ERIC Educational Resources Information Center

Bouwma-Gearhart, Jana

2012-01-01

This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional…

Codification and Validation of Professional Development Questionnaire of Teachers

ERIC Educational Resources Information Center

Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

2016-01-01

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

Professional Task-Based Curriculum Development for Distance Education Practitioners at Master's Level: A Design-Based Research

ERIC Educational Resources Information Center

Feng, Xiaoying; Lu, Guangxin; Yao, Zhihong

2015-01-01

Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based development area, these methods have been taken over by professional-task-based development in the last…

To Gain Knowledge of How to Be Challenging: Preschool Mathematics Professional Development

ERIC Educational Resources Information Center

Helenius, Ola; Johansson, Maria L.; Lange, Troels; Meaney, Tamsin; Wernberg, Anna

2017-01-01

The use of freely-available web-based materials in professional development has rarely been investigated in mathematics education research. In this article, the responses to a survey by 267 preschool teachers about their use of online professional development materials are described. The web materials were based on a design model and the survey…

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

ERIC Educational Resources Information Center

Cormas, Peter C.; Barufaldi, James P.

2011-01-01

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

Professional values and competencies as explanatory factors for the use of evidence-based practice in nursing.

PubMed

Skela-Savič, Brigita; Hvalič-Touzery, Simona; Pesjak, Katja

2017-08-01

To establish the connection between values, competencies, selected job characteristics and evidence-based practice use. Nurses rarely apply evidence-based practice in everyday work. A recent body of research has looked at various variables explaining the use of evidence-based practice, but not values and competencies. A cross-sectional, non-experimental quantitative explorative research design. Standardized instruments were used (Nurse Professional Values Scale-R, Nurse Competence Scale, Evidence-Based Practice Beliefs and Implementation Scale). The sample included 780 nurses from 20 Slovenian hospitals. The data were collected in 2015. The study identifies two new variables contributing to a better understanding of beliefs on and implementation of evidence-based practice, thus broadening the existing research evidence. These are the values of activism and professionalism and competencies aimed at the development and professionalization of nursing. Values of caring, trust and justice and competencies expected in everyday practice do not influence the beliefs and implementation of evidence-based practice. Respondents ascribed less importance to values connected with activism and professionalism and competencies connected with the development of professionalism. Nurses agree that evidence-based practice is useful in their clinical work, but they lack the knowledge to implement it in practice. Evidence-based practice implementation in nursing practice is low. Study results stress the importance of increasing the knowledge and skills on professional values of activism and professionalism and competencies connected to nursing development. The study expands the current understanding of evidence-based practice use and provides invaluable insight for nursing managers, higher education managers and the national nursing association. © 2017 John Wiley & Sons Ltd.

A Collaborative Action Research Approach to Professional Learning

ERIC Educational Resources Information Center

Bleicher, Robert E.

2014-01-01

The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR)…

Classroom Effects of an Early Childhood Educator Professional Development Partnership

ERIC Educational Resources Information Center

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

2011-01-01

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

The Possibilities for University-Based Public-Good Professional Education: A Case-Study from South Africa Based on the "Capability Approach"

ERIC Educational Resources Information Center

McLean, Monica; Walker, Melanie

2012-01-01

The education of professionals oriented to poverty reduction and the public good is the focus of the article. Sen's "capability approach" is used to conceptualise university-based professional education as a process of developing public-good professional capabilities. The main output of a research project on professional education in…

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

PubMed

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

2011-01-01

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

Current Trends and Missing Links in Studies on Teacher Professional Development in Science Education: A Review of Design Features and Quality of Research

ERIC Educational Resources Information Center

van Driel, Jan H.; Meirink, J. A.; van Veen, K.; Zwart, R. C.

2012-01-01

This review provides an overview of the the current state of research on professional development in science education. An analytical frame was used, based on what is known about PD from educational research. Clarke and Hollingsworth's model for teacher professional growth was also used to categorise the studies according to their aims and…

Taiwanese Early Childhood Educators' Professional Development

ERIC Educational Resources Information Center

Hsu, Ching-Yun

2008-01-01

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

Effects of a Long-Term Participatory Action Research Project on Science Teachers' Professional Development

ERIC Educational Resources Information Center

Eilks, Ingo; Markic, Silvija

2011-01-01

This paper describes the potential of long-term co-operation between science educators and science teachers concerning the teachers' continuous professional development, based on Participatory Action Research in science education. The discussion is based on a six-year case study observing a group of about ten German chemistry teachers by chemistry…

Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska

NASA Astrophysics Data System (ADS)

Berry Bertram, Kathryn

2011-12-01

The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on methodologies used to conduct program research, and on findings obtained. Research indicates that in both situations the GI Framework for Professional Development was effective in preparing culturally responsive STEM teachers. Implications of these findings and recommendations for future research are discussed in the conclusion.

Data to inform a social media component for professional development and practices: A design-based research study.

PubMed

Novakovich, Jeanette; Shaw, Steven; Miah, Sophia

2017-02-01

This DIB article includes the course artefacts, instruments, survey data, and descriptive statistics, along with in-depth correlational analysis for the first iteration of a design-based research study on designing curriculum for developing online professional identity and social media practices for a multi-major advanced professional writing course. Raw data was entered into SPSS software. For interpretation and discussion, please see the original article entitled, "Designing curriculum to shape professional social media skills and identity in virtual communities of practice" (J. Novakovich, S. Miah, S. Shaw, 2017) [1].

Multiple Perspective: When Child Development Professionals Raise Twins

ERIC Educational Resources Information Center

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

2006-01-01

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

Professionalizing action research--a meaningful strategy for modernizing services?

PubMed

Hall, Julie E

2006-04-01

This paper outlines how a specific action research approach can be used to secure practice development in services which have found sustained change difficult. For the purpose of this paper discussion focuses upon using professionalizing action research (a form of action research) to secure transformation in acute inpatient mental health services. This speciality has experienced long-term difficultly in meaningful practice change. Not limited to this context parallels can be made with other health and social care services requiring significant modernization. The aim is to critically discuss the use of professionalizing action research as an approach to sustainable change. clarifies whether this method is a suitable vehicle for change, which is ideally suited to services which have a poor record of practice development. A review of action research and practice development literature forms the basis of this paper. The literature is sourced through bulletin boards, electronic databases and the British Library Classification Scheme. Keywords searched are action research, team learning, managing change and practice development. Following definition; the components of professionalizing action research are analysed using the themes of educative base, problem focus, improvement and involvement. The educative base of professionalizing action research is collaborative reflective practice which is used to initiate meaningful change, rooted in everyday practice. The benefit of this is that change actions are based in real-time situations. The problem focus component of professionalizing action research is used to emphasize the views of service users and carers. This is positive in terms of the patient and public involvement agenda although this theme does emphasize limitations of the approach. The final components are involvement and improvement, these are debated as pluralistic notions and the implications of this are acknowledged. Reviewing the literature and theoretical application indicates the value of professionalizing action research as a process for modernization. The strength of the approach lies in the opportunity for team learning and change which is grounded in the context of services and pursued through collaboration.

Health care professionals from developing countries report educational benefits after an online diabetes course.

PubMed

Wewer Albrechtsen, Nicolai J; Poulsen, Kristina W; Svensson, Lærke Ø; Jensen, Lasse; Holst, Jens J; Torekov, Signe S

2017-05-31

Medical education is a cornerstone in the global combat against diseases such as diabetes and obesity which together affect more than 500 million humans. Massive Open Online Courses (MOOCs) are educational tools for institutions to teach and share their research worldwide. Currently, millions of people have participated in evidence-based MOOCs, however educational and professional benefit(s) for course participants of such initiatives have not been addressed sufficiently. We therefore investigated if participation in a 6 week open online course in the prevention and treatment of diabetes and obesity had any impact on the knowledge, skills, and career of health care professionals contrasting participants from developing countries versus developed countries. 52.006 participants signed up and 29.469 participants were active in one of the three sessions (2014-2015) of Diabetes - a Global Challenge. Using an online based questionnaire (nine sections) software (Survey Monkey), email invitations were send out using a Coursera based database to the 29.469 course participants. Responses were analyzed and stratified, according to the United Nations stratification method, by developing and developed countries. 1.303 (4.4%) of the 29.469 completed the questionnaire. 845 of the 1303 were defined as health care professionals, including medical doctors (34%), researchers (15%), nurses (11%) and medical students (8%). Over 80% of the health care participants report educational benefits, improved knowledge about the prevention and treatment therapies of diabetes and furthermore improved professional life and practice. Over 40% reported that their professional network expanded after course participation. Study participants who did not complete all modules of the course reported similar impact as the ones that completed the entire course(P = 0.9). Participants from developing countries gained more impact on their clinical practice (94%) compared to health care professionals from developed regions (88%) (Mean of differences = 6%, P = 0.03. Based on self-reports from course participants, MOOC based medical education seems promising with respect to providing accessible and free research-based education to health professionals in both developing and developed countries. Course participants from developing countries report more benefits from course participation than their counterparts in the developed world.

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…

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…

Developing Collaborative Approaches to Enhance the Professional Development of Primary Mathematics Teachers

ERIC Educational Resources Information Center

McNeill, Jane; Butt, Graham; Armstrong, Andy

2016-01-01

This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing…

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

ERIC Educational Resources Information Center

Piggot-Irvine, Eileen

2006-01-01

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

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

NASA Astrophysics Data System (ADS)

Williams, Randi

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

Professional Development of Teacher-Educators towards Transformative Learning

ERIC Educational Resources Information Center

Meijer, Marie-Jeanne; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy; Geijsel, Femke

2017-01-01

This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five experienced educators, a professional development…

Professional Development for Scaling Pedagogical Innovation in the Context of Game-Based Learning: Teacher Identity as Cornerstone in "Shifting" Practice

ERIC Educational Resources Information Center

Chee, Yam San; Mehrotra, Swati; Ong, Jing Chuan

2015-01-01

A dominant discourse on "scaling-up" small-scale innovations based on a limited number of successful classroom trials pervades the educational literature. We view this discourse as insensitive to the professional work of teachers and the human side of school change. Our research investigated how teacher professional development could be…

Research on Literacy Policy and Professional Development: National, State, District, and Teacher Contexts

ERIC Educational Resources Information Center

Wixson, Karen K.; Yochum, Nina

2004-01-01

The purpose of this article is to review the research on policy and professional development undertaken by the Center for the Improvement of Early Reading Achievement (CIERA) and to suggest how this work has advanced knowledge in these areas. This research provides a base for understanding the relations between effective teaching and learning in…

Professional Development and Teacher Leadership in the Era of NCLB: A Study Exploring Elementary Music Teacher Preferences

ERIC Educational Resources Information Center

Bernard, Anthony D., Sr.

2009-01-01

Several recent studies have been conducted on teacher professional development (PD) but few have focused exclusively on elementary music teacher PD. Prominent music education researchers encourage additional research to provide generalizability across the field. In answer to this call for broadening the base of research in elementary music…

DEVELOPING A PROBLEM-BASED LEARNING (PBL) CURRICULUM FOR PROFESSIONALISM AND ETHICS TRAINING FOR BIOMEDICAL GRADUATE STUDENTS

PubMed Central

Jones, Nancy L.; Peiffer, Ann M.; Lambros, Ann; Guthold, Martin; Johnson, A. Daniel; Tytell, Michael; Ronca, April E.; Eldridge, J. Charles

2013-01-01

A curriculum was designed to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility, and to provide students with tools to navigate the complex, rapidly evolving academic and societal environments with a strong ethical commitment. Problem-Based Learning (PBL) pedagogy was chosen because it is active, learner-centered, and focuses on skill and process development. Additionally, the small group format provides a high degree of socialization around professional norms. Two courses were developed. Scientific Professionalism Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases went beyond covering overt research misconduct to emphasize professional standards, obligations, and underlying philosophies for the ethical practice of science, competing interests of stakeholders, and oversight of science (internal and external). To our knowledge this was the first use of PBL to teach scientific integrity and ethics. Both faculty and students at Wake Forest endorsed the orientation of professionalism, active learning, and acquiring skills in contrast to a compliance-based approach that emphasizes learning rules and regulations. PMID:20797979

Applying the Design Framework to Technology Professional Development

ERIC Educational Resources Information Center

Curwood, Jen Scott

2013-01-01

Building on contemporary research on teacher professional development, this study examined the practices of a technology-focused learning community at a high school in the United States. Over the course of a school year, classroom teachers and a university-based researcher participated in the learning community to investigate how technology can…

Living Educational Theory Research as Transformational Continuing Professional Development

ERIC Educational Resources Information Center

Whitehead, Jack; Huxtable, Marie

2013-01-01

Continuing professional development (CPD) living educational theory offers an approach to CPD that enables educators to enhance their own professional practice and enable them to offer as gifts the knowledge, expertise and talents they develop to extend the knowledge base of the profession. In this paper we briefly introduce living theory research…

Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field

ERIC Educational Resources Information Center

Tumthong, Suwut; Piriyasurawong, Pullop; Jeerangsuwan, Namon

2016-01-01

This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training…

Teachers Teaching Differently: A Qualitative Study of Implementation Fidelity to Professional Development

ERIC Educational Resources Information Center

Woolley, Michael E.; Rose, Roderick A.; Mercado, Micaela; Orthner, Dennis K.

2013-01-01

Intervention researchers in school settings often implement interventions that involve professional development to schoolteachers or other professional staff to implement school-based interventions. In terms of classroom interventions, teachers are the primary implementation agents; therefore, the fidelity of such interventions depends on teacher…

Professional Piano Education in Chinese Piano Music Culture

ERIC Educational Resources Information Center

Wang, Changkui

2010-01-01

The development of Chinese piano music culture including professional piano education is based on the traditional culture of "neutralization", and in the researches about the professional piano education in the 21st century, the research of the piano teaching in normal colleges is the most active one, and it is mainly centralized in the…

CALL Teacher Professional Growth through Lesson Study Practice: An Investigation into EFL Teachers' Perceptions

ERIC Educational Resources Information Center

Nami, Fatemeh; Marandi, S. Susan; Sotoudehnama, Elaheh

2016-01-01

Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this…

Development of the Professional Self-Care Scale.

PubMed

Dorociak, Katherine E; Rupert, Patricia A; Bryant, Fred B; Zahniser, Evan

2017-04-01

In recent years, there has been an increased emphasis on the importance of self-care for psychologists and other mental health professionals. With the growth of positive psychology and preventive medicine, self-care is an emerging topic, promulgated as a means of avoiding the adverse effects of stress and promoting professional functioning and well-being. However, the research on self-care is limited because of the lack of an empirically based, psychometrically sound measure of this construct. Thus, the purpose of this project was to develop a measure of professional self-care. Professional psychologists were the focus of study, with the goal being to develop a measure that can be used in this population and similar groups of professionals. Based on expert feedback and a preliminary study of 422 licensed psychologists in Illinois, a 5-factor, 21-item scale was created. Factor analysis identified the following self-care factors: Professional Support, Professional Development, Life Balance, Cognitive Awareness, and Daily Balance. Preliminary analyses provided initial support for the validity of the 5 factors. A follow-up study was conducted with a second sample of clinical psychologists. The 5-factor structure provided a good fit to the data with the second sample. Thus, based on factor analysis and validity data, a 5-factor, 21-item Professional Self-Care Scale was established for further study and use in future research. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Continuing Professional Development in a Chamber Orchestra: Player and Management Perspectives

ERIC Educational Resources Information Center

Oakland, Jane; Ginsborg, Jane

2014-01-01

This article reports the findings of a pilot project undertaken by a professional freelance chamber orchestra in collaboration with conservatoire-based researchers exploring the potential value of professional development activities for musicians and their employers. Key members of the orchestra took part in two improvisation workshops,…

Design-Based Research for Professional Learning for "Cultural Mathematics"

ERIC Educational Resources Information Center

Kravia, Geori; Owens, Kay

2014-01-01

Design-based research is being used to develop and refine the principles used in professional learning workshops with teachers from three different Papua New Guinean ecologies: highlands, coastal, and inland in a coastal province. The appropriateness of the design of principles for Papua New Guinean Elementary Schools is tried over several phases…

Bridging Professional Teacher Knowledge for Science and Literary Integration via Design-Based Research

ERIC Educational Resources Information Center

Fazio, Xavier; Gallagher, Tiffany L.

2018-01-01

We offer insights for using design-based research (DBR) as a model for constructing professional development that supports curriculum and instructional knowledge regarding science and literacy integration. We spotlight experiences in the DBR process from data collected from a sample of four elementary teachers. Findings from interviews, focus…

Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

PubMed Central

Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J. M.

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837

Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

PubMed

Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

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…

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

Code of Federal Regulations, 2011 CFR

2011-07-01

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

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

Code of Federal Regulations, 2010 CFR

2010-07-01

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

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

Code of Federal Regulations, 2014 CFR

2014-07-01

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

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

Code of Federal Regulations, 2012 CFR

2012-07-01

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

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

Code of Federal Regulations, 2013 CFR

2013-07-01

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

STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

ERIC Educational Resources Information Center

Mulnix, Amy B.

2016-01-01

Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice.…

Professional Development Implications of Teachers' Beliefs and Attitudes toward English Language Learners

ERIC Educational Resources Information Center

Karabenick, Stuart A.; Noda, Phyllis A. Clemens

2004-01-01

Research-based professional development is essential for districts and teachers across the nation that face the challenge of providing a quality education for increasingly diverse student populations. In this study, the researchers surveyed 729 teachers in one midwestern suburban district recently impacted by high numbers of immigrant and refugee…

Professional Development with Video Modeling: Effects on Behavior Specific Praise in General Education Classrooms

ERIC Educational Resources Information Center

Barry, Colleen

2016-01-01

Federal mandates require teachers to implement evidence-based strategies in their classrooms; however, due to gaps between research and practice, these evidence-based practices are inconsistently implemented across educational settings. Although intended to address this, teacher professional developments are most commonly delivered in a…

Challenges and Benefits in Designing and Implementing a Team-Based Research Mentorship Experience in Translational Research.

PubMed

Young, Belinda-Rose; Williamson, Heather J; Burton, Donna L; Massey, Oliver Thomas; Levin, Bruce Lubotsky; Baldwin, Julie A

2015-12-01

Translational research seeks to build bridges between research and practice to address public health issues efficiently and effectively. The purpose of this paper was to evaluate a newly formed Institute that provided graduate students and adolescent behavioral health community professionals with a translational research service-learning opportunity through the creation of a community-university mentoring partnership. Goals of the team-based research mentorship approach included: 1) providing students the skills for implementing translational research; 2) providing research opportunities for community agencies to enhance operations and to encourage ongoing research involvement; and 3) developing relationships between university faculty and community agency professionals for further research collaborations. The Institute used the National Institute on Drug Abuse's Mentoring Mosaic to select a diverse group of Community and Academic Mentors. The research mentorship experience of the initial cohort was evaluated based upon the Research Mentorship Conceptual Framework and Self-Assessment Tool. As a direct result of the research mentorship, outcomes for the Academic and Community Mentors and Scholars (i.e., those seeking a graduate certificate) included improved working relationships/networking and research experience. Through experiential learning, Scholars also discovered career trajectory clarity, the need for community collaboration in research, opportunities for continuing professional development, a greater understanding of public health competencies and how they align with community-based research, and skill development in best practices for translational research. The team mentoring approach is a form of pedagogy that holds promise to enhance translational research and community-based research efforts while developing public health competencies.

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

PubMed Central

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

2015-01-01

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

Case Studies of the Development of Science Teachers' Practices of Socio-Scientific Issue (SSI)-Based Teaching through a Professional Development Program

ERIC Educational Resources Information Center

Pitiporntapin, Sasithep; Srisakuna, Suchada

2017-01-01

This research aimed to assess three case studies of in-service science teachers regarding their practices of socio-scientific issue (SSI)-based teaching as they participated in a specially developed professional development (PD) program. Data were collected throughout the PD program from group discussions, observations, interviews, and the review…

The Professional Development Needs of School-Based Leadership in Preparation for a District-Wide One-to-One Initiative in a Large Urban School District

ERIC Educational Resources Information Center

Simmons, Brandon Dean

2015-01-01

The purpose of this study was to determine the professional development needs of school-based leadership in preparation for a district-wide one-to-one initiative in a large urban school district. This study used an explanatory sequential mixed methods design to answer the three research questions that drove the study. Research for this study was…

Exploration of the Professional Development Needs of New York City High School Principals with Less than 5 Years Experience

ERIC Educational Resources Information Center

Berman, Margaret Lacey

2015-01-01

This grounded theory study was conducted to explore the professional development needs of New York City high school principals with less than five years' experience based on the McREL balanced leadership framework. The purpose of this research is to answer the three research questions below in hopes of contributing to the field. The research for…

Developing a problem-based learning (PBL) curriculum for professionalism and scientific integrity training for biomedical graduate students.

PubMed

Jones, Nancy L; Peiffer, Ann M; Lambros, Ann; Guthold, Martin; Johnson, A Daniel; Tytell, Michael; Ronca, April E; Eldridge, J Charles

2010-10-01

A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations.

Assessing the Status of Professional Learning Opportunities in EARCOS Member Schools

ERIC Educational Resources Information Center

Hardeman, Mark Brandon

2016-01-01

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

Developing a Professional Learning Community among Preservice Teachers

ERIC Educational Resources Information Center

Bond, Nathan

2013-01-01

This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

The Professional Development Requirements of Workplace English Language and Literacy Programme Practitioners: Support Document

ERIC Educational Resources Information Center

Berghella, Tina; Molenaar, John; Wyse, Linda

2006-01-01

This support document was produced by the authors based on their research for the report, "The Professional Development Requirements of Workplace English Language and Literacy Programme Practitioners," [ED495200] and is an added resource for further information. The original report examines the extent and nature of professional development…

Patterns of Learning in the Accountancy Profession under an Output-Based Continuing Professional Development Scheme

ERIC Educational Resources Information Center

Lindsay, Hilary

2012-01-01

Since 2004, professional accountancy bodies in membership of the International Federation of Accountants (IFAC) have been required to adopt mandatory continuing professional development (CPD) schemes. This research explores the learning activities of members of the Institute of Chartered Accountants in England and Wales (ICAEW) which introduced an…

An Investigation of Research-Based Teaching Practices through the Teacher Evaluations in Indiana Public Schools

ERIC Educational Resources Information Center

Sargent, Michael Steven

2014-01-01

The purpose of this study was to identify if a relationship existed between the implementation of professional evaluation processes and the use of research-based teaching practices, factoring in both perceptions of principals and practicing teachers. The variables of professional development on the evaluation model and the principal's years of…

Evaluating the Impact of Teacher Professional Development: An Evidence-Based Framework

ERIC Educational Resources Information Center

King, Fiona

2014-01-01

Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that teacher professional development (PD) needs to be assessed and evaluated, there is often little clarity as to how this can be achieved. Evaluation of teacher PD by schools has been described as the weak link in the PD chain…

Facilitating a Culture of Relational Trust in School-Based Action Research: Recognising the Role of Middle Leaders

ERIC Educational Resources Information Center

Edwards-Groves, Christine; Grootenboer, Peter; Ronnerman, Karin

2016-01-01

Practices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has…

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…

Veteran Teacher Engagement in Site-Based Professional Development: A Mixed Methods Study

ERIC Educational Resources Information Center

Houston, Biaze L.

2016-01-01

This research study examined how teachers self-report their levels of engagement, which factors they believe contribute most to their engagement, and which assumptions of andragogy most heavily influence teacher engagement in site-based professional development. This study employed a convergent parallel mixed methods design to study veteran…

Let's Be PALS: An Evidence-Based Approach to Professional Development

ERIC Educational Resources Information Center

Dunst, Carl J.; Trivette, Carol M.

2009-01-01

An evidence-based approach to professional development is described on the basis of the findings from a series of research syntheses and meta-analyses of adult learning methods and strategies. The approach, called PALS (Participatory Adult Learning Strategy), places major emphasis on both active learner involvement in all aspects of training…

Inhibitors to Responsibility-Based Professional Development with In-Service Teachers

ERIC Educational Resources Information Center

Hemphill, Michael A.

2015-01-01

Researchers of continuing professional development (CPD) in physical education have called for new models that move beyond the traditional CPD model. The outcomes of CPD protocols are hard to predict even when they align with the best practices. Responsibility-based CPD has become the focus of recent attention to assist physical educators in…

Grassroots inter-professional networks: the case of organizing care for older cancer patients.

PubMed

Bagayogo, Fatou Farima; Lepage, Annick; Denis, Jean-Louis; Lamothe, Lise; Lapointe, Liette; Vedel, Isabelle

2016-09-19

Purpose The purpose of this paper of inter-professional networks is to analyze the evolution of relationships between professional groups enacting new forms of collaboration to address clinical imperatives. Design/methodology/approach This paper uses a case study based on semi-structured interviews with physicians and nurses, document analysis and informal discussions. Findings This study documents how two inter-professional networks were developed through professional agency. The findings show that the means by which networks are developed influence the form of collaboration therein. One of the networks developed from day-to-day, immediately relevant, exchange, for patient care. The other one developed from more formal and infrequent research and training exchanges that were seen as less decisive in facilitating patient care. The latter resulted in a loosely knit network based on a small number of ad hoc referrals while the other resulted in a tightly knit network based on frequent referrals and advice seeking. Practical implications Developing inter-professional networks likely require a sustained phase of interpersonal contacts characterized by persuasion, knowledge sharing, skill demonstration and trust building from less powerful professional groups to obtain buy-in from more powerful professional groups. The nature of the collaboration in any resulting network depends largely on the nature of these initial contacts. Originality/value The literature on inter-professional healthcare networks focusses on mandated networks such as NHS managed care networks. There is a lack of research on inter-professional networks that emerged from the bottom up at the initiative of healthcare professionals in response to clinical imperatives. This study looks at some forms of collaboration that these "grass-root" initiatives engender and how they are consolidated.

The Relationship between Teacher Value Orientations and Engagement in Professional Learning Communities

ERIC Educational Resources Information Center

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

2016-01-01

The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers' value orientations.…

CBPR with service providers: arguing a case for engaging practitioners in all phases of research.

PubMed

Spector, Anya Y

2012-03-01

This review synthesizes the literature on CBPR with service providers to identify the benefits to, unique contributions of, and challenges experienced by professional service providers engaged in collaborative research. Service providers benefited by obtaining research-based knowledge to help the communities they serve, gaining research skills, professional relationships, professional development, and new programs. They contributed by informing research aims, designing interventions, conducting recruitment, informing overall study design, and dissemination. Challenges include time, resources, organizational factors, and disconnects between researchers and service providers. Policy and practice implications are explored.

Design Issues for Technology-Enhanced Formal Professional Development

ERIC Educational Resources Information Center

Class, Barbara; Schneider, Daniel K.

2014-01-01

This research concerns the design, implementation and evaluation of a blended training course for interpreter trainers. Some of the complex issues pertaining to professional development in a rich web-based learner-centered environment are addressed. Findings confirm a socio-constructivist design within which participants developed the expected…

A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

ERIC Educational Resources Information Center

Zinger, Doron; Naranjo, Ashley; Amador, Isabel; Gilbertson, Nicole; Warschauer, Mark

2017-01-01

Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to support student use of technology and can improve student learning, but PD has had mixed results. In this study, researchers investigated a PD program…

Professional development in inquiry-based science for elementary teachers of diverse student groups

NASA Astrophysics Data System (ADS)

Lee, Okhee; Hart, Juliet E.; Cuevas, Peggy; Enders, Craig

2004-12-01

As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry-based science. The research involved 53 third- and fourth-grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3-year longitudinal design, implications for professional development and further research are discussed.

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

NASA Astrophysics Data System (ADS)

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

2010-12-01

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

Game-Based Learning in Professional Development for Practicing Educators: A Review of the Literature

ERIC Educational Resources Information Center

Meredith, Tamara R.

2016-01-01

Many game-based learning (GBL) researchers working in K-12 educational settings have supported the incorporation of gaming technologies into classroom practice, but little has been communicated about the effect of incorporating GBL into practicing K-12 educators' professional development. This review is a critical appraisal of the quantity and…

A Framework for Synchronous Web-Based Professional Development: Measuring the Impact of Webinar Instruction

ERIC Educational Resources Information Center

Rich, Rachel L.

2011-01-01

Through the evolution and proliferation of the Internet, distance and online education have become more prevalent in modern society. Synchronous web-based professional development continues to gain popularity. Although online education has grown in popularity and breadth, there has been a lack of research about the impact of synchronous web-based…

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

Impact of instructional Approaches to Teaching Elementary Science on Student Achievement

NASA Astrophysics Data System (ADS)

Kensinger, Seth H.

Strengthening our science education in the United States is essential to the future success of our country in the global marketplace. Immersing our elementary students with research-based quality science instruction is a critical component to build a strong foundation and motivate our students to become interested in science. The research for this study pertained to the type of elementary science instruction in correlation to academic achievement and gender. Through this study, the researcher answered the following questions: 1. What is the difference in achievement for elementary students who have been taught using one of the three science instructional approaches analyzed in this study: traditional science instruction, inquiry-based science instruction with little or no professional development and inquiry-based science instruction with high-quality professional development? 2. What is the difference in student achievement between inquiry-based instruction and non-inquiry based (traditional) instruction? 3. What is the difference in student achievement between inquiry with high quality professional development and inquiry with little or no professional development? 4. Do the three instructional approaches have differentiated effects across gender? The student achievement was measured using the 2010 fourth grade Pennsylvania System of School Assessment (PSSA) in Science. Data was collected from 15 elementary schools forming three main groupings of similar schools based on the results from the 2009 third grade PSSA in Mathematics and student and community demographics. In addition, five sub-group triads were formed to further analyze the data and each sub-group was composed of schools with matching demographic data. Each triad contained a school using a traditional approach to teaching science, a school utilizing an inquiry science approach with little or no professional development, and a school incorporating inquiry science instruction with high quality professional development. The five schools which provided its students with inquiry science and high quality professional development were Science Its Elementary (SIE) schools, as provided through a grant from the Pennsylvania Department of Education (PDE). The findings of the study indicated that there is evidence to suggest that elementary science achievement improves significantly when teachers have utilized inquiry instruction after receiving high-quality professional development. Specifically, the analysis of the whole group and the majority of the triad sub-groupings did result in a consistent trend to support science instruction utilizing inquiry with high-quality professional development compared to a traditional approach and an inquiry-based approach with little or no professional development. The gender analysis of this study focused on whether or not girls at the elementary school level would perform better than boys depending upon method of science instruction. The study revealed no relationship between approach to teaching science and achievement level based on gender. The whole group results and sub-group triads produced no significant findings for this part of the data analysis.

The feasibility, perceived satisfaction, and value of using synchronous webinars to educate clinical research professionals on reporting adverse events in clinical trials: a report from the Children's Oncology Group.

PubMed

Borgerson, Dawn; Dino, Jennifer

2012-01-01

Clinical research professionals are faced with decreased funding and increased workloads; innovative methods of professional development programs are necessary to accommodate these factors. This study evaluated the feasibility, perceived satisfaction, and value of using webinars to educate clinical research professionals on reporting adverse events commonly experienced in pediatric oncology clinical trials. The setting incorporated synchronous web-based educational technology. Constructivist learning provides the theoretical framework for this study. Participants evaluated the professional development program at 2 time points: (a) at the conclusion and (b) 4 to 6 weeks afterward, using survey method. Synchronous webinars were both economical and effective in educating clinical research professionals across institutional sites. Participants reported exceptionally high levels of satisfaction with the accessibility, scope, quality, and interactivity of the professional development program. The vast majority of participants reported that the education would assist with reporting adverse events in pediatric oncology clinical trials and this perception persisted into clinical practice. Although the results of this study were intended to guide future educational efforts of the Children's Oncology Group, they may also apply to other cooperative groups.

Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning

ERIC Educational Resources Information Center

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

2017-01-01

"Investigating Disciplinary Literacy" provides practical, research-based guidance for teachers seeking to strengthen students' reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related…

Geoscience Education Research, Development, and Practice at Arizona State University

NASA Astrophysics Data System (ADS)

Semken, S. C.; Reynolds, S. J.; Johnson, J.; Baker, D. R.; Luft, J.; Middleton, J.

2009-12-01

Geoscience education research and professional development thrive in an authentically trans-disciplinary environment at Arizona State University (ASU), benefiting from a long history of mutual professional respect and collaboration among STEM disciplinary researchers and STEM education researchers--many of whom hold national and international stature. Earth science education majors (pre-service teachers), geoscience-education graduate students, and practicing STEM teachers richly benefit from this interaction, which includes team teaching of methods and research courses, joint mentoring of graduate students, and collaboration on professional development projects and externally funded research. The geologically, culturally, and historically rich Southwest offers a superb setting for studies of formal and informal teaching and learning, and ASU graduates the most STEM teachers of any university in the region. Research on geoscience teaching and learning at ASU is primarily conducted by three geoscience faculty in the School of Earth and Space Exploration and three science-education faculty in the Mary Lou Fulton Institute and Graduate School of Education. Additional collaborators are based in the College of Teacher Education and Leadership, other STEM schools and departments, and the Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET). Funding sources include NSF, NASA, US Dept Ed, Arizona Board of Regents, and corporations such as Resolution Copper. Current areas of active research at ASU include: Visualization in geoscience learning; Place attachment and sense of place in geoscience learning; Affective domain in geoscience learning; Culturally based differences in geoscience concepts; Use of annotated concept sketches in learning, teaching, and assessment; Student interactions with textbooks in introductory courses; Strategic recruitment and retention of secondary-school Earth science teachers; Research-based professional development for STEM teachers; Design and evaluation of innovative transdisciplinary and online curricula; and Visitor cognition of geologic time and basic principles in Southwestern National Parks.

Key Writing Challenges of Practice-Based Doctorates

ERIC Educational Resources Information Center

San Miguel, Caroline; Nelson, Cynthia D.

2007-01-01

Building on the increasing interest within English for Academic Purposes (EAP) in postgraduate literacy development, this article examines the complexities of writing research at the academic/professional interface. It analyses two literature reviews by professional doctorate students at an Australian university who were writing research in their…

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

PubMed Central

2016-01-01

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

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

PubMed

Alsobayel, Hana

2016-09-12

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

Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study

ERIC Educational Resources Information Center

Bruns, Julia; Eichen, Lars; Gasteiger, Hedwig

2017-01-01

Recent studies highlight early childhood teachers' mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers' education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a…

Designing and Evaluating a Professional Development Programme for Basic Technology Integration in English as a Foreign Language (EFL) Classrooms

ERIC Educational Resources Information Center

Ansyari, Muhammad Fauzan

2015-01-01

This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university's English language teaching setting. The study explored the characteristics of this programme to English lecturers' technological pedagogical content knowledge (TPCK) development. This design-based research employed…

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

NASA Astrophysics Data System (ADS)

Leif, Todd Robert

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

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

NASA Astrophysics Data System (ADS)

Schuster, Dwight A.

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

Building a New Early Childhood Professional Development System Based on the 3 Rs: Research, Rigor, and Respect

ERIC Educational Resources Information Center

Karp, Naomi

2005-01-01

Professional development is a topic that is near and dear to the author's heart. The author has spent more hours than she can count trying to get her colleagues in the U.S. Department of Education to understand that early childhood professional development has to be part of the education continuum. She would argue that even if they had the luxury…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

A professional development model for medical laboratory scientists working in the microbiology laboratory.

PubMed

Amerson, Megan H; Pulido, Lila; Garza, Melinda N; Ali, Faheem A; Greenhill, Brandy; Einspahr, Christopher L; Yarsa, Joseph; Sood, Pramilla K; Hu, Peter C

2012-01-01

The University of Texas M.D. Anderson Cancer Center, Division of Pathology and Laboratory Medicine is committed to providing the best pathology and medicine through: state-of-the art techniques, progressive ground-breaking research, education and training for the clinical diagnosis and research of cancer and related diseases. After surveying the laboratory staff and other hospital professionals, the Department administrators and Human Resource generalists developed a professional development model for Microbiology to support laboratory skills, behavior, certification, and continual education within its staff. This model sets high standards for the laboratory professionals to allow the labs to work at their fullest potential; it provides organization to training technologists based on complete laboratory needs instead of training technologists in individual areas in which more training is required if the laboratory needs them to work in other areas. This model is a working example for all microbiology based laboratories who want to set high standards and want their staff to be acknowledged for demonstrated excellence and professional development in the laboratory. The PDM model is designed to focus on the needs of the laboratory as well as the laboratory professionals.

Increasing Cultural Competence through Needs Assessment and Professional Development

ERIC Educational Resources Information Center

Smith, Natasha L.; Bahr, Michael W.

2014-01-01

The increasing cultural diversity of American students makes it imperative for school-based professionals to engage in culturally-competent practice, thereby ensuring high-quality mental health services. Although most cultural competence training occurs in university programs, research shows practicing mental health professionals would benefit…

Translating research into practice: evaluation of an e-learning resource for health care professionals to provide nutrition advice and support for cancer survivors.

PubMed

Murphy, Jane; Worswick, Louise; Pulman, Andy; Ford, Grainne; Jeffery, Jaana

2015-01-01

Nurses and other allied health professionals are in a key position to provide appropriate and consistent advice on nutritional issues to support cancer survivors. However gaps in their nutrition knowledge and education warrant the need for enhanced learning as part of their Continued Professional Development (CPD). In the UK there are currently no formally recognised nutrition education programmes. Therefore e-learning offers a solution to provide flexible learning to target this need. This study aimed to develop and evaluate the efficacy of a freely available, internet-based learning resource, for nurses and allied health professionals who provide nutrition, diet and lifestyle advice for cancer survivors. It sought to explore the attitudes and conceptions of the resource and current knowledge base of those involved in the care pathway for cancer survivors. The design and development of the e-learning resource were informed by the best available research and policy evidence and in a format to facilitate on-line learning. A robust evaluation strategy incorporated focus groups and telephone interviews to gain in depth insights into the experiences of using the resource. Themes included 'Plugging a Gap' which shows an improved knowledge base for nutrition. Information was 'All in One Place' showing that the resource was valued as being within a 'trusted' organisation. 'Everyone Benefits' illustrates how learners felt that the resource provided them with an evidence base, whilst the 'Current and Live' theme captured how professionals felt about the information being up-to-date. The project has shown the benefits of interprofessional working to develop an e-learning resource for Health Care Professionals to support cancer survivors in following healthier lifestyles. Positive attitudes and potential improvements in the knowledge base and changes for professional practice were demonstrated. Further research is required to gauge sustained impact in the work environment by embedding the resource as part of CPD. Copyright © 2014. Published by Elsevier Ltd.

Establishing a Common Language: The Meaning of Research-Based and Evidence-Based Programming (in the Human Sciences)

ERIC Educational Resources Information Center

Sellers, Debra M.; Schainker, Lisa M.; Lockhart, Peggy; Yeh, Hsiu Chen

2017-01-01

This article describes the development, implementation, and exploratory evaluation of a professional development series that addressed educators' knowledge and use of the terms "research-based" and "evidence-based" within Human Sciences Extension and Outreach at one university. Respondents to a follow-up survey were more likely…

The Relation between Middle School Science Teachers' Science Content Preparation, Professional Development, and Pedagogical Content Knowledge and Their Attitudes and Beliefs towards Inquiry-Based Instruction

ERIC Educational Resources Information Center

Cwik, Lawrence C.

2012-01-01

This study is a quantitative investigation of the relation of middle school science teachers' attitudes and beliefs about inquiry-based instruction to their accumulated amounts of science content preparation, content and pedagogical professional development, and their pedagogical content knowledge. Numerous researchers have found that even though…

A cognitive framework to inform the design of professional development supporting teachers' classroom assessment of inquiry-based science

NASA Astrophysics Data System (ADS)

Matese, Gabrielle

Inquiry-based science places new demands on teachers for assessing students' growth, both of deep conceptual understanding as well as developing inquiry skills. In addition, new ideas about classroom assessment, such as the importance of formative assessment, are gaining currency. While we have ideas about what classroom assessment consistent with inquiry-based pedagogy might look like, and why it is necessary, we have little understanding of what it takes to implement it. That teachers face a challenge in doing so is well-documented. Researchers have noted that teachers attempting changes in classroom assessment often bring with them incompatible beliefs, knowledge, and practices. However, noting general incompatibility is insufficient to support addressing these issues through professional development. In response to this need, I initiated a research project to identify and describe in more detail the categories of beliefs, knowledge and skills that play an important role in inquiry-based science assessment practices. I created an assessment framework outlining specific categories of beliefs, knowledge, and skills affecting particular classroom assessment practices. I then used the framework to examine teachers' classroom assessment practices and to create comparative cases between three middle-school science teachers, highlighting how the different cognitive factors affect four particular assessment practices. The comparative cases demonstrate the framework's utility for analyzing and explicating teacher assessment practices. As a tool for analyzing and understanding teacher practice, the framework supports the design of professional development. To demonstrate the value of the framework, I draw on the comparative cases to identify implications for the design of professional development to support teachers' classroom assessment of inquiry-based science. In this dissertation I provide a brief overview of the framework and its rationale, present an example of the comparative case studies demonstrating the application of the framework and what it reveals about the cognitive influences on teacher practice, and outline the resulting design implications for professional development. This research allows us to better understand the cognitive factors underlying classroom assessment in inquiry-based science, and to design professional development to support teachers engaging in these practices.

A masterclass to teach public health professionals to conduct practice-based research to promote evidence-based practice: a case study from The Netherlands.

PubMed

Jansen, Maria W J; Hoeijmakers, Marjan

2013-01-01

Public health professionals have a pivotal position in efforts to obtain more practice-based evidence about what people need and what works in real circumstances. Close collaboration with researchers should enable public health professionals to design and conduct research in practical settings to address today's complex public health problems and increase the external validity of results. This requires expanding the research competencies of public health professionals. We developed and implemented a masterclass for public health professionals, modeled on an existing scientific training course for general practitioners and rehabilitation physicians. The masterclass was evaluated using a multiple method design, involving quantitative and qualitative methods. Evaluation took place during, at the end of, and 9 months after the masterclass. Twenty-one candidates (mean age, 41 y) started the program, 66% of whom completed it. Teaching materials, lectures, organization, and facilities were favorably evaluated. At the end of the masterclass, participants were able to design and implement a research proposal in their daily work setting, write a draft article, and critically appraise scientific research for practice and policy purposes. Participants had become more confident about their research competence. Management support from their employer proved crucial. Results obtained with the different methods were consistent. The masterclass appeared to be an effective instrument to increase the practice-based research skills of public health professionals, provided the research is implemented in a supportive organization with management backing and supervision by senior university researchers. We recommend using masterclasses to contribute to the improvement of practice-based evidence for projects addressing current and future public health problems.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Competency-Based Approaches: Linking Theory and Practice in Professional Education with Particular Reference to Health Education

ERIC Educational Resources Information Center

Gonczi, Andrew

2013-01-01

Paul Hager and I worked on a large number of research projects and publications throughout the 1990s. The focus of this work was on developing a competency-based approach to professional education and assessment. I review this work and its impact over the years. Notwithstanding the fact that most professional associations today have a competency…

Advancing the Practice of CRCs: Why Professional Development Matters.

PubMed

Behar-Horenstein, Linda S; Prikhidko, Alena; Kolb, H Robert

2018-01-01

Clinical research coordinators (CRCs) assume critical responsibilities central to the success of the research team. The complexity of their role requires essential professional qualifications. One barrier to professionalization, however, has been the inconsistent, or absent, competency-based training. This study explored participants' perceptions of training experiences designed to prepare them for the national certification exam. Focus group methodology was used to document their experiences. The findings showed that sustainable mentoring relationships developed, participant confidence levels increased, and anxiety about performance capacity diminished. Cognitive reframing of the work environment and CRC roles was facilitated by training that fostered sharing and social reinforcement of professional and personal identities. Findings from this study suggest that access to meaningful training and quality instruction supports the professionalization of CRCs.

Development of analytical competencies and professional identities through school-based learning in Denmark

NASA Astrophysics Data System (ADS)

Andresen, Bent B.

2015-12-01

This article presents the main results of a case study on teachers' professional development in terms of competence and identity. The teachers involved in the study are allocated time by their schools to participate in professional "affinity group" meetings. During these meetings, the teachers gather and analyse school-based data about factors which persistently create and sustain challenges in effective student education (grade K-10). This process improves their understanding and undertaking of job-related tasks. The affinity group meetings also influence the teachers' professional identity. The research findings thus illustrate the fact that the analytical approach of affinity groups, based on the analysis of the difficulties in their daily job, provides good results in terms of competencies and identity perception. In general, as a result of meeting in affinity groups, adult learners develop professional competencies and identities which are considered crucial in rapidly changing schools characterised by an increased focus on, among other things, lifelong learning, social inclusion, school digitalisation, and information literacy. The research findings are thus relevant for ministries and school owners, teacher-trainers and supervisors, schools and other educational institutions, as well as teachers and their organisations worldwide.

Supervisor Involvement and Professional Development Needs Associated with SAE Programming and Safety

ERIC Educational Resources Information Center

Lawver, Rebecca G.; Pate, Michael L.; Sorensen, Tyson J.

2016-01-01

This descriptive survey research study sought to gather evidence of school-based agriculture teachers' perceptions of community supervisor involvement with supervision and planning of students' Supervised Agricultural Experience (SAE) work activities and safety training professional development needs. Responding teachers indicated they agreed to…

Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

ERIC Educational Resources Information Center

Hardrict-Ewing, Gloria

2017-01-01

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction…

Effects of Learning Styles on Online Professional Development with Educators

ERIC Educational Resources Information Center

Aden, Lori Ann Parsley

2010-01-01

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

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

ERIC Educational Resources Information Center

Perry, Emily; Boylan, Mark

2018-01-01

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

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

NASA Astrophysics Data System (ADS)

Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

2013-02-01

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.

Education for Disability Equality through Disabled People's Life Stories and Narratives: Working and Learning Together in a School-Based Professional Development Programme for Inclusion

ERIC Educational Resources Information Center

Chrysostomou, Marianna; Symeonidou, Simoni

2017-01-01

This paper reports on the findings of an action research project that took place in a primary school in Cyprus. A professional development programme was devised with contributions from teachers involved in the research. The programme was aimed at helping teachers to map the difficulties they encounter when working with their students on…

Sustaining Professional Learning Communities: Case Studies

ERIC Educational Resources Information Center

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

2008-01-01

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

In Search of Practitioner-Based Social Capital: A Social Network Analysis Tool for Understanding and Facilitating Teacher Collaboration in a US-Based STEM Professional Development Program

ERIC Educational Resources Information Center

Baker-Doyle, Kira J.; Yoon, Susan A.

2011-01-01

This paper presents the first in a series of studies on the informal advice networks of a community of teachers in an in-service professional development program. The aim of the research was to use Social Network Analysis as a methodological tool to reveal the social networks developed by the teachers, and to examine whether these networks…

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

NASA Astrophysics Data System (ADS)

Mazzie, Dawn Danielle

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

Research-Based Insights on Initial Teacher Education in Spain

ERIC Educational Resources Information Center

Sancho-Gil, Juana M.; Sánchez-Valero, Joan-Anton; Domingo-Coscollola, Maria

2017-01-01

This paper builds on two research projects on initial and in-service education of teachers, their professional experience, and the pathways they travelled to become teachers. The policy documents analysed and the teachers' professional histories, the micro-ethnographies and the discussion groups developed, allowed us to draw a broad picture of the…

Students' Construction of External Representations in Design-Based Learning Situations

ERIC Educational Resources Information Center

de Vries, Erica

2006-01-01

This article develops a theoretical framework for the study of students' construction of mixed multiple external representations in design-based learning situations involving an adaptation of professional tasks and tools to a classroom setting. The framework draws on research on professional design processes and on learning with multiple external…

Health economics and outcomes research fellowship practices reviewed.

PubMed

Suh, Kangho; Gabriel, Susan; Adams, Michelle A; Arcona, Steve

2015-01-01

The guidelines for health economics and outcomes research (HEOR) fellowship training programs devised by the American College of Clinical Pharmacy (ACCP) and the International Society of Pharmacoeconomics and Outcomes Research (ISPOR) suggest that continuous improvements are made to ensure that postgraduate training through didactic and professional experiences prepare fellows for HEOR research careers. The HEOR Fellowship Program at Novartis Pharmaceuticals Corporation was standardized to enhance the fellows' HEOR research understanding and align professional skill sets with the ACCP-ISPOR Fellowship Program Guidelines. Based on feedback from an internal task force comprised of HEOR employees and current and former fellows, the HEOR Fellowship Program was normatively and qualitatively assessed to evaluate the current curricular program. Fellowship program activities were instituted to ensure that the suggested minimum level requirements established by the guidelines were being met. Research opportunities enabling fellows to work hand-in-hand with other fellows and HEOR professionals were emphasized. Curricular enhancements in research methodology and professional training and development, and materials for a structured journal club focusing on specific methodological and HEOR research topics were developed. A seminar series (e.g., creating SMART Goals, StrengthsFinder 2.0) and professional courses (e.g., ISPOR short courses, statistics.com) were included to enhance the fellows' short- and long-term professional experience. Additional program attributes include an online reference library developed to enrich the current research facilities and a Statistical Analysis Software training program. Continuously assessing and updating HEOR fellowship programs keeps programs up-to-date in the latest HEOR concepts and approaches used to evaluate health care, both professionally and educationally. Copyright © 2015 Elsevier Inc. All rights reserved.

Motivation, Professional Development, and the Experienced Music Teacher

ERIC Educational Resources Information Center

Angeline, Vincent R.

2014-01-01

Drawing from inquiry on human motivation can serve to inform seasoned educators in questing for a more individualized form of professional development. Experienced music teachers who have moved beyond the formative stages benefit from crafting self-defined experiences that satisfy needs-based states. Research in self-determination theory reveals…

Social Impact in Personalised Virtual Professional Development Pathways

ERIC Educational Resources Information Center

Owen, Hazel; Whalley, Rick; Dunmill, Merryn; Eccles, Heather

2018-01-01

This article presents exploratory research into an education-based virtual mentoring provision, the Virtual Professional Learning and Development (VPLD) program, and uses the Elements of Value Pyramid to help frame findings in a way that highlights the participants' (mentors' and mentees') perceived value of working together. Participants were…

A Collaborative Professional Development Initiative Supporting Early Literacy Coaches

ERIC Educational Resources Information Center

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

2011-01-01

Many believe that the key to translating research into successful practice lies in providing teachers with continuous professional development and ongoing coaching support. In this article, we provide an overview of the relevant coaching literature and describe 4 critical features of an evidence-based preschool literacy coaching model: the coach…

Emerging Considerations for Professional Development Institutes for Science Teachers

ERIC Educational Resources Information Center

Freeman, John G.; Marx, Ronald W.; Cimellaro, Luigia

2004-01-01

This paper describes two professional development institutes in project-based science. We collected data from these institutes in the form of structured questionnaires, individual written reflections by the teachers, and focus-group interviews. An analysis of the data revealed three factors that had been underrepresented in previous research:…

Effective professional networking.

PubMed

Goolsby, Mary Jo; Knestrick, Joyce M

2017-08-01

The reasons for nurse practitioners to develop a professional network are boundless and are likely to change over time. Networking opens doors and creates relationships that support new opportunities, personal development, collaborative research, policy activism, evidence-based practice, and more. Successful professional networking involves shared, mutually beneficial interactions between individuals and/or individuals and groups, regardless of whether it occurs face to face or electronically. This article combines nuggets from the literature with guidance based on the authors' combined experience in networking activities at the local, national, and international levels. ©2017 American Association of Nurse Practitioners.

Conditions for research in general practice. Can the Dutch and British experiences be applied to other countries, for example Spain?

PubMed

van der Zee, Jouke; Kroneman, Madelon; Bolíbar, Bonaventura

2003-06-01

The aim of this study is to identify conditions for research as part of professional development in general practice. Based on the work of Andrew Abbott, who studied the dynamics of professional development, five conditions were identified. These are: the creation of associations among professionals; control of work; the establishment of specialised education; the development of professional knowledge; and the creation of organised structures for professional work. Two countries with a well-established research tradition in general practice (the UK and the Netherlands) and one country where GP research development is still limited (Spain) were evaluated on the basis of these conditions. The conditions identified as favourable were as follows: the existence of a scientific association; a peer-reviewed journal; a defined population resulting in a population denominator for practices; a gatekeeping system; chairs and departments of general practice at universities; the integration of education centres and research centres; GPs working in group practices or health centres; a certain degree of independence from the Ministry of Health; and financial support for practicing GPs to conduct research activities. We showed that most conditions for the successful scientific progress of general practice in Spain are present. However there is still a gap between academia and general practice and a lack of research organisation and support.

PHOTON2: A web-based professional development model for photonics technology education

NASA Astrophysics Data System (ADS)

Massa, Nicholas M.; Washburn, Barbara A.; Kehrhahn, Marijke; Donnelly, Judith F.; Hanes, Fenna D.

2004-10-01

In this paper, we present a web-based teacher professional development model for photonics technology education funded by the National Science Foundation Advanced Technology Education (ATE) program. In response to the rapidly growing demand for skilled photonics technicians, the PHOTON2 project will increase the number of high school teachers and community college faculty across the US proficient in teaching photonics technology at their own institutions. The project will also focus on building the capacity of educators to engage in lifelong learning through web-based professional development. Unlike the traditional professional development model whereby educators receive training through intensive short-term workshops, the PHOTON2 project team has developed a pedagogical framework designed specifically for adult learners in which technical content, curriculum development, and learner self-regulatory development are integrated into an active, collaborative, and sustained online learning environment. In Spring 2004, two cohorts of science and technology educators, career/guidance counselors, and industry mentors from eleven states including California, Pennsylvania, Texas, Arizona, Hawaii, and the six New England states commenced participation in the three-year project. Qualitative and quantitative research, focused on individual and environmental factors related to web-based learning, will examine the viability of web-based teacher/faculty professional development in engineering technology education.

Evaluation of Professional Development in the Use of Arts-Integrated Activities with Mathematics Content: Findings about Program Implementation

ERIC Educational Resources Information Center

Ludwig, Meredith Jane; Mengli, Song; Kouyate-Tate, Akua; Cooper, Jennifer E.; Phillips, Lori; Greenbaum, Sarah

2014-01-01

In 2010, the Wolf Trap Foundation for the Performing Arts, Institute for Early Learning Through the Arts, was awarded an Arts in Education Model Development and Dissemination (AEMDD) grant to develop, implement, and disseminate a research-based program of professional development (PD) that equips prekindergarten and kindergarten teachers to infuse…

Development of an Evidence-Based Professional Learning Program Informed by Online Teachers' Self- Efficacy and Threshold Concepts

ERIC Educational Resources Information Center

Gosselin, Kevin P.; Northcote, Maria; Reynaud, Daniel; Kilgour, Peter; Anderson, Malcolm; Boddey, Chris

2016-01-01

As online education continues to expand across varied educational sectors, so does the demand for professional development programs to guide academic teaching staff through the processes of developing their capacities to design and teach online courses. To meet these challenges at one higher education institution, a mixed methods research study…

Professional Development and Learning by General Teachers Implementing Functional Behavioural Assessment in Thai Inclusive Classrooms

ERIC Educational Resources Information Center

Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian

2016-01-01

Functional Behavioural Assessment (FBA) is identified as a research-based approach used in many Western schools to support student behaviour. This study aimed to assist Thai classroom teachers by providing a professional development and learning programme in FBA to develop an effective and efficient process to address behaviour problems and allow…

Talk in Blended-Space Speech Communities: An Exploration of Discursive Practices of a Professional Development Group

ERIC Educational Resources Information Center

Garvin, Tabitha Ann

2011-01-01

This study is an exploration of alternative teacher professional development. While using symbolic interactionism for a research lens, it characterizes the discursive practices commonly found in formal, informal, and blended-space speech communities based on the talk within a leadership-development program comprised of five female, church-based…

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…

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

ERIC Educational Resources Information Center

Savoie-Zajc, Lorraine; Descamps-Bednarz, Nadine

2007-01-01

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

Evolution of a Teacher Professional Development Program that Promotes Teacher and Student Research

NASA Astrophysics Data System (ADS)

Pompea, S. M.; Croft, S. K.; Garmany, C. D.; Walker, C. E.

2005-12-01

The Research Based Science Education (RBSE) and Teacher Leaders in Research Based Science (TLRBSE) programs at the National Optical Astronomy Observatory have been evolving for nearly ten years. Our current program is actually a team of programs aiding teachers in doing research with small telescopes, large research-grade telescopes, astronomical data archives, and the Spitzer Space Telescope. Along the way, as these programs evolved, a number of basic questions were continuously discussed by the very talented program team. These questions included: 1) What is real research and why should we encourage it? 2) How can it be successfully brought to the classroom? 3) What is the relative importance of teacher content knowledge versus science process knowledge? 4) How frustrating should an authentic research experience be? 5) How do we measure the success of our professional development program? 6) How should be evaluate and publish student work? 7) How can teachers work together on a team to pursue research? 8) What is the model for interaction of teachers and researchers - equal partners versus the graduate student/apprentice model? 9) What is the ideal mix of skills for a professional development team at NOAO? 10) What role can distance learning play in professional preparation? 11) What tools are needed for data analysis? 12) How can we stay funded? Our evolving program has also been used as a test bed to examine new models of teacher's professional development that may aid our outreach efforts in the Large Synoptic Survey Telescope program, the Thirty-Meter Telescope program, and the National Virtual Observatory program. We will describe a variety of lessons learned (and relearned) and try to describe best practices in promoting teacher and student research. The TLRBSE Program is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation.

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

NASA Astrophysics Data System (ADS)

Osburg, Thomas; Todorova, Albena

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

A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons

ERIC Educational Resources Information Center

Lewis, Elizabeth; Baker, Dale; Watts, Nievita Bueno; Lang, Michael

2014-01-01

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design…

'Ike Wai Professional Development Model for Students and Post-docs

NASA Astrophysics Data System (ADS)

Bruno, B. C.

2016-12-01

'Ike Wai: Securing Hawaii's Water Future, funded by NSF EPSCoR, is an interdisciplinary research collaboration among geophysicists, geochemists, engineers, microbiologists, computational modelers, data scientists and social scientists. Key questions include: How much water is there? How does it flow? How long will it last? Undergraduate students, graduate students and post-docs are actively involved in the research, and their professional development is a key part of the project. An underlying principle is that students assume responsibility for their own learning and professional development. Based on the model created by the NSF Center for Microbial Oceanography: Research and Education (C-MORE) (Bruno et al, 2008; Guannel et al 2014, Bottjer et al 2014), the 'Ike Wai professional development program includes (1) Leadership. Each student and post-doc creates an Individualized Professional Development plan, which includes leadership training (provided by external facilitators) and assuming leadership roles (such as developing and implementing trainings for their peers). (2) EDventures. Based on the C-MORE model, EDventures combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. C-MORE EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by to NSF, 50% were funded. (Wood Charlson & Bruno, 2015) (3) Layered Mentoring Network. All ´Ike Wai participants serve as both mentor and mentee. Students are matched with a non-research mentor in addition to their advisor to promote a holistic approach to career development. They will also serve as mentors to more junior students. All mentors are trained and mentoring relationships are carefully monitored to allow for sharing of best practices and early detection of issues that could adversely impact retention.

Evidence-based nursing: a stereotyped view of quantitative and experimental research could work against professional autonomy and authority.

PubMed

Bonell, C

1999-07-01

In recent years, there have been calls within the United Kingdom's National Health Service (NHS) for evidence-based health care. These resonate with long-standing calls for nursing to become a research-based profession. Evidence-based practice could enable nurses to demonstrate their unique contribution to health care outcomes, and support their seeking greater professionalization, in terms of enhanced authority and autonomy. Nursing's professionalization project, and, within this, various practices comprising the 'new nursing', whilst sometimes not delivering all that was hoped of them, have been important in developing certain conditions conducive to developing evidence-based practice, notably a critical perspective on practice and a reluctance merely to follow physicians' orders. However, nursing has often been hesitant in its adoption of quantitative and experimental research. This hesitancy, it is argued, has been influenced by the propounding by some authors within the new nursing of a stereotyped view of quantitative/experimental methods which equates them with a number of methodological and philosophical points which are deemed, by at least some of these authors, as inimical to, or problematic within, nursing research. It is argued that, not only is the logic on which the various stereotyped views are based flawed, but further, that the wider influence of these viewpoints on nurses could lead to a greater marginalization of nurses in research and evidence-based practice initiatives, thus perhaps leading to evidence-based nursing being led by other groups. In the longer term, this might result in a form of evidence-based nursing emphasizing routinization, thus--ironically--working against strategies of professional authority and autonomy embedded in the new nursing. Nursing research should instead follow the example of nurse researchers who already embrace multiple methods. While the paper describes United Kingdom experiences and debates, points raised about the importance of questioning stereotyped views of research should have international relevance.

Teacher Leaders in Research Based Science Education

NASA Astrophysics Data System (ADS)

Rector, T. A.; Jacoby, S. H.; Lockwood, J. F.; McCarthy, D. W.

2001-12-01

NOAO facilities will be used in support of ``Teacher Leaders in Research Based Science Education" (TLRBSE), a new Teacher Retention and Renewal program that will be funded through the National Science Foundation's Directorate for Education and Human Resources. The goal of TLRBSE is to provide professional development for secondary teachers of mathematics and science in an effort to support novice teachers beginning their careers as well as to motivate and retain experienced teachers. Within the context of astronomy, TLRBSE will develop master teachers who will mentor a second tier of novice teachers in the exemplary method of research-based science education, a proven effective teaching method which models the process of inquiry and exploration used by scientists. Participants will be trained through a combination of in-residence workshops at Kitt Peak National Observatory and the National Solar Observatory, a distance-learning program during the academic year, interaction at professional meetings and mentor support from teacher leaders and professional astronomers. A total of 360 teachers will participate in the program over five years.

Teacher Leaders in Research Based Science Education

NASA Astrophysics Data System (ADS)

Rector, T. A.; Jacoby, S. H.; Lockwood, J. F.; McCarthy, D. W.

2001-05-01

NOAO facilities will be used in support of ``Teacher Leaders in Research Based Science Education" (TLRBSE), a new Teacher Retention and Renewal program that will be funded through the National Science Foundation's Directorate for Education and Human Resources. The goal of TLRBSE is to provide professional development for secondary teachers of mathematics and science in an effort to support novice teachers beginning their careers as well as to motivate and retain experienced teachers. Within the context of astronomy, TLRBSE will develop master teachers who will mentor a second tier of novice teachers in the exemplary method of research-based science education, a proven effective teaching method which models the process of inquiry and exploration used by scientists. Participants will be trained through a combination of in-residence workshops at Kitt Peak National Observatory and the National Solar Observatory, a distance-learning program during the academic year, interaction at professional meetings and mentor support from teacher leaders and professional astronomers. A total of 360 teachers will participate in the program over five years.

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

NASA Astrophysics Data System (ADS)

Bouwma-Gearhart, Jana

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

Australian Rural Accountants' Views on How Locally Provided CPD Compares with City-Based Provision

ERIC Educational Resources Information Center

Halabi, Abdel K.

2015-01-01

This paper analyses Australian rural accountants' attitudes and levels of satisfaction with continuing professional development (CPD), based on whether the CPD was delivered by a professional accounting body in a rural or metropolitan area. The paper responds to prior research that finds rural accountants are dissatisfied with professional…

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education.

PubMed

Lemons, Christopher J; Otaiba, Stephanie Al; Conway, Sheila J; Mellado De La Cruz, Veronica

2016-12-01

The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design and implement data-based individualization in the area of reading. We highlight what special educators need to know to implement data-based individualization and provide recommendations for improving professional development using findings from federally funded projects. Implications for practice and next steps for research and policy are provided. © 2016 Wiley Periodicals, Inc.

Innovative Web-Based Professional Development for Teachers of At-Risk Preschool Children

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whitaker, Stephen D.; Neesen, Kathy; Kelley, Michael; Matera, Michael; Pianta, Robert C.

2006-01-01

Research suggests the importance of professional development for teachers of at-risk children, and while educational technologies can be harnessed to help support teaching practice in innovative ways, such programs are often limited in scale. "My Teaching Partner (MTP)" was designed to deliver a targeted program of professional…

Evidence-Based Professional Development of Science Teachers in Two Countries

ERIC Educational Resources Information Center

Harrison, Christine; Hofstein, Avi; Eylon, Bat-Sheva; Simon, Shirley

2008-01-01

The focus of this collaborative research project of King's College London, and the Weizmann Institute, Israel is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development (CPD) programmes that lead…

Idaho Secondary Principals Perceptions of CTE Teachers' Professional Development Needs

ERIC Educational Resources Information Center

Cannon, John G.; Tenuto, Penny; Kitchel, Allen

2013-01-01

The purpose of this research was to identify secondary principals' perceptions of Career and Technical Education (CTE) teacher's professional development needs. A descriptive instrument based on Borich's (1980) Needs Assessment Model was completed by 128 respondents (N = 256). Items related to teaching in a CTE program were used to rate the…

Workplace Performance-PLUS: Empowerment and Voice through Professional Development and Democratic Processes in Health Care Training

ERIC Educational Resources Information Center

King, Kathleen P.

2009-01-01

Based on the theory of transformative learning (Mezirow, 1980) and critical pedagogy (Freire, 1980), mixed-methods research (Tashakkori & Teddlie, 1998) of a hospital workers' union and training organization addressed the impact of a custom-designed, group-focused, results-driven professional development model with 130 participants. Employees…

Teacher Professional Development for Technology Integration in a Primary School Learning Community

ERIC Educational Resources Information Center

Liu, Shih-Hsiung

2013-01-01

Teacher professional development (TPD) can benefit teachers in classrooms. This study contributes to an understanding of TPD processes where there is sufficient technology integration through teacher participation in a school-based community. It assesses the effectiveness of TPD and its potential problems. Qualitative research methods are used to…

The Alabama Counseling Association: A Legacy of Community and Professional Service

ERIC Educational Resources Information Center

Clark, Eddie, Jr.

2007-01-01

The Alabama Counseling Association (ALCA) has an ongoing plan for professional growth and development reflective of the multiple counseling professions and the diversity of its members. Based on the development and history of the organization, this research project was designed to assess ALCA's progress toward achieving its stated outcome goals. A…

Research Report on the Implementation of Professional Development in Kentucky.

ERIC Educational Resources Information Center

Daniel, Patricia L.; Stallion, Brenda K.

The Kentucky Education Reform Act of 1990 required a complete restructuring of the educational system and greater emphasis on professional development focused on the needs of teachers at local schools. The purposes of this study were to determine the extent to which schools across the Commonwealth were implementing School-Based Professional…

More than a Conversation: Using Cogenerative Dialogues in the Professional Development of High School Chemistry Teachers

ERIC Educational Resources Information Center

Martin, Sonya N.; Scantlebury, Kathryn

2009-01-01

This paper focuses on content-based and pedagogical instructors' use of cogenerative dialogues to improve instructional practice and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our research findings from using cogenerative dialogues as an evaluative tool for general…

Malaysian registered nurses' professional learning.

PubMed

Chiu, Lee H

2006-01-01

Findings of a study of the impact of professional learning on Malaysian registered nurses are reported. The offshore delivery post-registration nursing degree programme is a formal aspect of professional learning, which enables Malaysian registered nurses to upgrade their hospital-based training or diploma of nursing qualification to a degree. Using a qualitative case study approach, data were collected from twelve programme graduates, through individual and focus group interviews. The programme promoted their personal professional growth and enhanced their professional development. It increased self-confidence, knowledge, self-fulfillment, critical thinking ability, interpersonal skills, interest in research and research utilisation, and life-long learning. There was evidence of career mobility and a raised awareness of their professional role and responsibility.

Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

PubMed Central

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

2017-01-01

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

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

PubMed

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

2016-01-01

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

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

PubMed Central

2018-01-01

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

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

PubMed

Zheng, Junwei; Wu, Guangdong

2018-02-15

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

Developing an evidence base for interdisciplinary learning: a systematic review.

PubMed

Cooper, H; Carlisle, C; Gibbs, T; Watkins, C

2001-07-01

The overall aim of the study was to explore the feasibility of introducing interdisciplinary education within undergraduate health professional programmes. This paper reports on the first stage of the study in which a systematic review was conducted to summarize the evidence for interdisciplinary education of undergraduate health professional students. Systematic reviews integrate valid information providing a basis for rational decision making about health care which should be based on empirical and not anecdotal evidence. The accepted principles for systematic reviews were adapted in order to allow integration of the literature to produce recommendations for educational practice and guidelines for future research. The literature on interdisciplinary education was found to be diverse, including relatively small amounts of research data and much larger amounts of evaluation literature. Methodological rating schemes were used to test for confounding influences in the research studies. The number of studies found was 141 but only 30 (21%) were included in the analysis because of lack of methodological rigour in the research and poorly developed outcome measures. Student health professionals were found to benefit from interdisciplinary education with outcome effects primarily relating to changes in knowledge, skills, attitudes and beliefs. Effects upon professional practice were not discernible and educational and psychological theories were rarely used to guide the development of the educational interventions.

Teacher's Experience from Collaborative Design: Reported Impact on Professional Development

ERIC Educational Resources Information Center

Svendsen, Bodil

2017-01-01

This article is based on a research and development project conducted in one upper secondary school in Norway. The participating teachers have been part of a three year longitudinal study, and the findings in the present study are from their third and final year of a professional development study. The aim of this study was to find out how…

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

ERIC Educational Resources Information Center

Lange, Sarah

2014-01-01

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

Teachers engaging in Authentic Education Research as They Engage Students in Authentic Science Research: A Collaboration Among Scientists, Education Researchers and Practitioners

NASA Astrophysics Data System (ADS)

Schielack, J. F.; Herbert, B. E.

2004-12-01

The ITS Center for Teaching and Learning (http://its.tamu.edu) is a five-year NSF-funded collaborative effort to engage scientists, educational researchers, and educators in the use of information technology to enhance science teaching and learning at Grades 7 - 16. The ITS program combines graduate courses in science and science education leadership for both science and education graduate students with professional development experiences for classroom teachers. The design of the ITS professional development experience is based upon the assumption that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology to support inquiry in science classrooms has been shown to help achieve this objective. In particular, the professional development for teachers centers around support for implementing educational research in their own classrooms on the impacts of using information technology to promote authentic science experiences for their students. As a design study that is "working toward a greater understanding of the "learning ecology," the research related to the creation and refinement of the ITS Center's collaborative environment for integrating professional development for faculty, graduate students, and classroom teachers is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, science education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. In this presentation, we will discuss the results of the formative evaluation process that has moved the ITS Center's collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). Phase II highlighted learning experiences over two summers focused on the exploration of environmentally-related science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the 7-16 curriculum.

Australian Infection Control Association members' use of skills and resources that promote evidence-based infection control.

PubMed

Murphy, C L; McLaws, M

2000-04-01

To adopt an evidence-based approach, professionals must be able to access, identify, interpret, and critically appraise best evidence. Critical appraisal requires essential skills, such as computer literacy and an understanding of research principles. These skills also are required for professionals to contribute to evidence. In 1996, members of the Australian Infection Control Association were surveyed to establish a profile including the extent to which they were reading infection control publications, using specific documents for policy and guideline development, developing and undertaking research, publishing research, and using computers. The relationships between demographics, computer use, and research activity were examined. The response rate was 63. 4% (630/993). The study group comprised mostly women (96.1%), and most (66.4%) were older than 40 years of age. Median infection control experience was 4 years (mean, 5.4 years; range, <12 months to 35 years). When developing guidelines and policies (92.7%; 584/630), infection control professionals reviewed State Health Department Infection Control Guidelines and Regulations. Research relating to infection control was undertaken by 21.5% (135/628) of the sample, and 27.6% (37/134) of this group published their research findings. Of the respondents (51.1%; 318/622) who used a computer to undertake infection control tasks, the majority (89.0%) used a personal computer for word processing. Regardless of infection control experience, Australian infection control professionals must be adequately prepared to contribute to, access, appraise, and where appropriate, apply best evidence to their practice. We suggest that computer literacy, an understanding of research principles, and familiarity with infection control literature are three essential skills that infection control professionals must possess and regularly exercise.

A web-based intervention for health professionals and patients to decrease cardiovascular risk attributable to physical inactivity: development process.

PubMed

Sassen, Barbara; Kok, Gerjo; Mesters, Ilse; Crutzen, Rik; Cremers, Anita; Vanhees, Luc

2012-12-14

Patients with cardiovascular risk factors can reduce their risk of cardiovascular disease by increasing their physical activity and their physical fitness. According to the guidelines for cardiovascular risk management, health professionals should encourage their patients to engage in physical activity. In this paper, we provide insight regarding the systematic development of a Web-based intervention for both health professionals and patients with cardiovascular risk factors using the development method Intervention Mapping. The different steps of Intervention Mapping are described to open up the "black box" of Web-based intervention development and to support future Web-based intervention development. The development of the Professional and Patient Intention and Behavior Intervention (PIB2 intervention) was initiated with a needs assessment for both health professionals (ie, physiotherapy and nursing) and their patients. We formulated performance and change objectives and, subsequently, theory- and evidence-based intervention methods and strategies were selected that were thought to affect the intention and behavior of health professionals and patients. The rationale of the intervention was based on different behavioral change methods that allowed us to describe the scope and sequence of the intervention and produced the Web-based intervention components. The Web-based intervention consisted of 5 modules, including individualized messages and self-completion forms, and charts and tables. The systematic and planned development of the PIB2 intervention resulted in an Internet-delivered behavior change intervention. The intervention was not developed as a substitute for face-to-face contact between professionals and patients, but as an application to complement and optimize health services. The focus of the Web-based intervention was to extend professional behavior of health care professionals, as well as to improve the risk-reduction behavior of patients with cardiovascular risk factors. The Intervention Mapping protocol provided a systematic method for developing the intervention and each intervention design choice was carefully thought-out and justified. Although it was not a rapid or an easy method for developing an intervention, the protocol guided and directed the development process. The application of evidence-based behavior change methods used in our intervention offers insight regarding how an intervention may change intention and health behavior. The Web-based intervention appeared feasible and was implemented. Further research will test the effectiveness of the PIB2 intervention. Dutch Trial Register, Trial ID: ECP-92.

The first two years of practice: a longitudinal perspective on the learning and professional development of promising novice physical therapists.

PubMed

Hayward, Lorna M; Black, Lisa L; Mostrom, Elizabeth; Jensen, Gail M; Ritzline, Pamela D; Perkins, Jan

2013-03-01

Physical therapists work in complex health care systems requiring professional competence in clinical reasoning and confidence in decision-making skills. For novice physical therapists, the initial practice years are a time for developing professional identity and practical knowledge. The study purpose was to extend previous research describing the experiences, learning, and professional development of 11 promising novice therapists during their first year of practice. The present study examined the continued development of the same therapists during their second year of clinical practice. Seven researchers from 4 physical therapist educational programs in the eastern and midwestern United States used a longitudinal, qualitative, multiple case study approach. Eleven physical therapist graduates identified as "promising novices" were recruited using purposive sampling. Participants ranged in age from 24 to 29 years and entered varied practice settings. Data were collected for 2 years using semistructured interviews, reflective journals, and participant observation. A conceptual model describing the participants' ongoing development during the second year of practice emerged. The 3 themes were formal and informal learning, increasing confidence and expansion of skills, and engagement in an environment characterized by collaborative exchange and opportunities for teaching. The second year represented consolidation and elaboration of practice-based learning and skills. The expansion of confidence, skills, and responsibilities and the externalization of learning the participants experienced promoted professional role formation. Learning previously directed inward and self-focused turned outward, fueled by growing self-confidence. Research illuminating the professional role formation experienced during early clinical practice is not widely available. The current study and further research into the learning and development of novice practitioners may assist educators in the design of pedagogical strategies and learning environments that enhance the professional development of physical therapists.

The Professional Learning Needs and Perceptions of Secondary School Teachers: Implications for Professional Learning Community.

ERIC Educational Resources Information Center

Moore, Shawn; Shaw, Paul

This study interviewed 45 ninth-grade teachers in 4 secondary schools in Ontario, Canada, in the spring of 1997 regarding their perceptions of their professional learning needs. Respondents were part of a 3-year research and development study, "Change Frames." Analysis is based on the view that the most meaningful teacher professional…

Mathematics Learning Difficulties in Primary Education: Teachers' Professional Knowledge and the Use of Commercially Available Learning Packages

ERIC Educational Resources Information Center

Van Steenbrugge, H.; Valcke, M.; Desoete, A.

2010-01-01

The present study builds on teachers' professional knowledge about mathematics learning difficulties. Based on the input of 918 primary school teachers, an attempt is made to develop an overview of difficult curriculum topics in primary school mathematics. The research approach builds on new conceptions about the professional identity of teachers…

The Professionalization of Educational Leaders through Postgraduate Study and Professional Development Opportunities in New Zealand Tertiary Education Institutions

ERIC Educational Resources Information Center

Macpherson, Reynold

2010-01-01

This paper reports a review of the professionalization services in educational leadership available from New Zealand's tertiary institutions at a time of accelerating retirements and turnover. Case studies of current programs identified six urgent policy issues: the need for research-based provisions in early childhood education (ECE); potential…

Using longitudinal mixed methods to study the development of professional behaviours during pharmacy work-based training.

PubMed

Jee, Samuel D; Schafheutle, Ellen I; Noyce, Peter R

2017-05-01

Recent longitudinal investigations of professional socialisation and development of professional behaviours during work-based training are lacking. Using longitudinal mixed methods, this study aimed to explore the development of professional behaviours during a year of intensive work-based (pre-registration) training in pharmacy. Twenty trainee pharmacists and their tutors completed semi-structured interview and professional behaviour questionnaires at four time points during 2011/2012: months 1, 4 and 9 during training and 4 months after registration; tutors participated in months 1 and 9. Interviews were analysed thematically using template analysis, and questionnaires were analysed using ANOVA and t-tests. Self-assessed (trainee) and tutor ratings of all elements of professional behaviours measured in questionnaires (appearance, interpersonal/social skills, responsibility, communication skills) increased significantly from the start of pre-registration training to post-registration. Some elements, for example, communication skills, showed more change over time compared with others, such as appearance, and continued to improve post-registration. Qualitative findings highlighted the changing roles of trainees and learning experiences that appeared to facilitate the development of professional behaviours. Trainees' colleagues, and particularly tutors, played an essential part in trainees' development through offering support and role modelling. Trainees noted that they would have benefited from more responsibilities during training to ease the transition into practising as a responsible pharmacist. Longitudinal mixed methods can unpack the way in which professional behaviours develop during work-based training and allow researchers to examine changes in the demonstration of professional behaviours and how they occur. Identifying areas less prone to change allows for more focus to be given to supporting trainees in areas where there is a development need, such as communication skills and holding increasing responsibility. © 2016 John Wiley & Sons Ltd.

Transforming physics educator identities: TAs help TAs become teaching professionals

NASA Astrophysics Data System (ADS)

Gretton, Anneke L.; Bridges, Terry; Fraser, James M.

2017-05-01

Research-based instructional strategies have been shown to dramatically improve student learning, but widespread adoption of these pedagogies remains limited. Post-secondary teaching assistants (TAs), with their current positions in course delivery and future roles as academic leaders, are an essential target group for teacher training. However, the literature suggests that successful TA professional development must address not only pedagogical practices but also the cultivation of physics educator identity. The primary goal of this study is to build a framework for TA professional development that strengthens the TA's identity as a physics educator. We base this framework on Etienne Wenger's model for communities of practice and Côté and Levine's personality and social structure identity perspective. We explore this framework in the context of a 12-week, low-cost, TA-led and TA-centered professional development intervention. Our qualitative and quantitative data suggest that this efficient community-based intervention strengthened TAs' identification as physics educators.

Factors that Influence Acceptance of Web-Based E-Learning Systems for the In-Service Education of Junior High School Teachers in Taiwan

ERIC Educational Resources Information Center

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-01-01

Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's…

Does Digital Competence and Occupational Setting Influence MOOC Participation? Evidence from a Cross-Course Survey

ERIC Educational Resources Information Center

Castaño-Muñoz, Jonatan; Kreijns, Karel; Kalz, Marco; Punie, Yves

2017-01-01

While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and unemployed in MOOCs. Based on a framework developed earlier, we conducted a study, which focused on the influence of background…

From Isolation to Interaction? Network-Based Professional Development and Teacher Professional Communication.

ERIC Educational Resources Information Center

McMahon, Teresa A.

The Mathematics Learning Forums, a collaborative effort of Bank Street College and the Center for Children and Technology, Education Development Center, Inc., provided the primary research setting for this study. Each 8-week forum focuses on specific elements of a mathematics content area and is designed to address both student learning and…

Reframing Professional Development for South African Schools: An Appreciative Inquiry Approach

ERIC Educational Resources Information Center

Steyn, G. M.

2012-01-01

Often research on the professional development (PD) of staff is framed within a problem-based context that focuses on the PD-related problems experienced by staff. This study pursued a different approach by using the appreciative inquiry (AI) theoretical perspective to study the positive experiences of staff in respect of PD and their desire to…

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

NASA Astrophysics Data System (ADS)

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

2018-04-01

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

Redefining Professional Development. Newsletter

ERIC Educational Resources Information Center

Center for Comprehensive School Reform and Improvement, 2006

2006-01-01

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

Technology Integration: A Research-Based Professional Development Program

ERIC Educational Resources Information Center

Faulder, Tori Rose

2011-01-01

This research-based thesis project explains the governmental acts and policies, investors, and other stakeholders who have worked to promote, question, and explore the use of information and communication technologies (ICT) in the classroom. Research suggests that best-practice ICT integration requires using ICT alongside constructivist pedagogy.…

[Teaching and learning the science of qualitative research in the health area].

PubMed

Calderón, Carlos

2012-03-01

Qualitative research constitutes a necessary perspective of knowledge within the field of health services. Healthcare always occurs in complex contexts and its enhancement requires research methodologies that address this complexity. Nevertheless, the knowledge and use of qualitative research in health services is still very limited. Among the different factors that affect its development, the teaching and learning of qualitative research proves to be fundamental, even beyond undergraduate education. Healthcare professionals and health services present certain specific aspects that must be considered in the design and development of the teaching and learning of qualitative research. Based on an eight-year online training experience with Primary Healthcare professionals, the main challenges are indentified and discussed.

A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey.

PubMed

Kitts, Robert Li; Koleoglou, Kyle John; Holland, Jennifer Elysia; Hutchinson, Eliza Haapaniemi; Nang, Quincy Georgdie; Mehta, Clare Marie; Tran, Chau Minh; Fishman, Laurie Newman

2015-11-02

Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. To address the needs of these future health professionals, a novel program-Program for Research Assistant Development and Achievement (PRADA)-was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. High response rate and favorable outlook among respondents indicate that the program had been well received by the program's target population. The high percentage of respondents seeking short-term entry into graduate programs in health care-related fields supports the claim that many RAs may see their positions as stepping-stones and therefore could benefit from a professional development program such as the one described herein. Strong institutional support and sustainable growth and participation are other indications of early success. Further evaluation is necessary to assess the full impact of the program, particularly in areas such as job satisfaction, recruitment, retention, productivity, and career trajectory, but also in reproducibility in other institutions.

A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey

PubMed Central

Koleoglou, Kyle John; Holland, Jennifer Elysia; Hutchinson, Eliza Haapaniemi; Nang, Quincy Georgdie; Mehta, Clare Marie; Tran, Chau Minh; Fishman, Laurie Newman

2015-01-01

Background Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. Objective To address the needs of these future health professionals, a novel program—Program for Research Assistant Development and Achievement (PRADA)—was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. Methods In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Results Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. Conclusions High response rate and favorable outlook among respondents indicate that the program had been well received by the program's target population. The high percentage of respondents seeking short-term entry into graduate programs in health care-related fields supports the claim that many RAs may see their positions as stepping-stones and therefore could benefit from a professional development program such as the one described herein. Strong institutional support and sustainable growth and participation are other indications of early success. Further evaluation is necessary to assess the full impact of the program, particularly in areas such as job satisfaction, recruitment, retention, productivity, and career trajectory, but also in reproducibility in other institutions. PMID:27731841

Using In-Service and Coaching to Increase Teachers' Accurate Use of Research-Based Strategies

ERIC Educational Resources Information Center

Kretlow, Allison G.; Cooke, Nancy L.; Wood, Charles L.

2012-01-01

Increasing the accurate use of research-based practices in classrooms is a critical issue. Professional development is one of the most practical ways to provide practicing teachers with training related to research-based practices. This study examined the effects of in-service plus follow-up coaching on first grade teachers' accurate delivery of…

Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Odom, Samuel L.; Collet-Klingenberg, Lana; Rogers, Sally J.; Hatton, Deborah D.

2010-01-01

Evidence-based practices (EBPs) are the basis on which teachers and other service providers are required to design educational programs for learners with autism spectrum disorders (ASD). As part of their work with the National Professional Development Center (NPDC) on ASD, researchers developed a process for reviewing the research literature and…

Online professional development for digitally differentiated nurses: An action research perspective.

PubMed

Green, J K; Huntington, A D

2017-01-01

Professional development opportunities for nurses are increasingly being offered in the online environment and therefore it is imperative that learning designers, nurse educators and healthcare organisations consider how best to support staff to enable Registered Nurses to capitalise on the resources available. Research participants explored educational strategies to support digitally differentiated nurses' engagement with professional development activities in an online environment through a participatory action research project that collected data over a 16 month period through six focus groups before being analysed thematically. The reality of work-based, e-learning while managing clinical workloads can be problematic however specific measures, such as having a quiet space and computer away from the clinical floor, access to professional development resources from anywhere and at any time, can be effective. A 'one-size-fits-all' approach to resources offered will not meet the needs of diverse staffing groups whereas heutagogical learning offers tangible benefits to Registered Nurses seeking professional development opportunities in this context. Apparent proficiency with technological skills may not reflect a Registered Nurse's actual ability in this environment and face-to-face support offered regularly, rather than remedially, can be beneficial for some staff. Implementing specific strategies can result in successful transition to the online environment. Copyright © 2016 Elsevier Ltd. All rights reserved.

Reviewing a Reading Program: Professional Development Module. Participant's Guide

ERIC Educational Resources Information Center

Kosanovich, Marcia; Jordan, Georgia; Arndt, Elissa; Van Sciver, Mary; Wahl, Michelle; Rissman, Lila

2008-01-01

The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…

Develop Student Performance Objectives. Second Edition. Module B-2 of Category B--Instructional Planning. Professional Teacher Education Module Series.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This module is one of a series of 127 performance-based teacher education (PBTE) learning packages focusing upon specific professional competencies of vocational teachers. The competencies upon which these modules are based were identified and verified through research as being important to successful vocational teaching at both the secondary and…

Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories

NASA Astrophysics Data System (ADS)

Hutchins, Kristen L.; Friedrichsen, Patricia J.

2012-12-01

The purpose of this study was to investigate how science faculty members' belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Data sources for this qualitative study included three semi-structured interviews, observations during the program and during faculty members' implementation in their courses, and a researcher's journal. In the first phase of data analysis, we created profiles for each of the four participants. Next, we developed assertions, and tested for confirming and disconfirming evidence across the profiles. The assertions indicated that, through the professional development program, participants' knowledge and beliefs about inquiry-based teaching shifted, placing more value on student-directed learning and classroom inquiry. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students' responses played a critical role in participants' belief systems and their decision to continue using the inquiry-based format. The findings from this study have implications for professional development design.

At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

NASA Astrophysics Data System (ADS)

McLaughlin, Cheryl A.; MacFadden, Bruce J.

2014-12-01

This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

ERIC Educational Resources Information Center

Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad

2013-01-01

Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources: content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based…

Participant-Directed Evaluation: Using Teachers' Own Inquiries to Evaluate Professional Development in Technology Integration

ERIC Educational Resources Information Center

Ham, Vince

2010-01-01

Considering the high levels of time and money invested in teacher professional development programmes in information technologies over recent decades, questions arise as to how effective these programmes have been and by whose lights we are to judge. Based on a critical review of the evaluations of several of our own action-research-based…

The Effect of Face-to-Face versus Online Pedagogy-Based Professional Development on Student Learning Outcomes

ERIC Educational Resources Information Center

Rock, Heidi Marie

2017-01-01

The purpose of this quantitative retrospective causal-comparative study was to determine to what extent the form of professional development (face-to-face or online) or the level of instruction (elementary or high school) has on classroom teaching practices as measured by student learning outcomes. The first research question sought to determine…

Assessing the Learning Needs of Student Teachers in Texas regarding Management of the Agricultural Mechanics Laboratory: Implications for the Professional Development of Early Career Teachers in Agricultural Education

ERIC Educational Resources Information Center

Saucier, P. Ryan; McKim, Billy R.

2011-01-01

Skills needed to manage a laboratory are essential knowledge for all school-based, agriculture teachers who instruct agricultural mechanics curriculum (Saucier, Terry, & Schumacher, 2009). This research investigated the professional development needs of Texas agricultural education student teachers regarding agricultural mechanics laboratory…

Professional Development in Teacher Digital Competence and Improving School Quality from the Teachers' Perspective: A Case Study

ERIC Educational Resources Information Center

Cervera, Mercè Gisbert; Cantabrana, José L. Lázaro

2015-01-01

Professional development in ICT for teachers, in addition to being necessary given the dynamic nature of technology, also improves the institutional quality of schools. This work, based on action research, provides evidence that the school itself is capable of organising and designing a training plan as part of a broader process to improve quality…

Analysis of professional competencies for the clinical research data management profession: implications for training and professional certification.

PubMed

Zozus, Meredith N; Lazarov, Angel; Smith, Leigh R; Breen, Tim E; Krikorian, Susan L; Zbyszewski, Patrick S; Knoll, Shelly K; Jendrasek, Debra A; Perrin, Derek C; Zambas, Demetris N; Williams, Tremaine B; Pieper, Carl F

2017-07-01

To assess and refine competencies for the clinical research data management profession. Based on prior work developing and maintaining a practice standard and professional certification exam, a survey was administered to a captive group of clinical research data managers to assess professional competencies, types of data managed, types of studies supported, and necessary foundational knowledge. Respondents confirmed a set of 91 professional competencies. As expected, differences were seen in job tasks between early- to mid-career and mid- to late-career practitioners. Respondents indicated growing variability in types of studies for which they managed data and types of data managed. Respondents adapted favorably to the separate articulation of professional competencies vs foundational knowledge. The increases in the types of data managed and variety of research settings in which data are managed indicate a need for formal education in principles and methods that can be applied to different research contexts (ie, formal degree programs supporting the profession), and stronger links with the informatics scientific discipline, clinical research informatics in particular. The results document the scope of the profession and will serve as a foundation for the next revision of the Certified Clinical Data Manager TM exam. A clear articulation of professional competencies and necessary foundational knowledge could inform the content of graduate degree programs or tracks in areas such as clinical research informatics that will develop the current and future clinical research data management workforce. © The Author 2017. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Why We Belong - Exploring Membership of Healthcare Professionals in an Intensive Care Virtual Community Via Online Focus Groups: Rationale and Protocol.

PubMed

Rolls, Kaye; Hansen, Margaret; Jackson, Debra; Elliott, Doug

2016-06-13

Many current challenges of evidence-based practice are related to ineffective social networks among health care professionals. Opportunities exist for multidisciplinary virtual communities to transcend professional and organizational boundaries and facilitate important knowledge transfer. Although health care professionals have been using the Internet to form virtual communities for many years, little is known regarding "why" they join, as most research has focused on the perspective of "posters," who form a minority of members. Our aim was to develop a comprehensive understanding of why health care professionals belong to a virtual community (VC). A qualitative approach will be used to explore why health care professionals belong to an intensive care practice-based VC, established since 2003. Three asynchronous online focus groups will be convened using a closed secure discussion forum. Participants will be recruited directly by sending emails to the VC and a Google form used to collect consent and participant demographics. Participants will be stratified by their online posting behaviors between September 1, 2012, and August 31, 2014: (1) more than 5 posts, (2) 1-5 posts, or (3) no posts. A question guide will be used to guide participant discussion. A moderation approach based on the principles of focus group method and e-moderation has been developed. The main source of data will be discussion threads, supported by a research diary and field notes. Data analysis will be undertaken using a thematic approach and framed by the Diffusion of Innovation theory. NVivo software will be used to support analyses. At the time of writing, 29 participants agreed to participate (Focus Group 1: n=4; Focus Group 2: n=16; Focus Group 3: n=9) and data collection was complete. This study will contribute to a growing body of research on the use of social media in professional health care settings. Specifically, we hope results will demonstrate an enhancement of health care professionals' social networks and how VCs may improve knowledge distribution and patient care outcomes. Additionally, the study will contribute to research methods development in this area by detailing approaches to understand the effectiveness of online focus groups as a data collection method for qualitative research methods.

Rural outreach in Maine: A research-driven professional development teacher community

NASA Astrophysics Data System (ADS)

Wittmann, Michael

2016-03-01

In the Maine Physical Sciences Partnership (MainePSP), researchers at the University of Maine have joined together with the state's Department of Education, non-profits, and teachers in multiple school districts to create a dynamic and growing community dedicated to improving K12 education of the physical sciences. Through ongoing efforts to introduce and adapt instructional materials, guided by education research and research-guided professional development, we have built a community responsive to student and teacher needs. This work has fed back into the university setting, where teachers are playing a role in graduate courses taken by our Master of Science in Teaching students. In this talk, I will focus on the role of education research in the partnership, showing how we use research in professional development, the development of assessments, and the analysis of the resulting data. I will describe two projects, one to understand how teachers' content knowledge affects the development of items assessing knowledge of acceleration, the other to see how teachers use their content knowledge of systems and energy to make pedagogical choices based on students' incorrect ideas about conservation of energy. Sponsored in part by NSF Grants MSP-0962805, DRL-1222580, and DUE-1340033.

Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science

ERIC Educational Resources Information Center

Groß Ophoff, Jana; Schladitz, Sandra; Leuders, Juliane; Leuders, Timo; Wirtz, Markus A.

2015-01-01

The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and…

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

NASA Astrophysics Data System (ADS)

Davis, Brian L.

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

Understanding Teacher Perceptions in a Professional Development Program for a Middle Grade Science

NASA Astrophysics Data System (ADS)

Deloney, Dericka B.

The standards-based framework requires teachers to evaluate and in some cases change their instructional approach to more student-centered and inquiry-based in an effort to help students meet the standards. The rationale for this study was to determine the skills needed for teachers to be effective in a standard-based, problem-based learning (PBL) constructivist classroom. Traditionally, teachers in this school district transitioning from teacher to student-centered classrooms need new skills when implementing this type of instruction. A qualitative case study design served to highlight the research questions for this project study. The participants in this study participated in data collection activities that include a multiple-choice survey, an interview, and the sharing of their PBL units. Artifacts, professional development teaching resources, from the workshop added credence to the survey and interview responses. The findings from each research question addressed the teachers' perception of their understanding and the obstacles of instructional design, development, and implementation the participants encountered. The results of this study indicated that teachers had problems with designing and implementing this instructional strategy due to lack of time and resources. This data assisted the development of district specific PBL sustainable professional development program that could be adaptable to other curriculums and school systems. Social change resulting from this study could include a framework for developing K-12 professional development as well as instructional programs that incorporates PBL curriculum design to enhance the student's inquiry, problem-solving, and decision-making skills that in turn should change their academic achievement and scores on high stakes test in science.

Scientist-Teacher Partnerships as Professional Development: An Action Research Study

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

Willcuts, Meredith H.

The overall purpose of this action research study was to explore the experiences of ten middle school science teachers involved in a three-year partnership program between scientists and teachers at a Department of Energy national laboratory, including the impact of the program on their professional development, and to improve the partnership program by developing a set of recommendations based on the study’s findings. This action research study relied on qualitative data including field notes recorded at the summer academies and data from two focus groups with teachers and scientists. Additionally, the participating teachers submitted written reflections in science notebooks, participatedmore » in open-ended telephone interviews that were transcribed verbatim, and wrote journal summaries to the Department of Energy at the end of the summer academy. The analysis of the data, collaboratively examined by the teachers, the scientists, and the science education specialist acting as co-researchers on the project, revealed five elements critical to the success of the professional development of science teachers. First, scientist-teacher partnerships are a unique contribution to the professional development of teachers of science that is not replicated in other forms of teacher training. Second, the role of the science education specialist as a bridge between the scientists and teachers is a unique and vital one, impacting all aspects of the professional development. Third, there is a paradox for classroom teachers as they view the professional development experience from two different lenses – that of learner and that of teacher. Fourth, learning for science teachers must be designed to be constructivist in nature. Fifth, the principles of the nature of science must be explicitly showcased to be seen and understood by the classroom teacher.« less

Teachers' Learning in an Innovative School

ERIC Educational Resources Information Center

Bissaker, Kerry; Heath, Jayne

2005-01-01

The successful establishment of a purpose-built innovative school designed to support new ways of teaching and learning in the senior secondary years, particularly in the area of science and mathematics, required a comprehensive and research-based professional development policy and program. Planning professional learning opportunities for the…

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

ERIC Educational Resources Information Center

Petrzelka, Valerie

2012-01-01

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

A Web-Based Intervention for Health Professionals and Patients to Decrease Cardiovascular Risk Attributable to Physical Inactivity: Development Process

PubMed Central

2012-01-01

Background Patients with cardiovascular risk factors can reduce their risk of cardiovascular disease by increasing their physical activity and their physical fitness. According to the guidelines for cardiovascular risk management, health professionals should encourage their patients to engage in physical activity. Objective In this paper, we provide insight regarding the systematic development of a Web-based intervention for both health professionals and patients with cardiovascular risk factors using the development method Intervention Mapping. The different steps of Intervention Mapping are described to open up the “black box” of Web-based intervention development and to support future Web-based intervention development. Methods The development of the Professional and Patient Intention and Behavior Intervention (PIB2 intervention) was initiated with a needs assessment for both health professionals (ie, physiotherapy and nursing) and their patients. We formulated performance and change objectives and, subsequently, theory- and evidence-based intervention methods and strategies were selected that were thought to affect the intention and behavior of health professionals and patients. The rationale of the intervention was based on different behavioral change methods that allowed us to describe the scope and sequence of the intervention and produced the Web-based intervention components. The Web-based intervention consisted of 5 modules, including individualized messages and self-completion forms, and charts and tables. Results The systematic and planned development of the PIB2 intervention resulted in an Internet-delivered behavior change intervention. The intervention was not developed as a substitute for face-to-face contact between professionals and patients, but as an application to complement and optimize health services. The focus of the Web-based intervention was to extend professional behavior of health care professionals, as well as to improve the risk-reduction behavior of patients with cardiovascular risk factors. Conclusions The Intervention Mapping protocol provided a systematic method for developing the intervention and each intervention design choice was carefully thought-out and justified. Although it was not a rapid or an easy method for developing an intervention, the protocol guided and directed the development process. The application of evidence-based behavior change methods used in our intervention offers insight regarding how an intervention may change intention and health behavior. The Web-based intervention appeared feasible and was implemented. Further research will test the effectiveness of the PIB2 intervention. Trial Registration Dutch Trial Register, Trial ID: ECP-92 PMID:23612470

Knowledge translation research: the science of moving research into policy and practice.

PubMed

Curran, Janet A; Grimshaw, Jeremy M; Hayden, Jill A; Campbell, Barbara

2011-01-01

Research findings will not change health outcomes unless health care organizations, systems, and professionals adopt them in practice. Knowledge translation research is the scientific study of the methods to promote the uptake of research findings by patients, health care providers, managers, and policy makers. Many forms of enquiry addressing different questions are needed to develop the evidence base for knowledge translation. In this paper we will present a description of the broad scope of knowledge translation research with a reflection on activities needed to further develop the science of knowledge translation. Consideration of some of the shared research challenges facing the fields of knowledge translation and continuing professional development will also be presented. Copyright © 2010 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Standards for Reporting Mathematics Professional Development in Research Studies

ERIC Educational Resources Information Center

Sztajn, Paola

2011-01-01

This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. (Contains 2 tables.)

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

PubMed

Winter, Peggi

2016-01-01

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

Careers and Networking: Professional Development for Graduate Students and Post-docs

NASA Astrophysics Data System (ADS)

Jungbluth, S.; Boiteau, R.; Bottjer, D.; De Leo, F. C.; Hawko, N.; Ilikchyan, I.; Bruno, B. C.

2013-12-01

Established in 2006 by the National Science Foundation, the Center for Microbial Oceanography: Research and Education (C-MORE) is a multi-institutional Science and Technology Center based at the University of Hawai i. One of C-MORE's missions is to provide graduate students and post-docs with state-of-the-art training, which primarily occurs through laboratory- and field-based research. Additionally, C-MORE offers a Professional Development Training Program (PDTP) to help students and post-docs develop a range of "soft" skills such as science communication, leadership, proposal writing, teaching and mentoring (Bruno et al, 2013). The PDTP not only provides professional development training to graduate students and post-docs, but also encourages these young scientists to take leadership of their training. The Professional Development Organizing Committee (PDOC), composed of students and post-docs across the various C-MORE institutions, works closely with the Education Office to implement the eight core PDTP modules as well as 'on-demand' workshops. In February 2013, we organized a workshop to promote networking and foster scientific collaborations among C-MORE graduate students and post-doctoral researchers at the seven partner institutions: the University of Hawaii, Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California Santa Cruz, Monterey Bay Aquarium Research Institute and Columbia University. The workshop was held in New Orleans in conjunction with the 2013 ASLO/ Ocean Sciences national meeting. In this paper, we will describe the student-led planning process, the workshop itself, and evaluation results. We will also present examples of some of the collaborations that resulted from this workshop.

Peer-professional workgroups in palliative care: a strategy for advancing professional discourse and practice.

PubMed

Byock, Ira; Twohig, Jeanne Sheils; Merriman, Melanie; Collins, Karyn

2006-08-01

As part of a comprehensive national effort to improve care at the end of life, the Promoting Excellence in End-of-Life Care program of The Robert Wood Johnson Foundation convened "national peer-professional workgroups" of recognized authorities or leaders to advance palliative aspects of practice in their respective specialties or fields. The conveners' goals were to establish research and practice agendas to integrate palliative care within selected fields and health care settings, and to expand delivery of palliative care to special patient populations that have been underserved by palliative care. We hypothesized that leading professionals within specific fields, chartered to achieve clear goals, and then provided with sufficient administrative and logistical support, could develop recommendations for expanding access to, quality of and financing for palliative care within their disciplines. Staff at the national program office of Promoting Excellence in End-of-Life Care convened eight disease-based, specialty-based or issue-based workgroups (the selected workgroup topics were amyotrophic lateral sclerosis, cost accounting, critical care, end-stage renal disease, human immunodeficiency virus/acquired immune deficiency syndrome [HIV/AIDS] disease, Huntington's disease, pediatric care, and surgical palliative care). The national program office implemented a small group process design in convening the groups, and provided coordination, oversight and administrative support, along with funds to support meetings (telephone and in-person). A workgroup "charter" guided groups in determining the scope of efforts and set specific, time-limited goals. From the outset, the workgroups developed plans for dissemination of workgroup recommendations to defined stakeholder audiences, including health care providers, policy-makers, payers, researchers, funders, educators, professional organizations and patient advocacy groups. Groups averaged 25 members and met for an average of 24 months. Promoting Excellence leadership chose workgroup topic areas that addressed patient populations underserved for palliative care, and corresponding professional specialties with demonstrated interest and readiness to improve education, evidence base, and professional expertise in palliative aspects of care. Each workgroup was highly productive and advanced changes in respective fields through developing and disseminating recommendations to their respective fields regarding practice, education, clinical and health service research and policy. Beyond their chartered responsibilities, workgroups also developed educational programs and curricula and a wide array of resources. The workgroups also authored articles for publication, intended to stimulate professional discourse and influence clinical norms and culture. The national peer-professional workgroup model exceeded original expectations and produced well-considered Recommendations to the Field as well as a body of resources for professionals in expanding access to and quality of palliative care. Results of this experimental venture in professional change suggest that the workgroup model may be a useful, cost-effective, rapid-change strategy for quality improvement in other areas of professional practice and service delivery.

Providing a Set of Research-Based Practices to Support Preservice Teachers' Long-Term Professional Development as Learners of Science Teaching

ERIC Educational Resources Information Center

Aydin, Sevgi; Demirdogen, Betul; Tarkin, Aysegul; Kutucu, Selcan; Ekiz, Betul; Akin, Fatma Nur; Tuysuz, Mustafa; Uzuntiryaki, Esen

2013-01-01

The purpose of this research was twofold. The first was to investigate the development of preservice teachers' knowledge base for science teaching on the rate of reaction topic within the 14-week content representation (CoRe)-based mentoring-enriched practicum course. In this course, CoRe design was used as a form of lesson planning and…

Participatory Research in an Arts Integration Professional Development Program

ERIC Educational Resources Information Center

Cawthon, Stephanie W.; Dawson, Kathryn M.; Judd-Glossy, Laura; Ihorn, Shasta

2012-01-01

Drama for Schools (DFS) is an arts integration professional development program rooted in critical pedagogy and constructivism that emphasizes partnerships between school districts and a major research university. As a part of the research initiative embedded in this professional development program, DFS began an Arts integration Research Teacher…

Contract Source Selection: An Analysis of Lowest Price Technically Acceptable and Tradeoff Strategies

DTIC Science & Technology

2016-06-01

thorough market research, acquisition professionals must decide at an early stage which source selection strategy (lowest price technically...minimizing risk and ensuring best value for all stakeholders. On the basis of thorough market research, acquisition professionals must decide at an early...price-based, market -driven environment from requirements development through properly disposal. Source selection must be 8 made on a ‘best value

Making the case for change: What researchers need to consider when designing behavior change interventions aimed at improving medication dispensing.

PubMed

Cadogan, Cathal A; Ryan, Cristín; Hughes, Carmel

2016-01-01

There is a growing emphasis on behavior change in intervention development programmes aimed at improving public health and healthcare professionals' practice. A number of frameworks and methodological tools have been established to assist researchers in developing interventions seeking to change healthcare professionals' behaviors. The key features of behavior change intervention design involve specifying the target group (i.e. healthcare professional or patient cohort), the target behavior and identifying mediators (i.e. barriers and facilitators) of behavior change. Once the target behavior is clearly specified and understood, specific behavior change techniques can then be used as the basis of the intervention to target identified mediators of behavior change. This commentary outlines the challenges for pharmacy practice-based researchers in targeting dispensing as a behavior when developing behavior change interventions aimed at pharmacists and proposes a definition of dispensing to consider in future research. Copyright © 2016 Elsevier Inc. All rights reserved.

Redesigning Supervision: Alternative Models for Student Teaching and Field Experiences

ERIC Educational Resources Information Center

Rodgers, Adrian; Jenkins, Deborah Bainer

2010-01-01

In "Redesigning Supervision", active professionals in teacher education and professional development share research-based, alternative models for restructuring the way pre-service teachers are supervised. The authors examine the methods currently used and discuss how teacher educators have striven to change or renew these procedures. They then…

Problem Posing and Problem Solving in a Math Teacher's Circle

ERIC Educational Resources Information Center

Appleton, Eric; Farina, Solange; Holzer, Tyler; Kotelawala, Usha; Trushkowsky, Mark

2017-01-01

This article describes the New York City Community of Adult Math Instructors (CAMI), a math teachers' circle founded in November 2014. The authors share details about their own participation in CAMI to show the professional growth that research-based, peer-led professional development can offer for adult educators.

Professional Development of Teachers of Vocational Education. Reprint Series.

ERIC Educational Resources Information Center

Camp, William G.

A research and theory-based model proposed for the professional preparation and induction of vocational teachers suggests a collaborative problem-solving effort that would use a clinical approach to preservice preparation. Beginning teachers report problems not in subject material, but in instructional planning, delivery, and classroom management…

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

NASA Astrophysics Data System (ADS)

Amolins, Michael Wayne

The development of effective science educators has been a long-standing goal of the American education system. Numerous studies have suggested a breadth of professional development programs that have sought to utilize constructivist principles in order to orchestrate movement toward student-led, inquiry-based instruction. Very few, however, have addressed a missing link between the modern scientific laboratory and the traditional science classroom. While several laboratory-based training programs have begun to emerge in recent years, the skills necessary to translate this information into the classroom are rarely addressed. The result is that participants are often left without an outlet or the confidence to integrate these into their lessons. The purpose of this study was to examine the effectiveness of a laboratory-based professional development program focused on classroom integration and reformed science teaching principles. This was measured by the ability to invigorate its seven participants in order to achieve higher levels of success and fulfillment in the classroom. These participants all taught at public high schools in South Dakota, including both rural and urban locations, and taught a variety of courses. Participants were selected for this study through their participation in the Sanford Research/USD Science Educator Research Fellowship Program. Through the use of previously collected data acquired by Sanford Research, this study attempted to detail the convergence of three assessments in order to demonstrate the growth and development of its participants. First, pre- and post-program surveys were completed in order to display the personal and professional growth of its participants. Second, pre- and post-program classroom observations employing the Reformed Teaching Observation Protocol allowed for the assessment of pedagogical modifications being integrated by each participant, as well as the success of such modifications in constructively administering student-led and inquiry-based instruction. Finally, pre- and post-program focus groups allowed for an intimate view into how each participant utilized their time in the classroom, and how each perceived job satisfaction, challenges, and self-efficacy. The findings of these assessments supported the hypothesis that laboratory-based professional development and focused instruction on the pedagogy and integration of reformed teaching principles were constructive in cultivating the student-led and inquiry-based environment desired in the modern science classroom.

Substance-Treatment Professionals' Perceived Barriers to Incorporating Mindfulness Into Treatment.

PubMed

Edwards, Emily Rachel; Cohen, Mia Gintoft; Wupperman, Peggilee

2016-12-05

Despite scientific favor, psychological interventions supported by research are often underutilized by practitioners due to perceived obstacles in implementation. Increased transparency between researchers and practitioners throughout treatment development and dissemination is therefore necessary. The rising popularity of mindfulness-based approaches in the treatment of substance-use disorders suggests such transparency is necessary in further developing, disseminating, and implementing such approaches within the context of substance treatment. The present study aimed to increase transparency by surveying substance-treatment professionals regarding their perceptions of barriers to adopting mindfulness in the treatment of substance use. Substance-treatment professionals throughout the United States (N = 103) completed an online survey about their perceptions of potential barriers to implementing mindfulness into substance treatment. Overall, professionals were moderately familiar with mindfulness as a treatment for substance use. Approximately one-third reported providing mindfulness in substance treatment; however, only 7% reported providing mindfulness using a research-supported treatment manual. Across professionals of various backgrounds, the need for further training was rated as the greatest barrier to implementation. Results suggest that practitioners are generally familiar with and willing to implement mindfulness in the treatment of substance use. Future research and implementation efforts should focus on methods of increasing training availability, accessibility, and relevance to address the needs and expectations of substance-treatment professionals.

What Works: 20 Years of Curriculum Development and Research for Advanced Learners, 1988-2008

ERIC Educational Resources Information Center

VanTassel-Baska, Joyce, Ed.; Stambaugh, Tamra, Ed.

2009-01-01

The purpose of this document is to highlight "what works" based on the curriculum development and research work of the Center for Gifted Education during the past 20 years. Areas of study include curriculum development, instruction, assessment, and professional development. Through the use of the Integrated Curriculum Model as a template for …

National Athletic Trainers' Association Position Statement: Anabolic-Androgenic Steroids

PubMed Central

Kersey, Robert D.; Elliot, Diane L.; Goldberg, Linn; Kanayama, Gen; Leone, James E.; Pavlovich, Mike; Pope, Harrison G.

2012-01-01

This NATA position statement was developed by the NATA Research & Education Foundation. Objective This manuscript summarizes the best available scholarly evidence related to anabolic-androgenic steroids (AAS) as a reference for health care professionals, including athletic trainers, educators, and interested others. Background Health care professionals associated with sports or exercise should understand and be prepared to educate others about AAS. These synthetic, testosterone-based derivatives are widely abused by athletes and nonathletes to gain athletic performance advantages, develop their physiques, and improve their body image. Although AAS can be ergogenic, their abuse may lead to numerous negative health effects. Recommendations Abusers of AAS often rely on questionable information sources. Sports medicine professionals can therefore serve an important role by providing accurate, reliable information. The recommendations provide health care professionals with a current and accurate synopsis of the AAS-related research. PMID:23068595

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

PubMed

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

2012-01-01

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

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

ERIC Educational Resources Information Center

Campbell, Todd; Zuwallack, Rebecca; Longhurst, Max; Shelton, Brett E.; Wolf, Paul G.

2014-01-01

This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science teachers at the beginning and conclusion of a year of PD. Based on the analysis completed, Information…

Standards-Based Reform in the United States: History, Research, and Future Directions

DTIC Science & Technology

2008-12-01

conducted by professional organizations such as the National Council of Teachers of Mathematics . Although notions of what constitutes effective SBR have...some states and by various professional organizations, such as the curriculum standards developed by the National Council of Teachers of Mathematics ... NCTM ). The mathematics content frameworks developed in California in the 1980s and the 1989 NCTMCurriculum and Evaluation Standards for School

Case-based Long-term Professional Development of Science Teachers

NASA Astrophysics Data System (ADS)

Dori, Yehudit J.; Herscovitz, Orit

2005-10-01

Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case-based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case-based science teaching approach. The research accompanied the PD program throughout its 3-year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case-based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case-based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.

An exploratory international study into occupational therapy students' perceptions of professional identity.

PubMed

Ashby, Samantha E; Adler, Jessica; Herbert, Lisa

2016-08-01

The successful development and maintenance of professional identity is associated with professional development and retention in the health workforce. This paper explores students' perspectives on the ways pre-entry experiences and curricula content shape professional identity. An online cross-sectional survey was sent to students enrolled in the final year of entry-level programmes in five countries. Descriptive statistical analyses of data were completed. The results reflect the perceptions of 319 respondents from five countries. Respondents identified professional education (98%) and professional socialisation during placement (92%) as curricula components with the greatest influence on professional identity formation. Discipline-specific knowledge such as, occupation-focussed models and occupational science were ranked lower than these aspects of practice. The students' length of programme and level of entry-level programme did not impact on these results. When designing curricula educators need to be mindful that students perceive practice education and professional socialisation have the greatest affect on professional identity formation. The findings reinforce the need for curricula to provide students with a range of practice experiences, which allow the observation and application of occupation-based practices. It highlights a need for educators to provide university-based curricula activities, which better prepare students for a potential dissonance between explicit occupation-based curricula and observed practice education experiences. The study indicates the need for further research into the role curricula content, and in particular practice education, plays in the multidimensional formation of professional development within entry-level programmes. © 2016 Occupational Therapy Australia.

Developing Army Leaders through Increased Rigor in Professional Military Training and Education

DTIC Science & Technology

2017-06-09

leadership. Research Methodology An applied, exploratory, qualitative research methodology via a structured and focused case study comparison was...research methodology via a structured and focused case study comparison. Finally, it will discuss how the methodology will be conducted to make...development models; it serves as the base data for case study comparison. 48 Research Methodology and Data Analysis A qualitative research

From professional development for science teachers to student learning in science

NASA Astrophysics Data System (ADS)

Tinoca, Luis Fonseca

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

Synthesizing Single-Case Research to Identify Evidence-Based Practices: Some Brief Reflections

ERIC Educational Resources Information Center

Horner, Robert H.; Kratochwill, Thomas R.

2012-01-01

The purposes of this paper are to (a) propose an operational standard for defining a "practice," (b) encourage development of professional standards for visual and statistical analysis of single-case research, and (c) propose a standard for using single-case research results to identify practices that are "evidence-based." These topics are not new…

Reform-based science teaching: A mixed-methods approach to explaining variation in secondary science teacher practice

NASA Astrophysics Data System (ADS)

Jetty, Lauren E.

The purpose of this two-phase, sequential explanatory mixed-methods study was to understand and explain the variation seen in secondary science teachers' enactment of reform-based instructional practices. Utilizing teacher socialization theory, this mixed-methods analysis was conducted to determine the relative influence of secondary science teachers' characteristics, backgrounds and experiences across their teacher development to explain the range of teaching practices exhibited by graduates from three reform-oriented teacher preparation programs. Data for this study were obtained from the Investigating the Meaningfulness of Preservice Programs Across the Continuum of Teaching (IMPPACT) Project, a multi-university, longitudinal study funded by NSF. In the first quantitative phase of the study, data for the sample (N=120) were collected from three surveys from the IMPPACT Project database. Hierarchical multiple regression analysis was used to examine the separate as well as the combined influence of factors such as teachers' personal and professional background characteristics, beliefs about reform-based science teaching, feelings of preparedness to teach science, school context, school culture and climate of professional learning, and influences of the policy environment on the teachers' use of reform-based instructional practices. Findings indicate three blocks of variables, professional background, beliefs/efficacy, and local school context added significant contribution to explaining nearly 38% of the variation in secondary science teachers' use of reform-based instructional practices. The five variables that significantly contributed to explaining variation in teachers' use of reform-based instructional practices in the full model were, university of teacher preparation, sense of preparation for teaching science, the quality of professional development, science content focused professional, and the perceived level of professional autonomy. Using the results from phase one, the second qualitative phase selected six case study teachers based on their levels of reform-based teaching practices to highlight teachers across the range of practices from low, average, to high levels of implementation. Using multiple interview sources, phase two helped to further explain the variation in levels of reform-based practices. Themes related to teachers' backgrounds, local contexts, and state policy environments were developed as they related to teachers' socialization experiences across these contexts. The results of the qualitative analysis identified the following factors differentiating teachers who enacted reform-based instructional practices from those who did not: 1) extensive science research experiences prior to their preservice teacher preparation; 2) the structure and quality of their field placements; 3) developing and valuing a research-based understanding of teaching and learning as a result of their preservice teacher preparation experiences; 4) the professional culture of their school context where there was support for a high degree of professional autonomy and receiving support from "educational companions" with a specific focus on teacher pedagogy to support student learning; and 5) a greater sense of agency to navigate their districts' interpretation and implementation of state polices. Implications for key stakeholders as well as directions for future research are discussed.

Using Educational Design Research Methods to Examine the Affordances of Online Games for Teacher Learning

ERIC Educational Resources Information Center

Vrasidas, Charalambos; Solomou, Maria

2013-01-01

The purpose of this research was to examine the affordances and opportunities from using online games in teacher professional development. Following an educational design research approach, we developed an environment to provide opportunities for in-service teachers to engage in-game-based activities. Our work presented in this manuscript was of…

Teachers as Researchers: Supporting Professional Development.

ERIC Educational Resources Information Center

Gennaoui, Michele; Kretschmer, Robert E.

1996-01-01

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

Teachers' Learning in School-Based Development

ERIC Educational Resources Information Center

Postholm, May Britt; Waege, Kjersti

2016-01-01

Background and purpose: Many researchers agree that teachers' learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the…

Development and Validation of the Educational Technologist Multimedia Competency Survey

ERIC Educational Resources Information Center

Ritzhaupt, Albert D.; Martin, Florence

2014-01-01

The purpose of this research study was to identify the multimedia competencies of an educational technologist by creating a valid and reliable survey instrument to administer to educational technology professionals. The educational technology multimedia competency survey developed through this research is based on a conceptual framework that…

Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

ERIC Educational Resources Information Center

Shanks, Joyce

2016-01-01

The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

Why We Belong - Exploring Membership of Healthcare Professionals in an Intensive Care Virtual Community Via Online Focus Groups: Rationale and Protocol

PubMed Central

Hansen, Margaret; Jackson, Debra; Elliott, Doug

2016-01-01

Background Many current challenges of evidence-based practice are related to ineffective social networks among health care professionals. Opportunities exist for multidisciplinary virtual communities to transcend professional and organizational boundaries and facilitate important knowledge transfer. Although health care professionals have been using the Internet to form virtual communities for many years, little is known regarding “why” they join, as most research has focused on the perspective of “posters,” who form a minority of members. Objective Our aim was to develop a comprehensive understanding of why health care professionals belong to a virtual community (VC). Methods A qualitative approach will be used to explore why health care professionals belong to an intensive care practice-based VC, established since 2003. Three asynchronous online focus groups will be convened using a closed secure discussion forum. Participants will be recruited directly by sending emails to the VC and a Google form used to collect consent and participant demographics. Participants will be stratified by their online posting behaviors between September 1, 2012, and August 31, 2014: (1) more than 5 posts, (2) 1-5 posts, or (3) no posts. A question guide will be used to guide participant discussion. A moderation approach based on the principles of focus group method and e-moderation has been developed. The main source of data will be discussion threads, supported by a research diary and field notes. Data analysis will be undertaken using a thematic approach and framed by the Diffusion of Innovation theory. NVivo software will be used to support analyses. Results At the time of writing, 29 participants agreed to participate (Focus Group 1: n=4; Focus Group 2: n=16; Focus Group 3: n=9) and data collection was complete. Conclusions This study will contribute to a growing body of research on the use of social media in professional health care settings. Specifically, we hope results will demonstrate an enhancement of health care professionals’ social networks and how VCs may improve knowledge distribution and patient care outcomes. Additionally, the study will contribute to research methods development in this area by detailing approaches to understand the effectiveness of online focus groups as a data collection method for qualitative research methods. PMID:27296929

Professionalism of Lecturers at Faculty of Education

NASA Astrophysics Data System (ADS)

Tangkere, T. F. S.; Langitan, F. W.; Maukar, S. M. D.; Roring, R. F.

2018-02-01

The main objective of this research was to get the picture pertaining to the professionalization of Lecturers at Faculty of Education in Manado State University, Indonesia. The research method was naturalistic inquiry with qualitative approach. The research techniques were: deep interview, participative observation and document study. The data were analyzed by: data reduction, data display and conclusions, while the validation of data was done by four criteria, namely: credibility, transferability, dependability and conformability. The collecting procedure and data recording were done through observation and interviews. From the findings and conclusions, it can be identified that professionalization of Lecturers at Faculty of Education in Manado State University has been well processed. This can be proved by fulfillment of the minimum academic standard Ninety-one out of the total l12 lecturers has been certified. Based on conclusions, the researcher recommends that the teacher always develop their capability through increasing their academic qualification, self-development through attending educational trainings, conducting more research and publishing those researches through accredited journals. Dean of every Faculty and also execute supporting activities which will support self-development of the lectures and increase the budget for research of the lecturers.

Enhancing the Impact of Evidence-Based Publications on K-12 ESL Teacher Practices

ERIC Educational Resources Information Center

Abbott, Marilyn L.; Lee, Kent; Rossiter, Marian J.

2017-01-01

The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related…

Essential KPIs for School Nutrition Program Success

ERIC Educational Resources Information Center

Rushing, Keith

2017-01-01

Purpose/Objectives: The purpose of the project was to develop a research based resource to support SN professionals in effectively utilizing KPIs to manage their programs. Methods: This project consisted of four phases. In Phase 1, a think tank of eight school nutrition professionals identified the general topic areas and format for the resource.…

Analysis of Video-Based Training Approaches and Professional Development

ERIC Educational Resources Information Center

Leblanc, Serge

2018-01-01

The use of videos to analyze teaching practices or initial teacher training is aimed at helping build professional skills by establishing more explicit links between university education and internships and practical work in the schools. The purpose of this article is to familiarize the English-speaking community with French research via a study…

Comparative Analysis of Legislative Provision of Adult Education in the USA and Canada (Case Study: Professional Development of Tourism Employees)

ERIC Educational Resources Information Center

Babushko, Svitlana

2014-01-01

Today Ukraine is in the process of establishing an integral base for adult education and the system of employees' professional development. Hence, the research of the experience of the countries with a fixed, ramified, but integral system of normative and juridical documents in the above-mentioned fields can be of great use. Addressing to the USA…

The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement

ERIC Educational Resources Information Center

Peretin, Janeen

2014-01-01

This study was designed to determine whether or not the use of focused professional development using a checklist based on the Common Core State Standards Mathematical Practices impacted students' math scores as measured by an assessment that requires the use of the practices. Additionally, the researcher sought to determine whether or not the use…

Game Coaching System Design and Development: A Retrospective Case Study of FPS Trainer

ERIC Educational Resources Information Center

Tan, Wee Hoe

2013-01-01

This paper is a retrospective case study of a game-based learning (GBL) researcher who cooperated with a professional gamer and a team of game developers to design and develop a coaching system for First-Person Shooter (FPS) players. The GBL researcher intended to verify the ecological validity of a model of cooperation; the developers wanted to…

An evaluation of a science professional development model: Examining participants' learning and use of new knowledge and skills, organizational support and change, and student learning outcomes

NASA Astrophysics Data System (ADS)

Zender, Georgi Anne

The problem of this study was to determine in what ways science professional development would support kindergarten through sixth grade teachers in their implementation of a revised curriculum. The problem centered on evaluating the relationship between professional development involvement and teachers' learning and use of new knowledge and skills, organizational support and change, and student learning outcomes. Using data derived from survey responses and other sources (e.g., test scores, financial records, etc.), this study examined use of a science course of study, use of activities/experiments from workshops, use and adequacy of materials adoptions, administrative support, and achievement scores. This research was completed using an Ex Post Facto research design. Using the General Linear Model and causal-comparative analyses, thus study significantly concluded that teachers with a higher level of involvement in science professional development were more likely to use the revised course of study for lesson planning and to perceive materials adoptions as being adequate, and that districts that had participated in science professional development to revise curriculum showed more gains in student learning outcomes. Data on teachers' learning and use of new knowledge and skills implied that districts needed to continue to design teacher leadership situations that implement long-term professional development, build capacity for shared decision making, create a supportive environment for leaders, and incorporate assessments. Teacher leaders needed to actively engage in action research as a professional development strategy to promote reflection on their teaching and student learning. Data on organizational support and change implied that without logistical and financial support for teaching and learning in terms of hands-on materials, teachers would be unable to support future curriculum improvement efforts. Building principals needed to play a more active role in the implementation of curriculum. Data on student learning outcomes implied that both content knowledge and inquiry skills were critical bases for curriculum in terms of teacher efficacy and student achievement. Teachers needed to examine student work as a professional development strategy to also promote reflection on teaching and learning. Further research and professional development in the area of science assessment, in terms of scientific content and processes, was suggested.

Experience Based Internships, 1985. Annual Summary Report.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR.

During 1985, the Center for Professional Development of the Northwest Regional Educational Laboratory identified and supported five internships in various aspects of educational research and development work. Programs with which the interns were affiliated included a goal-based education program, the Center for Sex Equity, an assessment and…

Current and future health care professionals attitudes toward and knowledge of statistics: How confidence influences learning.

PubMed

Baghi, Heibatollah; Kornides, Melanie L

2013-01-01

Health care professionals require some understanding of statistics to successfully implement evidence based practice. Developing competency in statistical reasoning is necessary for students training in health care administration, research, and clinical care. Recently, the interest in healthcare professional's attitudes toward statistics has increased substantially due to evidence that these attitudes can hinder professionalism developing an understanding of statistical concepts. In this study, we analyzed pre- and post-instruction attitudes towards and knowledge of statistics obtained from health science graduate students, including nurses and nurse practitioners, enrolled in an introductory graduate course in statistics (n = 165). Results show that the students already held generally positive attitudes toward statistics at the beginning of course. However, these attitudes-along with the students' statistical proficiency-improved after 10 weeks of instruction. The results have implications for curriculum design and delivery methods as well as for health professionals' effective use of statistics in critically evaluating and utilizing research in their practices.

An exploration of role model influence on adult nursing students' professional development: A phenomenological research study.

PubMed

Felstead, Ian S; Springett, Kate

2016-02-01

Patients' expectations of being cared for by a nurse who is caring, competent, and professional are particularly pertinent in current health and social care practice. The current drive for NHS values-based recruitment serves to strengthen this. How nursing students' development of professionalism is shaped is not fully known, though it is acknowledged that their practice experience strongly shapes behaviour. This study (in 2013-14) explored twelve adult nursing students' lived experiences of role modelling through an interpretive phenomenological analysis approach, aiming to understand the impact on their development as professional practitioners. Clinical nurses influenced student development consistently. Some students reported that their experiences allowed them to learn how not to behave in practice; a productive learning experience despite content. Students also felt senior staff influence on their development to be strong, citing 'leading by example.' The impact of patients on student professional development was also a key finding. Through analysing information gained, identifying and educating practice-based mentors who are ready, willing, and able to role model professional attributes appear crucial to developing professionalism in nursing students. Those involved in nurse education, whether service providers or universities, may wish to acknowledge the influence of clinical nurse behaviour observed by students both independent of and in direct relation to care delivery and the impact on student nurse professional development. A corollary relates to how students should be guided and briefed/debriefed to work with a staff to ensure their exposure to a variety of practice behaviours. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

Sadovets, Olesia

2017-01-01

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

NASA GSFC Opportunities for STEM Professionals Using the Vantage Point of Space

NASA Technical Reports Server (NTRS)

Meeson, Blanche W.; Robbins, Geraldine B.

2012-01-01

NASA has a variety of learning opportunities for STEM professionals. Three opportunities at GSFC are examined in this chapter: 1) standard summer research and development internship for undergraduates, 2) senior internship for undergraduate and graduate students and 3) a workshop series for informal learning center professionals. We describe these programs, examine their evolution with respect to most effective education practices and their assessment and evaluation, and identify the similarities and differences between them. The internship programs highlight authentic project-based research and development experiences with the senior internship providing a richer, deeper, and more demanding experience that has greater professional value. The workshops for informal learning center professionals on-the-other hand, focus on building knowledge of GSFC s science and engineering strengths among these professionals, and on building enduring partnerships between individuals (participants and GSFC scientist, engineers and educators) and between organizations (GSFC and the informal learning center). Finally, we examine the characteristics of these programs from a design and management perspective. Through this examination we identify a general structure that provides insight into more effective design and management of similar education programs.

The START Collaboratory: Broadening Participation in Astronomy Research

NASA Astrophysics Data System (ADS)

Pennypacker, C. R.; Raddick, M. J.; Greenberg, G. J.; Hoette, V.; Meredith, K.

2005-12-01

The START Collaboratory is a three-year, NSF-funded project to create a Web-based national astronomy research collaboratory for high school students that will bring authentic scientific research to classrooms across the country. The project brings together the resources and experience of Hands-On Universe at the University of California at Berkeley, the Sloan Digital Sky Survey / National Virtual Observatory at Johns Hopkins University and the Northwestern University Collaboratory Project. START Collaboratory documents enable students to create, share and discuss Web-based astronomy research notebooks and research reports. These documents include seamless access to gigabytes of searchable data from the SDSS and the NVO. The START Collaboratory also supports observation requests to a "Telescope Request Broker" that automatically coordinates access to telescopes around the world, and a Web Visualization Tool for visualization and measurement of FITS files from professional observatories or user observations. The project has developed a set of research scenarios that use real astronomical problems to introduce students to the resources and tools available through the START Collaboratory. These scenarios also introduce a model for network-based collaboration that engages students, teachers and professional scientists. Great attention has been paid to ensuring that the research scenarios result in accurate and authentic research products that are of real interest to working astronomers. With the START Collaboratory, students will study science by doing science, generating useful scientific results just as professional astronomers do. As the third and last year of the project finalizes integrating tools and resources, an NSF-funded two-year CI-TEAM project with the Adler Planetarium will begin to create a professional development program for high school teachers interested in learning how to use the START Collaboratory to engage their students in astrophysical research. Through this program, we will begin to implement the tools and research scenarios that we have designed.

Professional Development Strategically Connecting Mathematics and Science: The Impact on Teachers' Confidence and Practice

ERIC Educational Resources Information Center

Baxter, Juliet A.; Ruzicka, Angie; Beghetto, Ronald A.; Livelybrooks, Dean

2014-01-01

The press to integrate mathematics and science comes from researchers, business leaders, and educators, yet research that examines ways to support teachers in relating these disciplines is scant. Using research on science and mathematics professional development, we designed a professional development project to help elementary teachers improve…

Producing "Industry-Ready" Doctorates: Australian Cooperative Research Centre Approaches to Doctoral Education

ERIC Educational Resources Information Center

Harman, Kay M.

2004-01-01

How the experience of science-based Ph.D. students working in or funded by Australian Cooperative Research Centres (CRCs) compares with their peers in regular university science-based departments is the key focus of this article. CRC doctoral programmes that integrate industry needs with professional development offer an alternative to traditional…

The Appreciative Pedagogy of Palliative Care: Arts-Based or Evidence-Based?

ERIC Educational Resources Information Center

Lander, Dorothy A.; Graham-Pole, John R.

2006-01-01

The authors integrate poetry and narrative into their self-study application of the research methodology known as Appreciative Inquiry (AI) focused on: (a) their personal and professional practice and development; (b) their teaching practice in universities and informal/popular education settings; and, (c) their educational research in the area of…

Professional Identities: What Is Professional about Professional Communication?

ERIC Educational Resources Information Center

Faber, Brenton

2002-01-01

Reviews: (1) ways in which researchers have used the term "professional communication"; (2) democratic and knowledge-based contradictions between rhetorical scholarship and professional powers; and (3) current challenges facing professional workers. Argues that if professional communication research and teaching are to remain prominent…

Proceedings of Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division (20th, St. Louis, Missouri, February 18-22, 1998).

ERIC Educational Resources Information Center

Maushak, Nancy J., Ed.; Schlosser, Charles, Ed.; Lloyd, Thomas N., Ed.; Simonson, Michael, Ed.

1998-01-01

Subjects addressed by the 55 papers in this proceedings include: teaching literacy; hypermedia navigation and design; creating a community of thinkers; analysis-based message design; learner-instruction interactions; representation of time-based information in visual design; presentation interference; professional development through anecdotes;…

Educational Reform, Enquiry-Based Learning and the Re-Professionalisation of Teachers

ERIC Educational Resources Information Center

Williamson, Ben; Morgan, John

2009-01-01

This article explores the implications for teacher education and continuous professional development (CPD) of enquiry-based learning, by drawing specifically on data collected during a four-year curriculum development and research project, Enquiring Minds (2005-9). Within the partnership approach to curriculum design endorsed by the project,…

Lifelong Learning: Web-Based Information Literacy Module for Merchandisers

ERIC Educational Resources Information Center

Hines, Jean D.; Frey, Diane K.; Swinker, Mary E.

2005-01-01

Universities are strategically positioned to serve as a vital impetus in developing pre-professionals' lifelong learning skills. The development of a Web portal, InfoWIZARD, a tool for integrating information literacy and information technology in problem-based research assignments is described in this article. InfoWIZARD includes 20 modules in…

Using a Community-Engaged Research (CEnR) approach to develop and pilot a photo grid method to gain insights into early child health and development in a socio-economic disadvantaged community.

PubMed

Lowrie, Emma; Tyrrell-Smith, Rachel

2017-01-01

This paper reports on the use of a Community-Engaged Research (CEnR) approach to develop a new research tool to involve members of the community in thinking about priorities for early child health and development in a deprived area of the UK. The CEnR approach involves researchers, professionals and members of the public working together during all stages of research and development.Researchers used a phased approach to the development of a Photo Grid tool including reviewing tools which could be used for community engagement, and testing the new tool based on feedback from workshops with local early years professionals and parents of young children.The Photo Grid tool is a flat square grid on which photo cards can be placed. Participants were asked to pace at the top of the grid the photos they considered most important for early child health and development, working down to the less important ones at the bottom. The findings showed that the resulting Photo Grid tool was a useful and successful method of engaging with the local community. The evidence for this is the high numbers of participants who completed a pilot study and who provided feedback on the method. By involving community members throughout the research process, it was possible to develop a method that would be acceptable to the local population, thus decreasing the likelihood of a lack of engagement. The success of the tool is therefore particularly encouraging as it engages "seldom heard voices," such as those with low literacy. The aim of this research was to consult with professionals and parents to develop a new research toolkit (Photo Grid), to understand community assets and priorities in relation to early child health and development in Blackpool, a socio-economic disadvantaged community. A Community-Engaged Research (CEnR) approach was used to consult with community members. This paper describes the process of using a CEnR approach in developing a Photo Grid toolkit. A phased CEnR approach was used to design, test and pilot a Photo Grid tool. Members of the Blackpool community; parents with children aged 0-4 years, health professionals, members of the early year's workforce, and community development workers were involved in the development of the research tool at various stages. They were recruited opportunistically via a venue-based time-space sampling method. In total, 213 parents and 18 professionals engaged in the research process. Using a CEnR approach allowed effective engagement with the local community and professionals, evidence by high levels of engagement throughout the development process. This approach improved the acceptability and usability of the resulting Photo Grid toolkit. Community members found the method accessible, engaging, useful, and thought provoking. The Photo Grid toolkit was seen by community members as accessible, engaging, useful and thought provoking in an area of high social deprivation, complex problems, and low literacy. The Photo Grid is an adaptable tool which can be used in other areas of socio-economic disadvantage to engage with the community to understand a wide variety of complex topics.

Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment

NASA Astrophysics Data System (ADS)

Paik, Sunhee; Zhang, Meilan; Lundeberg, Mary A.; Eberhardt, Jan; Shin, Tae Seob; Zhang, Tianyi

2011-08-01

Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or how well professional development helps teachers link their instruction to these standards. This study examined the impact of a professional development program for K-12 science teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a 2-week summer workshop that used Problem-Based Learning for improving teachers' content knowledge and pedagogical content knowledge. Researchers surveyed participating teachers about the change of teachers' preparedness for standards-based teaching, their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating teachers expected to learn instructional strategies and enhance science content knowledge through professional development, and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve their goals in terms of teaching within state curriculum standards. These findings have important implications for designing professional development to help teachers align instruction with curriculum standards.

Beyond the Labor Market Paradigm: A Social Network Perspective on Teacher Recruitment and Retention

ERIC Educational Resources Information Center

Baker-Doyle, Kira

2010-01-01

This article identifies limits of the dominant labor market perspective (LMP) in research on teacher recruitment and retention and describes how research that incorporates a social network perspective (SNP) can contribute to the knowledge base and development of teacher education, staffing, and professional development approaches. A discussion of…

A Collaborative Diagonal Learning Network: The role of formal and informal professional development in elementary science reform

NASA Astrophysics Data System (ADS)

Cooke-Nieves, Natasha Anika

Science education research has consistently shown that elementary teachers have a low self-efficacy and background knowledge to teach science. When they teach science, there is a lack of field experiences and inquiry-based instruction at the elementary level due to limited resources, both material and pedagogical. This study focused on an analysis of a professional development (PD) model designed by the author known as the Collaborative Diagonal Learning Network (CDLN). The purpose of this study was to examine elementary school teacher participants pedagogical content knowledge related to their experiences in a CDLN model. The CDLN model taught formal and informal instruction using a science coach and an informal educational institution. Another purpose for this research included a theoretical analysis of the CDLN model to see if its design enabled teachers to expand their resource knowledge of available science education materials. The four-month-long study used qualitative data obtained during an in-service professional development program facilitated by a science coach and educators from a large natural history museum. Using case study as the research design, four elementary school teachers were asked to evaluate the effectiveness of their science coach and museum educator workshop sessions. During the duration of this study, semi-structured individual/group interviews and open-ended pre/post PD questionnaires were used. Other data sources included researcher field notes from lesson observations, museum field trips, audio-recorded workshop sessions, email correspondence, and teacher-created artifacts. The data were analyzed using a constructivist grounded theory approach. Themes that emerged included increased self-efficacy; increased pedagogical content knowledge; increased knowledge of museum education resources and access; creation of a professional learning community; and increased knowledge of science notebooking. Implications for formal and informal professional development in elementary science reform are offered. It is suggested that researchers investigate collaborative coaching through the lenses of organizational learning network theory, and develop professional learning communities with formal and informal educators; and that professional developers in city school systems and informal science institutions work in concert to produce more effective elementary teachers who not only love science but love teaching it.

Partnering with patients in translational oncology research: ethical approach.

PubMed

Mamzer, Marie-France; Duchange, Nathalie; Darquy, Sylviane; Marvanne, Patrice; Rambaud, Claude; Marsico, Giovanna; Cerisey, Catherine; Scotté, Florian; Burgun, Anita; Badoual, Cécile; Laurent-Puig, Pierre; Hervé, Christian

2017-04-08

The research program CARPEM (cancer research and personalized medicine) brings together the expertise of researchers and hospital-based oncologists to develop translational research in the context of personalized or "precision" medicine for cancer. There is recognition that patient involvement can help to take into account their needs and priorities in the development of this emerging practice but there is currently no consensus about how this can be achieved. In this study, we developed an empirical ethical research action aiming to improve patient representatives' involvement in the development of the translational research program together with health professionals. The aim is to promote common understanding and sharing of knowledge between all parties and to establish a long-term partnership integrating patient's expectations. Two distinct committees were settled in CARPEM: an "Expert Committee", gathering healthcare and research professionals, and a "Patient Committee", gathering patients and patient representatives. A multidisciplinary team trained in medical ethics research ensured communication between the two committees as well as analysis of discussions, minutes and outputs from all stakeholders. The results highlight the efficiency of the transfer of knowledge between interested parties. Patient representatives and professionals were able to identify new ethical challenges and co-elaborate new procedures to gather information and consent forms for adapting to practices and recommendations developed during the process. Moreover, included patient representatives became full partners and participated in the transfer of knowledge to the public via conferences and publications. Empirical ethical research based on a patient-centered approach could help in establishing a fair model for coordination and support actions during cancer research, striking a balance between the regulatory framework, researcher needs and patient expectations. Our approach addresses the concept of translational ethics as a way to handle the main remaining gap between combining care and research activities in the medical pathway and the existing framework.

Developing a Professional Vision of Classroom Practices of a Mathematics Teacher: Views from a Researcher and a Teacher

ERIC Educational Resources Information Center

Ho, Kai Fai; Tan, Preston

2013-01-01

The term "professional vision" points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher's interest was to capture and study notable aspects of the teacher's practice. Through a coding scheme, disparate…

Transfer of training through a science education professional development program

NASA Astrophysics Data System (ADS)

Sowards, Alan Bosworth

Educational research substantiates that effective professional development models must be developed in order for reform-based teaching strategies to be implemented in classrooms. This study examined the effectiveness of an established reform-based science education professional development program, Project LIFE. The study investigated what impact Project LIFE had on participants implementation of reform-based instruction in their classroom three years after participation in the science inservice program. Participants in the case studies described use of reform-based instruction and program factors that influenced transfer of training to their classrooms. Subjects of the study were 5th--10th grade teachers who participated in the 1997--98 Project LIFE professional development program. The study employed a mixed design including both qualitative and quantitative methodology. The qualitative data was collected from multiple sources which included: an open-ended survey, classroom observations, structured interviews, and artifacts. Three purposeful selection of teachers for case studies were made with teacher approval and authorization from building principals. Interview responses from the three case studies were further analyzed qualitatively using the microcomputer software NUD*IST. Tables and figures generated from NUD*IST graphically represented the case study teachers response and case comparison to six established categories: (1) continued implementation of reform-based instruction, (2) use of reform-based instruction, (3) program factors supporting transfer of training, (4) professional development, (5) goals of Project LIFE, and (6) critical issues in science education. Paired t-tests were used to analysis the quantitative data collected from the Survey of Attitudes Toward Science and Science Teaching. The study concluded the 1997--98 Project LIFE participants continued to implement reform-based instruction in their classrooms three years later. According to the teachers the program factors having the most influence on transferring training to their classroom were the positive responses from students; reflections with other teachers regarding instructional activities and strategies; modeling of activities and strategies they received from Project LIFE staff while participating in the program; and teachers commitment to reform-based instruction. These findings are important in enhancing national science reform goals. In order for teachers to be able to implement science-reform-based instruction in their classrooms they must experience effective professional development models. Designers of professional development programs must understand which factors in staff development programs most contribute to transfer of training.

An analysis of zoo and aquarium provided teacher professional development

NASA Astrophysics Data System (ADS)

Kubarek-Sandor, Joy

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

Professional Development in the Vocational Education and Training Workforce. Occasional Paper

ERIC Educational Resources Information Center

Guthrie, Hugh

2010-01-01

This paper is based on one prepared for South Australia's Training and Skills Commission. It comes at a time of strong interest in the quality and professionalism of the vocational education and training (VET) workforce. This interest is underpinned by research into what constitutes quality teaching, as well as initiatives such as the strategic…

Developing Practices in Teachers' Professional Dialogue in England: Using Coaching Dimensions as an Epistemic Tool

ERIC Educational Resources Information Center

Lofthouse, Rachel; Hall, Elaine

2014-01-01

This paper demonstrates how teachers who were working in a range of developmental relationships with researchers used Coaching Dimensions to understand, describe, analyse and improve the quality of their coaching and mentoring conversations. The findings are based on analysis of transcriptions of case studies of one-to-one professional dialogue…

Research on the Reform of the Preliminary Course of Architectural Design Based on Innovation & Practice Ability Training

ERIC Educational Resources Information Center

Yuping, Cai; Shuang, Liang

2017-01-01

The traditional undergraduate education mode of architecture has been unable to adapt to the rapid development of society. Taking the junior professional course of architecture--the preliminary course of architectural design as an example, this paper analyzes the problems existing in the current professional courses of lower grades, puts forward…

Implementing a New Model for Teachers' Professional Learning in Papua New Guinea

ERIC Educational Resources Information Center

Honan, Eileen; Evans, Terry; Muspratt, Sandy; Paraide, Patricia; Reta, Medi; Baroutsis, Aspa

2012-01-01

This article reports on a study that investigates the possibilities of developing a professional learning model based on action research that could lead to sustained improvements in teaching and learning in schools in remote areas of Papua New Guinea. The issues related to the implementation of this model are discussed using a critical lens that…

The Assessment of Professional Standard Competence of Teachers of Students with Visual Impairments

ERIC Educational Resources Information Center

Lee, Hae-Gyun; Kim, Jung-Hyun; Kang, Jong-Gu

2008-01-01

The purpose of this study was to assess the level of competence needed for teachers of the visually impaired. The assessment was based on Professional Standard Competence developed by the Council for Exceptional Children (CEC) for special education teachers in 2001. The researchers used questionnaires to acquire information about 190 South Korean…

Exploring the Link between Experienced Teachers' Learning Outcomes and Individual and Professional Learning Community Characteristics

ERIC Educational Resources Information Center

Vanblaere, Bénédicte; Devos, Geert

2016-01-01

The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers' learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several…

A Study of the Vestiges of Studio Classroom Projects in Two Middle School Mathematics Departments

ERIC Educational Resources Information Center

Nordquist, Lora

2010-01-01

Lesson study, a form of school-based professional development widely practiced in Japan, has gained popularity in the United States over the last two decades. However, research on its effectiveness has been limited in scope, typically conducted shortly after the conclusion of the professional learning and focused primarily on the practices of…

Influence of professional drivers' personality traits on road traffic safety: case study.

PubMed

Živković, Snežana; Nikolić, Vesna; Markič, Mirko

2015-01-01

The purpose of this paper is to present basic elements of the research directed at identifying and determining the personality traits of professional drivers that affect safe, secure and enjoyable ride on public roads. A quantitative method has been used here, whereas data were acquired from a questionnaire based on a sample of 59 professional drivers. Determining personality traits of professional drivers that are in correlation with a safe and pleasant ride on the roads has been enabled by applying the five-factor model of personality ('Big Five') and the Personality Inventory NEO-PI. From these results it was concluded that safe operation of the vehicle in traffic involves the successful 'conduct' of oneself, which recognises the importance of certain personality traits of professional drivers for traffic safety and the need for appropriate professional selection in the case of employment of professional drivers. Research results implicate development of educational programmes aimed at achieving harmony of psychological, physical and sensory health, that is, programmes for permanent informing, educating and training professional drivers for defensive driving. The research opens the way for new research tasks that should help in creating a specific structure of curricula that can be used in a variety of transportation companies and enterprises to improve general and public safety.

Undergraduate Research Experience in Ocean/Marine Science (URE-OMS)

DTIC Science & Technology

2003-09-30

The URE-Ocean/Marine Science program supports active research participation by undergraduate students in remote sensing and GIS. The program is based on a model for undergraduate research programs supported by the National Science Foundation . URE project features mentors, research projects, and professional development opportunities. It is the long-term goal

Practitioner Research and Professional Development in Education

ERIC Educational Resources Information Center

Campbell, Anne; McNamara, Olwen; Gilroy, Peter

2004-01-01

This book aims to support and prepare practitioners to undertake small-scale inquiries and research investigations. The processes of research and inquiry-based learning help teachers come to terms with the complexities and challenges of teaching as their responsibilities widen to include the notion of the teacher as researcher. This major shift in…

Turning the Table on Professional Development in Mathematics by Setting the Stage for Teacher-Led Inquiry: An Action Research Study

ERIC Educational Resources Information Center

McCullough, Sabrina D.

2016-01-01

This action research study investigated the change in professional development model in the acquisition of content knowledge for fourth-grade math teachers. The current professional development atmosphere is a traditional "sit and get" opportunity. However, research offers that teachers should be active participants in their learning.…

Teacher Research as a Robust and Reflective Path to Professional Development

ERIC Educational Resources Information Center

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

2010-01-01

This article explores the role of teacher research as part of a robust program of professional development. Teacher research offers teachers at every stage of development a recursive and reflective means of bridging the gap between current practice and potential professional growth. The purpose of this dual level inquiry was to probe the concept…

Online learning: the potential for occupational therapy education.

PubMed

Hollis, Vivien; Madill, Helen

2006-01-01

Online learning continues to have a significant impact on higher education. Increasingly students seek a combination of online learning and face-to-face instruction at undergraduate and graduate levels and occupational therapists ask for online continuing professional development opportunities. However, occupational therapy educators have been slow to adopt web-based instructional technology. This paper presents background information on the use of web-based learning in the general sphere of higher education and outlines the current range of usage in occupational therapy education. Research findings are presented to stimulate discussion regarding online learning and occupational therapy professional socialisation, student satisfaction and outcomes. There is a fine line between full and partial online course delivery, so research on technology-enhanced campus-based delivery is also included in the review. Evidence suggests that blending combinations of technologies with computer mediated learning enhances interaction and could address the higher order learning needs of professional programmes such as occupational therapy.

Self-Disclosure and Spiritual Well-Being in Pastors Seeking Professional Psychological Help.

PubMed

Salwen, Erik D; Underwood, Lee A; Dy-Liacco, Gabriel S; Arveson, Kathleen R

2017-01-01

Pastoral mental health is a topic that has only rarely been researched empirically in the psychological literature, yet a pastor's mental health can have a significant impact on churches, communities, and even nations (Royal and Thompson, Journal of Psychology and Christianity, 31 (3), 195-204, 2012). One of the thoughts prompting this research is that evangelical pastors might be expected to resist the findings of psychological research and lack understanding of specific mental illnesses they are potentially facing. Combined with historical and cultural dynamics that could influence resistance to professional psychological help, evangelical pastors have personal, internal factors that could also strengthen resistance, including the researched issues of self-disclosure flexibility and spiritual well-being. A correlational research design with multivariate regression was used to determine potentially significant or predictive relationships between the relevant factors. Among evangelical seminary students ( N  = 251) preparing for parish-based pastoral ministry, this research determined that no significant relationship, predictive or otherwise, existed between self-disclosure flexibility, spiritual well-being, and attitudes toward seeking professional psychological help. Implications include a shift in focus toward external factors influencing pastors' help-seeking attitudes, such as the need for the mental health community to develop connections with evangelical pastors and the development of more support for Christian mental health professionals in the larger evangelical community.

Using misconceptions research in the design of optics instructional materials and teacher professional development programs

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Dokter, Erin F.; Walker, Constance E.; Sparks, Robert T.

2007-06-01

To create the Hands-On Optics program and its associated instructional materials, we needed to understand a number of basic optics misconceptions held by children (and adults) and how to address them through a proper educational approach. The activities have been built with an understanding of the naïve concepts many people have about light, color, and optical phenomena in general. Our own experience is that the concepts that children and adults have of light are often not that different from each other. This paper explores the most common misconceptions about light and color, according to educational research, and describes how they can be addressed in optics education programs. This understanding of misconceptions was useful as well in the professional development component of the program where educators were trained on the Hands-On Optics modules. The professional development work for the optics industry volunteers who worked with the educators was also based on research on how an optics professional can work more effectively in multi-cultural settings-an area with great applicability to industry volunteers working in the very different culture of science centers or after-school programs.

The Online Parent Information and Support project, meeting parents' information and support needs for home-based management of childhood chronic kidney disease: research protocol.

PubMed

Swallow, Veronica; Knafl, Kathleen; Sanatacroce, Sheila; Hall, Andrew; Smith, Trish; Campbell, Malcolm; Webb, Nicholas J A

2012-09-01

This article is a report of a protocol for studying the development and evaluation of an online parent information and support package for home-based care of children with chronic kidney disease stages 3-5. The study is funded by a National Institute of Health Research, Research for Patient Benefit Grant awarded (December 2010). Approval to undetake the study was obtained from the Department of Health National Research Ethics Service (June 2011). Children with chronic kidney disease require skilled, home-based care by parents, supported by professionals. Parents have identified a need for continuously available online resources to supplement professional support, and structured resources tailored to parents' needs are highlighted by policy makers as key to optimizing care; yet, online resource provision is patchy with little evidence base. Using mixed methods, we will (i) conduct parent/child/young person/professional/patient and parent volunteer focus groups to explore views on existing resources, (ii) collaboratively define gaps in provision, identify desirable components, develop/test resources and conduct a feasibility randomized controlled trial, and (iii) of usual professional support versus usual support supplemented by the package. Eighty parents of children with chronic kidney disease will be randomized. Primary outcomes will assess parents' self-efficacy and views of resources, using standardized measures at entry and 24 weeks, and semi-structured interviews at 24 weeks. We will finalize trial components for a later definitive trial. By working collaboratively, we will derive a detailed insight into parents' information and support needs and experiences of using the package, and should see improved parental self-efficacy. © 2012 Blackwell Publishing Ltd.

A web-based fact sheet series for grandparents raising grandchildren and the professionals who serve them.

PubMed

Brintnall-Peterson, Mary; Poehlmann, Julie; Morgan, Kari; Shlafer, Rebecca

2009-04-01

To develop and evaluate a series of web-based fact sheets for grandparents raising grandchildren. The fact sheets focus on child development issues that grandparents may face when raising their grandchildren. The fact sheets were developed using research on attachment theory, child development, and the needs of grandparents raising grandchildren. The fact sheets can be viewed online or downloaded for free. Evaluation data for the fact sheets were gathered using an online survey. Results of the survey revealed that the fact sheets are used by grandparents and professionals. Respondents reported sharing the fact sheets with others and using them for personal use, in support groups, and as a general agency resource. The fact sheet series is a useful way to reach both grandparents and professionals working with this audience in a variety of settings. Modifications to the fact sheet series are suggested to address additional needs of grandparents raising grandchildren.

Language Teacher Research in Australia and New Zealand

ERIC Educational Resources Information Center

Burns, Anne, Ed.; Burton, Jill, Ed.

2008-01-01

Over the last 30 years, inquiry-based teaching has become a highly valued component of professional development and practitioner research in Australia and New Zealand. This volume of the Language Teacher Research Series focuses on teaching and learning experiences in those two countries, which encompass a large geographical area with diverse…

Developing Learning Strategies Based on Research Projects

ERIC Educational Resources Information Center

Ampuero-Canellas, Olga; Gonzalez-Del-Rio, Jimena; Jorda-Albinana, Begona; Rojas-Sola, Jose Ignacio

2011-01-01

Research projects are a very important part of any professor life sheet. Through these projects, they use their knowledge to solve real problems within professional area. Besides being an advance in research area, they can essentially contribute to improving teaching process. This work originates from the idea that the experienced gotten from…

Transformative Research-Based Pedagogy Workshops for Chemistry Graduate Students and Postdocs

ERIC Educational Resources Information Center

Bauer, Christopher; Libby, R. Daniel; Scharberg, Maureen; Reider, David

2013-01-01

One-day professional development workshops for graduate students and postdocs were held at top National Research Council--ranked chemistry research departments. Attendees intend to pursue academic careers, yet their experience and knowledge about teaching and learning were small. Postsurveys indicated that despite the short duration, the workshop…

Effective Prototype Costing Policies in Research Universities: Are They Possible?

ERIC Educational Resources Information Center

McClure, Maureen W.; Abu-Duhou, Ibtisam

Policy problems of prototype costing at research universities are discussed, based on a case study of a clinical treatment prototype program at a research university hospital. Prototypes programs generate reproducible knowledge with useful applications and are primarily developed in professional schools. The potential of using costing prototypes…

Tablet and Face-to-Face Hybrid Professional Development: Providing Earth Systems Science Educators Authentic Research Opportunities through The GLOBE Program at Purdue University

NASA Astrophysics Data System (ADS)

Wegner, K.; Branch, B. D.; Smith, S. C.

2013-12-01

The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program (www.globe.gov). GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based authentic science investigations of the environment and the Earth system working in close partnership with NASA, NOAA and NSF Earth System Science Projects (ESSP's) in study and research about the dynamics of Earth's environment. GLOBE Partners conduct face-to-face Professional Development in more than 110 countries, providing authentic scientific research experience in five investigation areas: atmosphere, earth as a system, hydrology, land cover, and soil. This presentation will provide a sample for a new framework of Professional Development that was implemented in July 2013 at Purdue University lead by Mr. Steven Smith who has tested GLOBE training materials for future training. The presentation will demonstrate how institutions can provide educators authentic scientific research opportunities through various components, including: - Carrying out authentic research investigations - Learning how to enter their authentic research data into the GLOBE database and visualize it on the GLOBE website - Learn how to access to NASA's Earth System Science resources via GLOBE's new online 'e-Training Program' - Exploring the connections of their soil protocol measurements and the history of the soil in their area through iPad soils app - LIDAR data exposure, Hydrology data exposure

Combining Project-based Instruction, Earth Science Content, and GIS Technology in Teacher Professional Development: Is this Holistic Approach Sustainable?

NASA Astrophysics Data System (ADS)

Rubino-Hare, L.; Bloom, N.; Claesgens, J.; Fredrickson, K.; Henderson-Dahms, C.; Sample, J. C.

2012-12-01

From 2009-2011, with support from the National Science Foundation (ITEST, DRL-0929846) and Science Foundation Arizona (MSAG-0412-09), educators, geologists and geographers at Northern Arizona University (NAU) partnered to offer professional development for interdisciplinary teams of secondary and middle school teachers with a focus on project-based instruction (PBI) using geospatial technologies (GST). While participating in professional development teachers received support and were held accountable to NAU staff. They implemented activities and pedagogical strategies presented, increased knowledge, skills, and confidence teaching with project-based instruction integrating GST, and their students demonstrated learning gains. Changes in student understanding are only observed when teachers continue to implement change, so the question remained: did these changes in practice sustain after official project support ended? In order to determine what, if anything, teachers sustained from the professional development and the factors that promoted or hindered sustained use of teaching with GST and PBI, data were collected one to two years following the professional development. Research questions included a) what pedagogical practices did teachers sustain following the professional learning experiences? and b) what contexts were present in schools that supported or limited the use of geospatial technologies as a teaching and learning tool? Findings from this study indicate that teachers fall into three categories of sustaining implementation - reformed implementers, mechanical implementers and non-implementers. School context was less of a factor in level of implementation than teachers' beliefs and philosophy of teaching and teachers' understanding of technology integration (teaching with technology vs. teaching technology). Case studies of teacher experiences will be presented along with implications for future professional development.

Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool

NASA Astrophysics Data System (ADS)

Olmstead, Alice; Turpen, Chandra

2016-12-01

Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty. Initial evidence suggests that workshop leaders often overlook central tenets of education research that are well established in classroom contexts, such as the role of interactivity in enabling student learning [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]. As such, there is a need to develop more robust, evidence-based models of how best to support faculty learning in professional development contexts, and to actively support workshop leaders in relating their design decisions to familiar ideas from other educational contexts. In response to these needs, we have developed an observation tool, the real-time professional development observation tool (R-PDOT), to document the form and focus of faculty engagement during workshops. In this paper, we describe the motivation and methodological considerations behind the development of the R-PDOT, justify our decisions to highlight particular aspects of workshop sessions, and demonstrate how the R-PDOT can be used to analyze three sessions from the Physics and Astronomy New Faculty Workshop. We also justify the accessibility and potential utility of the R-PDOT output as a reflective tool using preliminary data from interviews with workshop leaders, and consider the roles the R-PDOT could play in supporting future research on faculty professional development.

Bridging Cultures with Classroom Strategies.

ERIC Educational Resources Information Center

Rothstein-Fisch, Carrie; Greenfield, Patricia M.; Trumbull, Elise

1999-01-01

Collectivism, stressing family members' interdependence, is common to Latino cultures. In contrast, schools foster independence and individual achievement. To help teachers understand assumptions underlying these different values, the authors developed the "Bridging Cultures Project" as a research-based professional-development program.…

Enhancing Research Capacity for Global Health: Evaluation of a Distance-Based Program for International Study Coordinators

ERIC Educational Resources Information Center

Wilson, Lynda Law; Rice, Marti; Jones, Carolynn T.; Joiner, Cynthia; LaBorde, Jennifer; McCall, Kimberly; Jester, Penelope M.; Carter, Sheree C.; Boone, Chrissy; Onwuzuligbo, Uzoma; Koneru, Alaya

2013-01-01

Introduction: Due to the increasing number of clinical trials conducted globally, there is a need for quality continuing education for health professionals in clinical research manager (CRM) roles. This article describes the development, implementation, and evaluation of a distance-based continuing education program for CRMs working outside the…

Research-Based Principles and Practices for Educating Students with Autism: Self-Determination and Social Interactions

ERIC Educational Resources Information Center

Wehmeyer, Michael L.; Shogren, Karrie A.; Zager, Dianne; Smith, Tom E. C.; Simpson, Richard

2010-01-01

Research-Based Principles and Practices for Educating Students with Autism is a text under development by members of the Division on Autism and Developmental Disabilities. The text is intended for use as a professional resource and graduate level text for preservice and inservice educators, psychologists, speech/ language therapists and clinicians…

About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers' Competence

ERIC Educational Resources Information Center

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

2015-01-01

Research on the evaluation of the professional knowledge of mathematics teachers (comprising for example mathematical content knowledge, mathematics pedagogical content knowledge and general pedagogical knowledge) has become prominent in the last decade; however, the development of video-based assessment approaches is a more recent topic. This…

Career Aspirations of Malaysian Research and Development Professionals in the Knowledge Economy

ERIC Educational Resources Information Center

Ismail, Maimunah; Ramly, Efizah Sofiah

2011-01-01

Purpose: This paper seeks to compare the influence of self-efficacy, organizational socialization and continuous improvement (CI) practices on the career aspirations of research and development (R&D) professionals in government research institutes (GRIs) and multinational corporations (MNCs) in Malaysia. R&D professionals in this study…

Conceptualizing and Evaluating Professional Development for School Leaders

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Shumack, Kellie A.; Forde, Connie M.

2011-01-01

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

Pan-Canadian Perspectives on Teacher Education: The State of the Art in Comparative Research

ERIC Educational Resources Information Center

Perlaza, Adriana Morales; Tardif, Maurice

2016-01-01

This text proposes a comparative analysis of the inter-provincial developments of the professionalization of teacher education in Canada, and focuses on two issues: governance of teacher education and the development of new training programs. More specifically, based on a literature review, we analyse how current comparative research brings an…

The Advance of Research and Evaluation Skills by EPs: Implications for Training and Professional Development

ERIC Educational Resources Information Center

Eodanable, Miranda; Lauchlan, Fraser

2009-01-01

Research and evaluation has become increasingly important in many professions, including educational psychology, particularly as the profession moves to becoming more evidence-based in its practice. The recent move to a three year doctoral programme in England, Wales and Northern Ireland may be viewed as a positive one in developing research…

Teachers Learning: Professional Development and Education. Cambridge Education Research Series

ERIC Educational Resources Information Center

McLaughlin, Colleen, Ed.

2012-01-01

"Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

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

PubMed

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

2015-01-01

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

An educational ethnography of teacher-developed science curriculum implementation: Enacting conceptual change-based science inquiry with Hispanic students

NASA Astrophysics Data System (ADS)

Brunsell, Eric Steven

An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.

Health and the Built Environment: Exploring Foundations for a New Interdisciplinary Profession

PubMed Central

Kent, Jennifer; Thompson, Susan

2012-01-01

The supportive role of the built environment for human health is a growing area of interdisciplinary research, evidence-based policy development, and related practice. Nevertheless, despite closely linked origins, the contemporary professions of public health and urban planning largely operate within the neoliberal framework of academic, political, and policy silos. A reinvigorated relationship between the two is fundamental to building and sustaining an effective “healthy built environment profession.” A recent comprehensive review of the burgeoning literature on healthy built environments identified an emergent theme which we have termed “Professional Development.” This literature relates to the development of relationships between health and built environment professionals. It covers case studies illustrating good practice models for policy change, as well as ways professionals can work to translate research into policy. Intertwined with this empirical research is a dialogue on theoretical tensions emerging as health and built environment practitioners and researchers seek to establish mutual understanding and respect. The nature of evidence required to justify policy change, for example, has surfaced as an area of asynchrony between accepted disciplinary protocols. Our paper discusses this important body of research with a view to initiating and supporting the ongoing development of an interdisciplinary profession of healthy planning. PMID:23028393

Supporting Professional Learning through Teacher Educator Enquiries: An Ethnographic Insight into Developing Understandings and Changing Identities

ERIC Educational Resources Information Center

McGregor, Deb; Hooker, Barbara; Wise, David; Devlin, Linda

2010-01-01

The Educational Doctorate (EdD) at the University of Wolverhampton offers educational practitioners the opportunity to design a research enquiry based in, on or around their professional work. The cohort, reported on here, embarked upon their EdD studies during the 2007/08 academic year. This study reports on seven participants' learning…

South African Universities and Human Development: Towards a Theorisation and Operationalisation of Professional Capabilities for Poverty Reduction

ERIC Educational Resources Information Center

Walker, Melanie; McLean, Monica; Dison, Arona; Peppin-Vaughan, Rosie

2009-01-01

This paper reports on a research project investigating the role of universities in South Africa in contributing to poverty reduction through the quality of their professional education programmes. The focus here is on theorising and the early operationalisation of multi-layered, multi-dimensional transformation based on ideas from Amartya Sen's…

Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

PubMed

Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

2013-09-01

Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.

Learning to Lead Reading Comprehension Discussion

ERIC Educational Resources Information Center

Silver, Rita Elaine; Png, Jessie

2016-01-01

In this article, we describe and reflect on a collaborative, school-based professional development project (an "intervention") intended to encourage innovation in classroom teaching. Specifically, the intervention included a collaboration between university-based researchers/mentors and primary school teachers in Singapore who were…

Utilizing Peer Observation as a Professional Development Tool to Learn in Context

ERIC Educational Resources Information Center

Hirsch, Linda J.

2011-01-01

De-contextualized professional development is the common route taken by school districts to addresses pedagogical skills and address change within an educational organization. Research suggests that the current process of professional development activities is limited if not ineffective. Research shows that another model of professional…

Informal Spaces in Collaborations: Exploring the Edges/Boundaries of Professional Development

ERIC Educational Resources Information Center

Lom, Essie; Sullenger, Karen

2011-01-01

Self-directed, informal learning is a less recognized and understood form of professional development. Researching informal learning is almost an oxymoron. The process of studying learning contexts, such as informal, self-directed professional development, raises new challenges for researchers. Gaining insights into self-directed professional…

Teachers' Beliefs about Using a Professional Development Plan

ERIC Educational Resources Information Center

Janssen, Sandra; Kreijns, Karel; Bastiaens, Theo J.; Stijnen, Sjef; Vermeulen, Marjan

2013-01-01

Professional development plans (PDPs) have recently been introduced in Dutch schools to support teachers' professional development. However, teachers' beliefs regarding the use of PDPs have not been systematically researched, whereas research on the use of PDPs indicates that the implementation is not always successful and depends on how use is…

Development of Cell Phone Application for Blood Glucose Self-Monitoring Based on ISO/IEEE 11073 and HL7 CCD.

PubMed

Park, Hyun Sang; Cho, Hune; Kim, Hwa Sun

2015-04-01

The objectives of this research were to develop and evaluate a cell phone application based on the standard protocol for personal health devices and the standard information model for personal health records to support effective blood glucose management and standardized service for patients with diabetes. An application was developed for Android 4.0.3. In addition, an IEEE 11073 Manager, Medical Device Encoding Rule, and Bluetooth Health Device Profile Connector were developed for standardized health communication with a glucometer, and a Continuity of Care Document (CCD) Composer and CCD Parser were developed for CCD document exchange. The developed application was evaluated by five healthcare professionals and 87 users through a questionnaire comprising the following variables: usage intention, effort expectancy, social influence, facilitating condition, perceived risk, and voluntariness. As a result of the evaluation of usability, it was confirmed that the developed application is useful for blood glucose self-monitoring by diabetic patients. In particular, the healthcare professionals stated their own views that the application is useful to observe the trends in blood glucose change through the automatic function which records a blood glucose level measured using Bluetooth function, and the function which checks accumulated records of blood glucose levels. Also, a result of the evaluation of usage intention was 3.52 ± 0.42 out of 5 points. The application developed by our research team was confirmed by the verification of healthcare professionals that accurate feedback can be provided to healthcare professionals during the management of diabetic patients or education for glucose management.

Development of Cell Phone Application for Blood Glucose Self-Monitoring Based on ISO/IEEE 11073 and HL7 CCD

PubMed Central

Park, Hyun Sang; Cho, Hune

2015-01-01

Objectives The objectives of this research were to develop and evaluate a cell phone application based on the standard protocol for personal health devices and the standard information model for personal health records to support effective blood glucose management and standardized service for patients with diabetes. Methods An application was developed for Android 4.0.3. In addition, an IEEE 11073 Manager, Medical Device Encoding Rule, and Bluetooth Health Device Profile Connector were developed for standardized health communication with a glucometer, and a Continuity of Care Document (CCD) Composer and CCD Parser were developed for CCD document exchange. The developed application was evaluated by five healthcare professionals and 87 users through a questionnaire comprising the following variables: usage intention, effort expectancy, social influence, facilitating condition, perceived risk, and voluntariness. Results As a result of the evaluation of usability, it was confirmed that the developed application is useful for blood glucose self-monitoring by diabetic patients. In particular, the healthcare professionals stated their own views that the application is useful to observe the trends in blood glucose change through the automatic function which records a blood glucose level measured using Bluetooth function, and the function which checks accumulated records of blood glucose levels. Also, a result of the evaluation of usage intention was 3.52 ± 0.42 out of 5 points. Conclusions The application developed by our research team was confirmed by the verification of healthcare professionals that accurate feedback can be provided to healthcare professionals during the management of diabetic patients or education for glucose management. PMID:25995960

The nursing profession in Sri Lanka: time for policy changes.

PubMed

Aluwihare-Samaranayake, D; Ogilvie, L; Cummings, G G; Gellatly, Ian R

2017-09-01

We address issues and challenges in nursing in Sri Lanka with the aim of identifying where and how policy changes need to be made. Increased global interconnectivity calls for professional leadership, research, education, and policy reform in nursing as these are identified as enhancing health workforce performance and professionalization, thereby improving health systems. We draw on first-hand knowledge of health care and nursing in Sri Lanka and a recent survey of nurses at a large urban government hospital in Sri Lanka, followed by discussion and proposed action on themes identified through analysis of published and unpublished literature about the nursing profession. Policy and action are needed to: (a) establish mandatory nurse licensure in the public and private healthcare sectors; (b) implement realistic policies to further develop nursing education; (c) develop a professionalization process to support nursing autonomy and voice; and (d) promote systematic processes for educational accreditation, curriculum revision, continuing professional development, evidence-based practice, research, leadership, and information systems. There is a policy vacuum that requires careful analysis and strategic planning by formal nurse leaders. Implementing change will require political and professional power and strategic, innovative, and evolutionary policy initiatives as well as organizational infrastructure modifications best achieved through committed multidisciplinary collaboration, augmented research capacity, bolstered nursing leadership, and promotion of partnerships with policy makers. © 2017 International Council of Nurses.

Who is in Your Waiting Room? Health Care Professionals as Culturally Responsive and Trauma-Informed First Responders to Human Trafficking.

PubMed

Rollins, Rochelle; Gribble, Anna; Barrett, Sharon E; Powell, Clydette

2017-01-01

Evidence-based practice standards are not yet well defined for assisting potential victims of human trafficking. Nonetheless, health care professionals are learning to be first responders in identifying, treating, and referring potential victims. As more public and private sector resources are used to train health care professionals about human trafficking, more evaluation and research are needed to develop an effective standard of care. Adopting a public health lens and using the "National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care" can guide critical decision making and actions. Through collaboration between researchers and policymakers, lessons learned in health care settings can inform future evidence-based standards of care so that all patients receive the services that they need. © 2017 American Medical Association. All Rights Reserved.

Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Moore, Sandra J.

2011-05-01

This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner-centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry-based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry-based strategies were highlighted, such as self-efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student-centered and inquiry-based.

Conceptualising the Research-Practice-Professional Development Nexus: Mobilising Schools as "Research-Engaged" Professional Learning Communities

ERIC Educational Resources Information Center

Dimmock, Clive

2016-01-01

This paper argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. There is a need to conceptualise a comprehensive conceptual…

A space for learning: how teachers benefit from participating in a professional community of space technology

NASA Astrophysics Data System (ADS)

Mehli, Hanne; Bungum, Berit

2013-04-01

Background Science teachers need a deep understanding of how science works in modern society. Purpose This article reports a case study investigating the ways in which a short-term in-service course on a research site of space technology contributes to this understanding. Design and method The study is performed in three steps: an evaluation immediately after the course, a survey 4-12 months after the course and, finally, in-depth interviews with a selection of course participants. Results The results show that teachers benefit from the course experience in ways considered important for their professional development as science teachers, despite the fact that the course deviates from current recommendations for professional development: the course is not based on the school's immediate needs, it is short term with no follow-up and it does not engage participants in the epistemic aspects of a research project. The teachers' gains are related to the authenticity of the research site, working and being with professionals and having sufficient time to cooperate with them in solving specific tasks towards the goal of launching a rocket. In this way, the course gave teachers authentic experiences and important insights in the complexity and infrastructure of a specific scientific practice in modern society. Conclusions Participating in a scientific community of practice is important for the development of science teachers' subject-related identity, and should be recognised as an important part of their professional development.

Applying a Cognitive-Affective Model of Conceptual Change to Professional Development

NASA Astrophysics Data System (ADS)

Ebert, Ellen K.; Crippen, Kent J.

2010-04-01

This study evaluated Gregoire’s (2003) Cognitive-Affective Conceptual Change model (CAMCC) for predicting and assessing conceptual change in science teachers engaged in a long-term professional development project set in a large school district in the southwestern United States. A multiple case study method with data from three teacher participants was used to understand the process of integrating and applying a reform message of inquiry based science teaching. Data sources included: responses to example teaching scenarios, reflective essays, lesson plans, classroom observations, and action research projects. Findings show that the CAMCC functioned well in predicting how these teachers made decisions that impacted how they processed the reform message. When the reform message was communicated in such a way as to initiate stress appraisal, conceptual change occurred, producing changes in classroom practice. If the reform message did not initiate stress appraisal, teachers rejected the professional development message and developed heuristic responses. In order to further research and improve practice, propositions for assessments related to the CAMCC are provided.

An assessment of professional development for astronomy and physics faculty: Expanding our vision of how to support faculty's learning about teaching

NASA Astrophysics Data System (ADS)

Olmstead, Alice Rose

In this thesis, we will explore approaches to faculty instructional change in astronomy and physics. We primarily focus on professional development (PD) workshops, which are a central mechanism used within our community to help faculty improve their teaching. Although workshops serve a critical role for promoting more equitable instruction, we rarely assess them through careful consideration of how they engage faculty. To encourage a shift towards more reflective, research-informed PD, we developed the Real-Time Professional Development Observation Tool (R-PDOT), to document the form and focus of faculty's engagement during workshops. We then analyze video-recordings of faculty's interactions during the Physics and Astronomy New Faculty Workshop, focusing on instances where faculty might engage in pedagogical sense-making. Finally, we consider insights gained from our own local, team-based effort to improve a course sequence for astronomy majors. We conclude with recommendations for PD leaders and researchers.

Examining the Educational Leadership Knowledge Base: A 5-Year Citation Analysis

ERIC Educational Resources Information Center

Borgemenke, Arthur; Brown, Casey Graham

2013-01-01

The professionals who research and publish in the field of educational administration impact the theory and best practice cycle that develops into the discipline's body of knowledge. This body of knowledge, in turn, is imparted to aspiring educational leaders. The authors examined whose research educational administration researchers are citing,…

Building Action Research Teams: A Case of Struggles and Successes

ERIC Educational Resources Information Center

Du, Fengning

2009-01-01

Teaching teams can hold the promise of being an ideal vehicle in which collaborative action research is conducted. This case documents the mixed results of a team leader's efforts to improve teaching and introduce inquiry-based professional development through action research in a community college. This case paints a realistic and…

Passing the Baton: Mentoring for Adoption of Active-Learning Pedagogies by Research-Active Junior Faculty

ERIC Educational Resources Information Center

Grimes, Catherine Leimkuhler; White, Harold B., III

2015-01-01

There are barriers to adoption of research-based teaching methods. Professional development workshops may inform faculty of these methods, but effective adoption often does not follow. In addition, newly-minted research-active faculty are often overwhelmed by the many new responsibilities (grant writing, group management, laboratory setup,…

Is Public Relations Research Providing the Unified Body of Knowledge Necessary for Professional Status?

ERIC Educational Resources Information Center

Gaudino, James L.; Steele, Michael E.

To investigate whether researchers are developing empirically-based public relations research efforts, and whether such efforts could be considered useful to public relations practitioners, a study conducted a content analysis of all articles published in "Public Relations Review" from 1977 through 1987. Articles (196 were coded in all)…

In-Service Teacher Training and Coaching on Marzano's Instructional Strategies: An Action Research Study

ERIC Educational Resources Information Center

Miller, Shenequa C.

2014-01-01

The focus of this action research study was the implementation of a professional development initiative comprised of two phases: a training program for teachers on Marzano's nine research-based instructional strategies, and the implementation, supported by follow-up coaching, during "Pear Mountain" High School's (a pseudonym) six-week…

Modern Trends of Additional Professional Education Development for Mineral Resource Extracting

NASA Astrophysics Data System (ADS)

Borisova, Olga; Frolova, Victoria; Merzlikina, Elena

2017-11-01

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

Rehabilitation professionals' satisfaction with continuing education delivered at a distance using different technologies.

PubMed

Liu, Lili; Cook, Albert; Varnhagen, Stanley; Miyazaki, Masako

2004-01-01

This paper examines learner satisfaction with technologies used for distance delivery of continuing education across 10 Canadian sites: nine within the province of Alberta and one in Nunavut Territory. The technologies were satellite (or videotapes of) broadcasts, videoconferencing, and web-based technology. Learner satisfaction was evaluated using questionnaires. A survey on general issues related to continuing education was developed and mailed to random samples of health professionals and a convenience sample of stakeholders. The learners (n = 1,141) represented 20 types of health service providers who had attended at least one session delivered via satellite, videotape, or videoconferencing. Seven individuals completed the web-based course. Overall, the majority of participants were satisfied or very satisfied. In general, satellite delivery was received more favorably compared with videotapes of the same content. A total of 350 (33% response rate) health professionals and 37 (50% response rate) stakeholders returned the surveys. Nearly 50% of health professionals thought that clinical case presentations (rounds) were valuable to them, but over half of the stakeholders perceived that videotapes, rounds, and research seminars were valuable to health professionals. Ratings for the web-based course varied, indicating different learner characteristics. We conclude that it is possible to utilize multiple technologies to meet the continuing education needs of an interdisciplinary group of health service providers, but future research is needed to develop a framework for evaluating the usability of multiple existing and emerging technologies for distance education.

Knowledge Management

NASA Technical Reports Server (NTRS)

Shariq, Syed Z.; Kutler, Paul (Technical Monitor)

1997-01-01

The emergence of rapidly expanding technologies for distribution and dissemination of information and knowledge has brought to focus the opportunities for development of knowledge-based networks, knowledge dissemination and knowledge management technologies and their potential applications for enhancing productivity of knowledge work. The challenging and complex problems of the future can be best addressed by developing the knowledge management as a new discipline based on an integrative synthesis of hard and soft sciences. A knowledge management professional society can provide a framework for catalyzing the development of proposed synthesis as well as serve as a focal point for coordination of professional activities in the strategic areas of education, research and technology development. Preliminary concepts for the development of the knowledge management discipline and the professional society are explored. Within this context of knowledge management discipline and the professional society, potential opportunities for application of information technologies for more effectively delivering or transferring information and knowledge (i.e., resulting from the NASA's Mission to Planet Earth) for the development of policy options in critical areas of national and global importance (i.e., policy decisions in economic and environmental areas) can be explored, particularly for those policy areas where a global collaborative knowledge network is likely to be critical to the acceptance of the policies.

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Clinical Transition Framework: Integrating Coaching Plans, Sampling, and Accountability in Clinical Practice Development.

PubMed

Boyer, Susan A; Mann-Salinas, Elizabeth A; Valdez-Delgado, Krystal K

The clinical transition framework (CTF) is a competency-based practice development system used by nursing professional development practitioners to support nurses' initial orientation or transition to a new specialty. The CTF is applicable for both new graduate and proficient nurses. The current framework and tools evolved from 18 years of performance improvement and research projects engaged in both acute and community care environments in urban and rural settings. This article shares core CTF concepts, a description of coaching plans, and a professional accountability statement as experienced within the framework.

Our Practice Is Our Passion: Development and Delivery of a 21st-Century Doctor of Public Health Program

PubMed Central

Petersen, Donna J.; Wathington, Deanna; Wolfe-Quintero, Kate

2015-01-01

Twenty-first century advances have significantly altered the functions of public health professionals, resulting in a need for advanced level training in community health leadership and practice-oriented research without interruption of professional careers. We present an example of an innovative Doctor of Public Health (DrPH) program developed at the University of South Florida College of Public Health. This program incorporates 21st century public health competencies within a competency-based curricular model, delivered in a hybrid format (fall or spring online delivery and a 1-week face-to-face summer institute) in collaboration between academic and practice-based public health professionals at local and national levels. This revised competency-based program is an example of how to meet the needs of the 21st century public health practitioners while maintaining their connections to the practice world. PMID:25706012

Our practice is our passion: development and delivery of a 21st-century doctor of public health program.

PubMed

DeBate, Rita D; Petersen, Donna J; Wathington, Deanna; Wolfe-Quintero, Kate

2015-03-01

Twenty-first century advances have significantly altered the functions of public health professionals, resulting in a need for advanced level training in community health leadership and practice-oriented research without interruption of professional careers. We present an example of an innovative Doctor of Public Health (DrPH) program developed at the University of South Florida College of Public Health. This program incorporates 21st century public health competencies within a competency-based curricular model, delivered in a hybrid format (fall or spring online delivery and a 1-week face-to-face summer institute) in collaboration between academic and practice-based public health professionals at local and national levels. This revised competency-based program is an example of how to meet the needs of the 21st century public health practitioners while maintaining their connections to the practice world.

Current and future health care professionals attitudes toward and knowledge of statistics: How confidence influences learning

PubMed Central

Baghi, Heibatollah; Kornides, Melanie L.

2014-01-01

Background Health care professionals require some understanding of statistics to successfully implement evidence based practice. Developing competency in statistical reasoning is necessary for students training in health care administration, research, and clinical care. Recently, the interest in healthcare professional's attitudes toward statistics has increased substantially due to evidence that these attitudes can hinder professionalism developing an understanding of statistical concepts. Methods In this study, we analyzed pre- and post-instruction attitudes towards and knowledge of statistics obtained from health science graduate students, including nurses and nurse practitioners, enrolled in an introductory graduate course in statistics (n = 165). Results and Conclusions Results show that the students already held generally positive attitudes toward statistics at the beginning of course. However, these attitudes—along with the students’ statistical proficiency—improved after 10 weeks of instruction. The results have implications for curriculum design and delivery methods as well as for health professionals’ effective use of statistics in critically evaluating and utilizing research in their practices. PMID:25419256

Renewing professionalism in dental education: overcoming the market environment.

PubMed

Masella, Richard S

2007-02-01

The most important mission of dental education is development of student professionalism. It is only within the context of professionalism that specialized knowledge and technical expertise find meaning. Altruism, integrity, caring, community focus, and commitment to excellence are attributes of professionalism. Its backbone is the obligation of service to people before service to self--a social contract. Professionalism can and should be acquired by targeted interventions, not as an assumed by-product of dental education. Top-down, rule-based professionalism is contrasted with its experience-based, mentor-mediated, socially driven counterpart. Moral principles are inherent in professional development and the professional way of life. Unfortunately, American society, including higher education, glorifies a market mentality centered on expansion and profit. Through formal and hidden curricula, dental schools send mixed messages to students about the importance of professionalism. Institutional consensus on professionalism should be developed among faculty, administration, and students through passionate advocacy and careful analysis of dentistry's moral convictions. The consensus message should communicate to stakeholders that morality and ethics "really count." Maximum student exposure to faculty exemplars, substantial service-learning experiences, and portfolio use are likely to enhance professionalism, which should be measured for every student, every semester, along with faculty and institutional assessment. Research reveals a significant relationship between levels of student moral reasoning and measures of clinical performance and shows that moral reasoning ability can be enhanced in dental students. Valid and reliable surveys exist to assess student moral reasoning. Documented student unprofessional behavior is a predictor of future state professional board disciplinary action against practitioners, along with low admissions test scores and course failures in the first two professional school years. ADEA Policy Statements recognize the importance of professionalism in student development. From day 1 of dental school, faculty and students should have no doubt as to what constitutes acceptable and unacceptable behavior in academic and clinical settings. With education and experience, dental students and dentists are likely to elevate their standards of professionalism.

Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

NASA Astrophysics Data System (ADS)

Scantlebury, Kathryn

2008-10-01

Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

Nurses’ Clinical Judgment Development: A Qualitative Research in Iran

PubMed Central

Seidi, Jamal; Alhani, Fatemeh; Salsali, Mahvash

2015-01-01

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

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

NASA Astrophysics Data System (ADS)

Wilkie, Karina J.

2016-06-01

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

The Effects of Research-Based Curriculum Materials and Curriculum-Based Professional Development on High School Science Achievement: Results of a Cluster-Randomized Trial

ERIC Educational Resources Information Center

Taylor, Joseph; Kowalski, Susan; Getty, Stephen; Wilson, Christopher; Carlson, Janet

2013-01-01

Effective instructional materials can be valuable interventions to improve student interest and achievement in science (National Research Council [NRC], 2007); yet, analyses indicate that many science instructional materials and curricula are fragmented, lack coherence, and are not carefully articulated through a sequence of grade levels (AAAS,…

The Impact of Curriculum-Based Professional Development on Science Instruction: Results from a Cluster-Randomized Trial

ERIC Educational Resources Information Center

Taylor, Joseph; Kowalski, Susan; Getty, Stephen; Wilson, Christopher; Carlson, Janet

2011-01-01

This research is part of a larger, IES-funded study titled: "Measuring the Efficacy and Student Achievement of Research-based Instructional Materials in High School Multidisciplinary Science" (Award # R305K060142). The larger study seeks to use a cluster-randomized trial design, with schools as the unit of assignment, to make causal…

A Web-Based Psychoeducational Intervention for Adolescent Depression: Design and Development of MoodHwb

PubMed Central

Thapar, Anita; Rice, Frances; Beeching, Harriet; Cichosz, Rachel; Mars, Becky; Smith, Daniel J; Merry, Sally; Stallard, Paul; Jones, Ian; Thapar, Ajay K; Simpson, Sharon A

2018-01-01

Background Depression is common in adolescence and leads to distress and impairment in individuals, families and carers. Treatment and prevention guidelines highlight the key role of information and evidence-based psychosocial interventions not only for individuals but also for their families and carers. Engaging young people in prevention and early intervention programs is a challenge, and early treatment and prevention of adolescent depression is a major public health concern. There has been growing interest in psychoeducational interventions to provide accurate information about health issues and to enhance and develop self-management skills. However, for adolescents with, or at high risk of depression, there is a lack of engaging Web-based psychoeducation programs that have been developed with user input and in line with research guidelines and targeted at both the individual and their family or carer. There are also few studies published on the process of development of Web-based psychoeducational interventions. Objective The aim of this study was to describe the process underlying the design and development of MoodHwb (HwbHwyliau in Welsh): a Web-based psychoeducation multimedia program for young people with, or at high risk of, depression and their families, carers, friends, and professionals. Methods The initial prototype was informed by (1) a systematic review of psychoeducational interventions for adolescent depression; (2) findings from semistructured interviews and focus groups conducted with adolescents (with depressive symptoms or at high risk), parents or carers, and professionals working with young people; and (3) workshops and discussions with a multimedia company and experts (in clinical, research, and multimedia work). Twelve interviews were completed (four each with young people, parents or carers, and professionals) and six focus groups (three with young people, one with parents and carers, one with professionals, and one with academics). Results Key themes from the interviews and focus groups were: aims of the program, design and content issues, and integration and context of the program. The prototype was designed to be person-centered, multiplatform, engaging, interactive, and bilingual. It included mood-monitoring and goal-setting components and was available as a Web-based program and an app for mobile technologies. Conclusions MoodHwb is a Web-based psychoeducational intervention developed for young people with, or at high risk of, depression and their families and carers. It was developed with user input using qualitative methods as well as user-centered design and educational and psychological theory. Further research is needed to evaluate the effectiveness of the program in a randomized controlled trial. If found to be effective, it could be implemented in health, education, youth and social services, and charities, to not only help young people but also families, carers, friends, and professionals involved in their care. PMID:29449202

Novice Music Teachers Learning to Improvise in an Improvisation Professional Development Workshop

ERIC Educational Resources Information Center

Filsinger, Mark H.

2013-01-01

With the intent of improving music improvisation pedagogy, the purpose of this research was to examine experiences of six novice music teachers and a professional development facilitator in an eight-week Improvisation Professional Development Workshop (IPDW). The research questions were: 1. How do teachers learn to improvise within the context of…

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

ERIC Educational Resources Information Center

Frederick, Smith R.

2012-01-01

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

Professional Development of Academic Library Professionals in Kerala

ERIC Educational Resources Information Center

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

2011-01-01

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

Place-based education: An impetus for teacher efficacy

NASA Astrophysics Data System (ADS)

Coleman, Tamara Chase

This research investigated professional development in place-based (PB) methodology on the efficacy of science teachers. While teachers are expected to use best practices they do not always implement them due to a lack of efficacy in implementation. A professional development program (PD) was designed to increase confidence among teachers planning to incorporate PB methods. Place-based education (PBE) is recognized as a best-practice among professional educators. PBE includes the selection, design and engagement with science using the geographic place as the content. The literature reports that student learning and teacher efficacy will improve when teachers are prepared effectively in PB practices. This dissertation research examined the effects of PD in PB methodology and its influence on the efficacy of seven science teachers who participated in this research. An exploratory, qualitative research approach was used to study the characteristics of change among teachers. Qualitative information was collected about the teachers' confidence with PBE methodology and practices through interviews, in reflective journals and through observations of them working with students in PB settings. Changes in teacher efficacy were accompanied by their becoming more intentional with PBE, networking with experts and expressing a commitment to connect content with the community. The consistency of changes in efficacy among the seven teachers in the study was mixed. Three of the teachers became more confident in their approach to teaching using PB methods and reported the gain in confidence was influenced by the PBE professional development. Three teachers reported that the PD had little effect on their efficacy as teachers to implement PBE. These teachers cited complications from more critical issues in their careers such as time to prepare PBE lessons and meaningful participation in the PD. Those difficulties proved to be hindrances in developing efficacy in implementing PBE. Themes emerging from this research are: PBE is accepted by teachers as a positive methodology to improve efficacy; PBE was recognized as connecting students with and engaging them in learning about their local community and environment; longevity in teaching does not equate with efficacy, and the level of efficacy improves when teachers meaningfully engage in PBE.

Tertiary Teachers and Student Evaluations: Never the Twain Shall Meet?

ERIC Educational Resources Information Center

Stein, Sarah J.; Spiller, Dorothy; Terry, Stuart; Harris, Trudy; Deaker, Lynley; Kennedy, Jo

2013-01-01

Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of and…

Developing Effective Social Work University-Community Research Collaborations

ERIC Educational Resources Information Center

Begun, Audrey L.; Berger, Lisa K.; Otto-Salaj, Laura L.; Rose, Susan J.

2010-01-01

In many instances, departments of social work in universities and community-based social services agencies have common interests in improving professional practice and advancing knowledge in the profession. Effective university-community research collaborations can help partners achieve these goals jointly, but to be effective these collaborative…

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

ERIC Educational Resources Information Center

Bourke, Roseanna

2006-01-01

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

Master's Training as a Part of Young Researcher's Professional Development: British and Ukrainian Experience

ERIC Educational Resources Information Center

Bidyuk, Natalya

2014-01-01

The problem of the professional development of young researchers in terms of Master's training has been analyzed. The analysis of the literature references, documental and other sources gave grounds to state that the basic principle of Master's professional training is a research-oriented paradigm. The necessity of using the innovative ideas of…

Performance improvement and implementation science: infection prevention competencies for current and future role development.

PubMed

Hanchett, Marilyn

2012-05-01

The Association for Professionals in Infection Control and Epidemiology, Inc, developed its first model of infection preventionist (IP) competency in 2011. The model is based on the principles of patient safety, professional and practice standards, and core competencies identified through research conducted by the Certification Board of Infection Control and Epidemiology, Inc. In addition, the model highlights 4 domains that are predicted to be key areas for future competency development. Performance improvement (PI) and implementation represent 1 of the 4 forward-focused domains. Concurrently, the inclusion of implementation science (IS) in the competency model is consistent with the research goals established by the Association for Professionals in Infection Control and Epidemiology, Inc, in its 2020 strategic plan. This article explains the importance of PI and IS and describes their relevance to the current and future IP role development. Significant challenges such as role delineation and compression are discussed. The need for the IP to acquire new competencies at integrating, as well as differentiating, PI and IS are explored in terms of emerging issues and trends. Copyright © 2012 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Mosby, Inc. All rights reserved.

The acceptability among health researchers and clinicians of social media to translate research evidence to clinical practice: mixed-methods survey and interview study.

PubMed

Tunnecliff, Jacqueline; Ilic, Dragan; Morgan, Prue; Keating, Jennifer; Gaida, James E; Clearihan, Lynette; Sadasivan, Sivalal; Davies, David; Ganesh, Shankar; Mohanty, Patitapaban; Weiner, John; Reynolds, John; Maloney, Stephen

2015-05-20

Establishing and promoting connections between health researchers and health professional clinicians may help translate research evidence to clinical practice. Social media may have the capacity to enhance these connections. The aim of this study was to explore health researchers' and clinicians' current use of social media and their beliefs and attitudes towards the use of social media for communicating research evidence. This study used a mixed-methods approach to obtain qualitative and quantitative data. Participation was open to health researchers and clinicians. Data regarding demographic details, current use of social media, and beliefs and attitudes towards the use of social media for professional purposes were obtained through an anonymous Web-based survey. The survey was distributed via email to research centers, educational and clinical institutions, and health professional associations in Australia, India, and Malaysia. Consenting participants were stratified by country and role and selected at random for semistructured telephone interviews to explore themes arising from the survey. A total of 856 participants completed the questionnaire with 125 participants declining to participate, resulting in a response rate of 87.3%. 69 interviews were conducted with participants from Australia, India, and Malaysia. Social media was used for recreation by 89.2% (749/840) of participants and for professional purposes by 80.0% (682/852) of participants. Significant associations were found between frequency of professional social media use and age, gender, country of residence, and graduate status. Over a quarter (26.9%, 229/852) of participants used social media for obtaining research evidence, and 15.0% (128/852) of participants used social media for disseminating research evidence. Most participants (95.9%, 810/845) felt there was a role for social media in disseminating or obtaining research evidence. Over half of the participants (449/842, 53.3%) felt they had a need for training in the use of social media for professional development. A key barrier to the professional use of social media was concerns regarding trustworthiness of information. A large majority of health researchers and clinicians use social media in recreational and professional contexts. Social media is less frequently used for communication of research evidence. Training in the use of social media for professional development and methods to improve the trustworthiness of information obtained via social media may enhance the utility of social media for communicating research evidence. Future studies should investigate the efficacy of social media in translating research evidence to clinical practice.

[To know to change: the nurses of the Oncology Institute of Southern Switzerland (IOSI) and their relationship with the Evidence Based Practise (EBP) and Nursing Research].

PubMed

Valcarenghi, Dario; Pedrazzani, Carla; Bianchi, Monica

2013-01-01

To promote the development of a culture and a professional practice based on "evidence of effectiveness", the IOSI Nursing Officer instituted a specific Unit which decided to establish its own lines of action based on the results of an internal investigation conducted among nurses employed within IOSI, with reference to the model of action research. In July 2010, a semi-structured questionnaire self compiled was sent to all nurses to find out their opinions and experiences on EBP and nursing research, to recognize their proposals, and willingness to be part of an internal network. 63 out of 98 questionnaire were filled in. Several nurses have knowledge and experience in these fields, but change their professional behavior especially under pressure from the external environment, rather than by autonomous choice. They consider EBP substantially useful, but difficult to implement especially without their direct involvement. Two third of the sample have felt the need of EBP during their professional activity and there is a general willingness to develop nursing research (56%) and/or play an active role of "referent" on these issues within own Unit (35%). The survey showed that at IOSI there is a favorable substrate for EBP and nursing research (for basic knowledge and availability). The data collected have served to define internal lines of action in a narrow relationship with the clinical areas, according to the model of action research. It is a process that requires vision, coordinated efforts, perseverance and time.

The Perceived Importance of Youth Educator's Confidence in Delivering Leadership Development Programming

ERIC Educational Resources Information Center

Brumbaugh, Laura; Cater, Melissa

2016-01-01

A successful component of programs designed to deliver youth leadership develop programs are youth educators who understand the importance of utilizing research-based information and seeking professional development opportunities. The purpose of this study was to determine youth educator's perceived confidence in leading youth leadership…

Mapping a New Field: Cross-Border Professional Development for Teachers

ERIC Educational Resources Information Center

Johnson, Janelle M.

2011-01-01

Many of the international, supranational, national, and grassroots development organizations working in the field of education channel their efforts into capacity-building for teachers. My research examines the nexus of such international development by US-based organizations with national schooling systems by naming and theorizing this process as…

National Center for Mathematics and Science - K-12 education research

Science.gov Websites

motion, calculus, statistics, genetics, evolution, astronomy, and other topics. Teacher professional ). Extensive materials developed for instruction in evolutionary biology and astronomy - using the model-based

Contemporary social network sites: Relevance in anesthesiology teaching, training, and research

PubMed Central

Haldar, Rudrashish; Kaushal, Ashutosh; Samanta, Sukhen; Ambesh, Paurush; Srivastava, Shashi; Singh, Prabhat K.

2016-01-01

Objective: The phenomenal popularity of social networking sites has been used globally by medical professionals to boost professional associations and scientific developments. They have tremendous potential to forge professional liaisons, generate employment,upgrading skills and publicizing scientific achievements. We highlight the role of social networking mediums in influencing teaching, training and research in anaesthesiology. Background: The growth of social networking sites have been prompted by the limitations of previous facilities in terms of ease of data and interface sharing and the amalgamation of audio visual aids on common platforms in the newer facilities. Review: Contemporary social networking sites like Facebook, Twitter, Tumblr,Linkedn etc and their respective features based on anaesthesiology training or practice have been discussed. A host of advantages which these sites confer are also discussed. Likewise the potential pitfalls and drawbacks of these facilities have also been addressed. Conclusion: Social networking sites have immense potential for development of training and research in Anaesthesiology. However responsible and cautious utilization is advocated. PMID:27625491

Contemporary social network sites: Relevance in anesthesiology teaching, training, and research.

PubMed

Haldar, Rudrashish; Kaushal, Ashutosh; Samanta, Sukhen; Ambesh, Paurush; Srivastava, Shashi; Singh, Prabhat K

2016-01-01

The phenomenal popularity of social networking sites has been used globally by medical professionals to boost professional associations and scientific developments. They have tremendous potential to forge professional liaisons, generate employment,upgrading skills and publicizing scientific achievements. We highlight the role of social networking mediums in influencing teaching, training and research in anaesthesiology. The growth of social networking sites have been prompted by the limitations of previous facilities in terms of ease of data and interface sharing and the amalgamation of audio visual aids on common platforms in the newer facilities. Contemporary social networking sites like Facebook, Twitter, Tumblr,Linkedn etc and their respective features based on anaesthesiology training or practice have been discussed. A host of advantages which these sites confer are also discussed. Likewise the potential pitfalls and drawbacks of these facilities have also been addressed. Social networking sites have immense potential for development of training and research in Anaesthesiology. However responsible and cautious utilization is advocated.

Consumer involvement in Quality Use of Medicines (QUM) projects - lessons from Australia.

PubMed

Kirkpatrick, Carl M J; Roughead, Elizabeth E; Monteith, Gregory R; Tett, Susan E

2005-12-01

It is essential that knowledge gained through health services research is collated and made available for evaluation, for policy purposes and to enable collaboration between people working in similar areas (capacity building). The Australian Quality Use of Medicine (QUM) on-line, web-based project database, known as the QUMmap, was designed to meet these needs for a specific sub-section of health services research related to improving the use of medicines. Australia's National Strategy for Quality Use of Medicines identifies the primacy of consumers as a major principle for quality use of medicines, and aims to support consumer led research. The aim of this study was to determine how consumers as a group have been represented in QUM projects in Australia. A secondary aim was to investigate how the projects with consumer involvement fit into Australia's QUM policy framework. Using the web-based QUMmap, all projects which claimed consumer involvement were identified and stratified into four categories, projects undertaken by; (a) consumers for consumers, (b) health professionals for consumers, (c) health professionals for health professionals, and (d) other. Projects in the first two categories were then classified according to the policy 'building blocks' considered necessary to achieve QUM. Of the 143 'consumer' projects identified, the majority stated to be 'for consumers' were either actually by health professionals for health professionals (c) or by health professionals for consumers (b) (47% and 40% respectively). Only 12 projects (9%) were directly undertaken by consumers or consumer groups for consumers (a). The majority of the health professionals for consumers (b) projects were directed at the provision of services and interventions, but were not focusing on the education, training or skill development of consumers. Health services research relating to QUM is active in Australia and the projects are collated and searchable on the web-based interactive QUMmap. Healthcare professionals appear to be dominating nominally 'consumer focussed' research, with less than half of these projects actively involving the consumers or directly benefiting consumers. The QUMmap provides a valuable tool for policy analysis and for provision of future directions through identification of QUM initiatives.

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

NASA Astrophysics Data System (ADS)

Minuskin, Sondra

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

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…

The Effects of a Science-Focused STEM Intervention on Gifted Elementary Students' Science Knowledge and Skills

ERIC Educational Resources Information Center

Robinson, Ann; Dailey, Debbie; Hughes, Gail; Cotabish, Alicia

2014-01-01

To develop Science, Technology, Engineering, and Mathematics (STEM) talents, both researchers and policy developers recommend that educators begin early. In this randomized study, we document the efficacy of teacher professional development and a rich problem-based inquiry curriculum to develop the science talent of elementary students. The…

Developing Online Problem-Based Resources for the Professional Development of Teachers of Children with Visual Impairment

ERIC Educational Resources Information Center

McLinden, Mike; McCall, Steve; Hinton, Danielle; Weston, Annette; Douglas, Graeme

2006-01-01

This article presents a summary of the results from phase 1 of a two-phase research project. Drawing on the principles of problem-based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were…

Professional development needs of nurse educators. An Australian case study.

PubMed

Oprescu, Florin; McAllister, Margaret; Duncan, David; Jones, Christian

2017-11-01

Because there is a global shortage of nurse educators, highly productive and committed nurse educators are needed to supply a rapidly expanding and changing health landscape. To support the aforementioned effort professional development needs of nurse educators must be systematically identified. This study explores practical issues around professional development needs of nurse educators. One hundred and thirty eight Australian nurse educators based in Queensland answered an online survey around professional development needs. Results indicate that 83% (n = 115) of the respondents were enthusiastic about nurse education yet only 45% (n = 62) were confident in their skills and less than 10% (n = 13) saw themselves as expert nurse educators. The most desired areas of future development in teaching were information technology skills, assessment and technical knowledge. There seems to be a shared need for developing global online and offline support resources and communities of practice to support nurse educators in their teaching and research endeavours. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teacher Professional Development Focused on Formative Assessment: Changing Teachers, Changing Schools. Research Report. ETS RR-09-10

ERIC Educational Resources Information Center

Wylie, E. Caroline; Lyon, Christine J.; Goe, Laura

2009-01-01

This paper outlines an approach to improving learning and teaching that combines two strong research bases: The research on formative assessment or assessment for learning provides information about what to change; research on teacher learning communities guides decisions about how to change. In this paper we describe the content and process for…

Research and Policy: Can Online Learning Communities Foster Professional Development?

ERIC Educational Resources Information Center

Beach, Richard

2012-01-01

This column posits enhancing professional development through uses of digital tools to create professional learning communities (PLCs) designed to support collective inquiry and action research leading to schoolwide improvement. These digital tools include a social networking/discussion forum for teacher collaboration; teachers' individual…

The Acceptability Among Health Researchers and Clinicians of Social Media to Translate Research Evidence to Clinical Practice: Mixed-Methods Survey and Interview Study

PubMed Central

Tunnecliff, Jacqueline; Ilic, Dragan; Morgan, Prue; Keating, Jennifer; Gaida, James E; Clearihan, Lynette; Sadasivan, Sivalal; Davies, David; Ganesh, Shankar; Mohanty, Patitapaban; Weiner, John; Reynolds, John

2015-01-01

Background Establishing and promoting connections between health researchers and health professional clinicians may help translate research evidence to clinical practice. Social media may have the capacity to enhance these connections. Objective The aim of this study was to explore health researchers’ and clinicians’ current use of social media and their beliefs and attitudes towards the use of social media for communicating research evidence. Methods This study used a mixed-methods approach to obtain qualitative and quantitative data. Participation was open to health researchers and clinicians. Data regarding demographic details, current use of social media, and beliefs and attitudes towards the use of social media for professional purposes were obtained through an anonymous Web-based survey. The survey was distributed via email to research centers, educational and clinical institutions, and health professional associations in Australia, India, and Malaysia. Consenting participants were stratified by country and role and selected at random for semistructured telephone interviews to explore themes arising from the survey. Results A total of 856 participants completed the questionnaire with 125 participants declining to participate, resulting in a response rate of 87.3%. 69 interviews were conducted with participants from Australia, India, and Malaysia. Social media was used for recreation by 89.2% (749/840) of participants and for professional purposes by 80.0% (682/852) of participants. Significant associations were found between frequency of professional social media use and age, gender, country of residence, and graduate status. Over a quarter (26.9%, 229/852) of participants used social media for obtaining research evidence, and 15.0% (128/852) of participants used social media for disseminating research evidence. Most participants (95.9%, 810/845) felt there was a role for social media in disseminating or obtaining research evidence. Over half of the participants (449/842, 53.3%) felt they had a need for training in the use of social media for professional development. A key barrier to the professional use of social media was concerns regarding trustworthiness of information. Conclusions A large majority of health researchers and clinicians use social media in recreational and professional contexts. Social media is less frequently used for communication of research evidence. Training in the use of social media for professional development and methods to improve the trustworthiness of information obtained via social media may enhance the utility of social media for communicating research evidence. Future studies should investigate the efficacy of social media in translating research evidence to clinical practice. PMID:25995192

Certified Health Education Specialists' Participation in Professional Associations: Implications for Marketing and Membership

ERIC Educational Resources Information Center

Thackeray, Rosemary; Neiger, Brad L.; Roe, Kathleen M.

2005-01-01

A number of health education professional associations exist to advance the profession through research, practice, and professional development. Benefits of individual membership may include continuing education, networking, leadership, professional recognition, advocacy, professional mobility, access to research findings, advances in the…

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

PubMed Central

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

2015-01-01

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

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

PubMed

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

2015-12-01

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

Research and Teaching. Journey to the End of the Earth: Academic and Professional Benefits for Students Participating in a Field-Based Research Program in Antarctica

ERIC Educational Resources Information Center

Garcia, Claudia Venessa; Robertson, William H.; Lougheed, Vanessa; Tweedie, Craig; Velasco, Aaron

2013-01-01

With the need to increase minority representation in the polar sciences, a team of researchers from a southwestern United States public university developed an innovative field research experience entitled the International Polar Year-Research and Educational Opportunities in Antarctica for Minorities (IPY-ROAM). Supported by a National Science…

Pheochromocytoma and Paraganglioma—Health Professional Version

Cancer.gov

Pheochromocytomas and extra-adrenal paragangliomas are rare tumors arising from neural crest tissue that develops into sympathetic and parasympathetic paraganglia throughout the body. Find evidence-based information on pheochromocytoma and paraganglioma treatment, research, and genetics.

Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

NASA Astrophysics Data System (ADS)

Akura, Okong'o. Gabriel

This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

Professional Learning 101: A Syllabus of Seven Protocols

ERIC Educational Resources Information Center

Fogarty, Robin; Pete, Brian

2010-01-01

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

A census study exploring the training needs of nurses working in Kwong Wah Hospital and Wong Tai Sin Hospital in Hong Kong, China.

PubMed

Lai, Yuk-Wah

2013-01-01

As part of the strategic professional development plan for nurses, training needs analysis was conducted from August 2011 to February 2012, in the form of descriptive research with survey design. The aim was to support nursing staff in their professional development needs and promote staff engagement. Consecutive sampling was employed; all full time nurses working in Kwong Wah Hospital (KWH) and Wong Tai Sin Hospital (WTSH) were recruited and invited to complete a self-administered questionnaire. Based on the findings and conclusions, follow up strategies were proposed. Management then built a sustainable learning environment for KWH and WTSH nurses in the 2012-2015 professional development plan.

Critical Reflections of Action Research Used for Professional Development in a Middle Eastern Gulf State

ERIC Educational Resources Information Center

McGee, Alyson

2008-01-01

This article describes and critically reflects on an action research project used for professional development purposes in a Middle Eastern Gulf State. The aim of the project was to improve professional development experiences for a group of in-service teacher educators, who were English as Second Language advisers. The initial discussion…

The Essence of the Principal's Role in a Professional Development School

ERIC Educational Resources Information Center

Tilford, Keith L.

2007-01-01

My research study explored how principals make sense of their role in a Professional Development School. Previous research related to Professional Development Schools has focused on teachers and university students, while few empirical studies have been focused on principals and the role they play in K-12 and university partnerships. This…

R-NEST: Design-Based Research for Technology-Enhanced Reflective Practice in Initial Teacher Education

ERIC Educational Resources Information Center

Thompson Long, Bonnie; Hall, Tony

2015-01-01

This paper reports research into developing digital storytelling (DST) to enhance reflection within a specific professional learning context--that of a programme of teacher education--while concomitantly producing a transferrable design framework for adaption into other, similar post-secondary educational contexts. There has been limited…

Supporting Teachers in Schools to Improve Their Instructional Practice

ERIC Educational Resources Information Center

Borko, Hilda; Klingner, Janette

2013-01-01

To meet the growing demand for teacher learning opportunities, the educational community must create scalable professional development models and study their effectiveness. In this chapter, we argue that design-based implementation research (DBIR) is ideally suited to these efforts, and we use two research projects as illustrative cases: CSR…

The Principals as Literacy Leaders with Indigenous Communities: Professional Learning and Research

ERIC Educational Resources Information Center

Johnson, Greer; Dempster, Neil; McKenzie, Lynanne

2013-01-01

The vast proportion of Australia's Indigenous students are represented persistently as well below the national benchmarks for literacy and numeracy. Recent national school-based research and development projects, funded by the Australian Government's "Closing the Gap" strategy, have again targeted improving Indigenous students' literacy…

How Can Online Discussion Support and Develop Newly Qualified Teachers? Research Briefing No. 51

ERIC Educational Resources Information Center

Unwin, Adam

2013-01-01

This research investigated newly qualified teachers (NQTs) experiences of participating in online discussions (ODs) that were part of their Master of Teaching (MTeach) course. [The project was partially funded by the Excellence in Work-Based Learning for Education Professionals (WLE) Centre in 2009.

Exploring the Educative Power of an Experienced Mathematics Teacher Educator-Researcher

ERIC Educational Resources Information Center

Yang, Kai-Lin; Hsu, Hui-Yu; Lin, Fou-Lai; Chen, Jian-Cheng; Cheng, Ying-Hao

2015-01-01

This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs--communication, reasoning, and…

A Tale of Two Experiences: Teacher Learning in Self-Directed Teams and Other-Designed Professional Development

ERIC Educational Resources Information Center

Simpson, David

2017-01-01

The main purpose of this research study was to fill gaps in existing research on the comparative forms and qualities of learning that emerge from formal professional development and from more self-directed teacher teams. This research study also described the extent to which both align to recommendations for professional learning and the extent…

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

PubMed Central

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

2017-01-01

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

Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

NASA Astrophysics Data System (ADS)

Cisterna Alburquerque, Dante Igor

This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote better understanding of students' ideas and her mindset shifted to place more value on the diversity of students' thinking and help them be more aware of their ideas. This study illustrates the complexities of enacting formative assessment practices in particular classrooms because teachers may interpret and use these tools in different ways. Thus, when teachers enacted these mediating tools, their interaction with the activity system's components produced different instructional outcomes and tensions. Similarly, this study describes how the use of artifacts of practice can be a vehicle between professional development and classrooms, especially in early stages of professional development. This study presents implications for professional development and formative assessment research and practice. Professional development needs to support teachers in reflecting on their practice in terms of activity systems, use a solid and research-based understanding of formative assessment, and promote opportunities to teachers to create, enact, and reflect on formative assessment artifacts and tools.

Development, implementation and evaluation of a clinical research engagement and leadership capacity building program in a large Australian health care service.

PubMed

Misso, Marie L; Ilic, Dragan; Haines, Terry P; Hutchinson, Alison M; East, Christine E; Teede, Helena J

2016-01-14

Health professionals need to be integrated more effectively in clinical research to ensure that research addresses clinical needs and provides practical solutions at the coal face of care. In light of limited evidence on how best to achieve this, evaluation of strategies to introduce, adapt and sustain evidence-based practices across different populations and settings is required. This project aims to address this gap through the co-design, development, implementation, evaluation, refinement and ultimately scale-up of a clinical research engagement and leadership capacity building program in a clinical setting with little to no co-ordinated approach to clinical research engagement and education. The protocol is based on principles of research capacity building and on a six-step framework, which have previously led to successful implementation and long-term sustainability. A mixed methods study design will be used. Methods will include: (1) a review of the literature about strategies that engage health professionals in research through capacity building and/or education in research methods; (2) a review of existing local research education and support elements; (3) a needs assessment in the local clinical setting, including an online cross-sectional survey and semi-structured interviews; (4) co-design and development of an educational and support program; (5) implementation of the program in the clinical environment; and (6) pre- and post-implementation evaluation and ultimately program scale-up. The evaluation focuses on research activity and knowledge, attitudes and preferences about clinical research, evidence-based practice and leadership and post implementation, about their satisfaction with the program. The investigators will evaluate the feasibility and effect of the program according to capacity building measures and will revise where appropriate prior to scale-up. It is anticipated that this clinical research engagement and leadership capacity building program will enable and enhance clinically relevant research to be led and conducted by health professionals in the health setting. This approach will also encourage identification of areas of clinical uncertainty and need that can be addressed through clinical research within the health setting.

Professional Development. Issue Brief

ERIC Educational Resources Information Center

Keleher, Julia

2017-01-01

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

Professional Development for E-Learning: Researching a Strategy for New Zealand's Tertiary Education Sector

ERIC Educational Resources Information Center

Shephard, Kerry; Mansvelt, Juliana; Stein, Sarah; Suddaby, Gordon; Harris, Irene; O'Hara, Duncan

2011-01-01

This collaborative research project devised a framework to support professional development for e-learning within New Zealand's diverse and integrated tertiary education sector. The research was supported by New Zealand's Ministry of Education. The research included reviews of developments in the United Kingdom, Australia and New Zealand and a…

Shaping the professional landscape through research, advocacy and education - an Australian perspective.

PubMed

Siemensma, Gemma; Ritchie, Ann; Lewis, Suzanne

2017-06-01

This article is the first in a new series in this regular feature. The intention of the series is to look at important global developments in health science libraries. Librarians will be invited to share with HILJ readers key initiatives in their country or region. These articles should serve as a road map, describing the key changes in the field and exploring factors driving these changes. We initiate this series with an article by three Australian librarians who use research findings to depict the evolving professional landscape in their country. The starting point of their analysis is a report completed in 2011 which looked into likely future workforce and education requirements for health library professionals. The authors trace the achievements since then, most notably in the areas of research, advocacy and education. Clearly, a great deal has been achieved leading to a greater return on investment. The authors maintain that the key to shaping the profession and enhancing the status of librarians is ongoing professional development. To this end, Australia is promoting a systematic, competency based health specialist certification. Finally, they identify trends impacting on health librarianship, such as the growing importance of research data management and consumer health literacy. JM. © 2017 Health Libraries Group.

The Healthy Aging Research Network: Resources for Building Capacity for Public Health and Aging Practice

PubMed Central

Wilcox, Sara; Altpeter, Mary; Anderson, Lynda A.; Belza, Basia; Bryant, Lucinda; Jones, Dina L.; Leith, Katherine H.; Phelan, Elizabeth A.; Satariano, William A.

2015-01-01

There is an urgent need to translate science into practice and help enhance the capacity of professionals to deliver evidence-based programming. We describe contributions of the Healthy Aging Research Network in building professional capacity through online modules, issue briefs, monographs, and tools focused on health promotion practice, physical activity, mental health, and environment and policy. We also describe practice partnerships and research activities that helped inform product development and ways these products have been incorporated into real-world practice to illustrate possibilities for future applications. Our work aims to bridge the research-to-practice gap to meet the demands of an aging population. PMID:24000962

Implementing School-Based Professional Development in Kentucky.

ERIC Educational Resources Information Center

Daniel, Patricia L.; Stallion, Brenda K.

1996-01-01

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

Standards for the Psychosocial Care of Children With Cancer and Their Families: An Introduction to the Special Issue | Center for Cancer Research

Cancer.gov

Pediatric oncology psychosocial professionals collaborated with an interdisciplinary group of experts and stakeholders and developed evidence-based standards for pediatric psychosocial care. Given the breadth of research evidence and traditions of clinical care, 15 standards were derived. Each standard is based on a systematic review of relevant literature and used the AGREE

Towards a Discipline Based Reflective Thinking Process for K-12 Students and Teachers through On-Line Discourse and Action Research.

ERIC Educational Resources Information Center

Wellman, Elizabeth

The California History-Social Science Project (CH-SSP), a legislatively-mandated professional development program is administered out of the University of California, Office of the President. The Executive Offices are based at UCLA, and oversee 17 local sites across California. As part of its mission, CH-SSP engages teachers in action research on…

Inter-Professional Collaboration in Action Research

ERIC Educational Resources Information Center

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

2018-01-01

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

Translating Current Science into Materials for High School via a Scientist-Teacher Partnership

NASA Astrophysics Data System (ADS)

Brown, Julie C.; Bokor, Julie R.; Crippen, Kent J.; Koroly, Mary Jo

2014-04-01

Scientist-teacher partnerships are a unique form of professional development that can assist teachers in translating current science into classroom instruction by involving them in meaningful collaborations with university researchers. However, few reported models aim to directly alter science teachers' practices by supporting them in the development of curriculum materials. This article reports on a multiple case study of seven high school science teachers who attended an ongoing scientist-teacher partnership professional development program at a major Southeastern research university. Our interest was to understand the capacity of this professional development program for supporting teachers in the transfer of personal learning experiences with advanced science content and skills into curriculum materials for high school students. Findings indicate that, regardless of their ultimate success constructing curriculum materials, all cases considered the research grounded professional development supports beneficial to their professional growth with the exception of collective participation. Additionally, the cases also described how supports such as professional recognition and transferability served as affordances to the process of constructing these materials. However, teachers identified multiple constraints, including personal learning barriers, their classroom context, and the cost associated with implementing some of their curriculum ideas. Results have direct implications for future research and the purposeful design of professional development experiences through scientist-teacher partnerships.

Fermilab Science Education Office - Educators/Teachers

Science.gov Websites

Search Professional Development and Research Opportunities Prepare for NGSS/Work with Scientists Professional Development Teacher Workshops and Scholarships Teacher Resource Center Research Opportunities TRAC

Devices development and techniques research for space life sciences

NASA Astrophysics Data System (ADS)

Zhang, A.; Liu, B.; Zheng, C.

The development process and the status quo of the devices and techniques for space life science in China and the main research results in this field achieved by Shanghai Institute of Technical Physics SITP CAS are reviewed concisely in this paper On the base of analyzing the requirements of devices and techniques for supporting space life science experiments and researches one designment idea of developing different intelligent modules with professional function standard interface and easy to be integrated into system is put forward and the realization method of the experiment system with intelligent distributed control based on the field bus are discussed in three hierarchies Typical sensing or control function cells with certain self-determination control data management and communication abilities are designed and developed which are called Intelligent Agents Digital hardware network system which are consisted of the distributed Agents as the intelligent node is constructed with the normative opening field bus technology The multitask and real-time control application softwares are developed in the embedded RTOS circumstance which is implanted into the system hardware and space life science experiment system platform with characteristic of multitasks multi-courses professional and instant integration will be constructed

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

NASA Astrophysics Data System (ADS)

Lewis, Elizabeth Blake

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

A case study: planning a statewide information resource for health professionals: an evidence-based approach.

PubMed

Aspinall, Erinn E; Chew, Katherine; Watson, Linda; Parker, Mary

2009-10-01

What is the best approach for implementing a statewide electronic health library (eHL) to serve all health professionals in Minnesota? The research took place at the University of Minnesota Health Sciences Libraries. In January 2008, the authors began planning a statewide eHL for health professionals following the five-step process for evidence-based librarianship: formulating the question, finding the best evidence, appraising the evidence, assessing costs and benefits, and evaluating the effectiveness of resulting actions. The authors identified best practices for developing a statewide eHL for health professionals relating to audience or population served, information resources, technology and access, funding model, and implementation and sustainability. They were compared to the mission of the eHL project to drive strategic directions by developing recommendations. EBL can guide the planning process for a statewide eHL, but findings must be tailored to the local environment to address information needs and ensure long-term sustainability.

A case study: planning a statewide information resource for health professionals: an evidence-based approach

PubMed Central

Chew, Katherine; Watson, Linda; Parker, Mary

2009-01-01

Question: What is the best approach for implementing a statewide electronic health library (eHL) to serve all health professionals in Minnesota? Setting: The research took place at the University of Minnesota Health Sciences Libraries. Methods: In January 2008, the authors began planning a statewide eHL for health professionals following the five-step process for evidence-based librarianship: formulating the question, finding the best evidence, appraising the evidence, assessing costs and benefits, and evaluating the effectiveness of resulting actions. Main Results: The authors identified best practices for developing a statewide eHL for health professionals relating to audience or population served, information resources, technology and access, funding model, and implementation and sustainability. They were compared to the mission of the eHL project to drive strategic directions by developing recommendations. Conclusion: EBL can guide the planning process for a statewide eHL, but findings must be tailored to the local environment to address information needs and ensure long-term sustainability. PMID:19851487

Developing professionalism in Italian medical students: an educational framework

PubMed Central

Consorti, Fabrizio; Notarangelo, Mariagiovanna; Potasso, Laura; Toscano, Emanuele

2012-01-01

Developing and assessing professionalism in medical students is an international challenge. This paper, based on preliminary research at the Faculty of Medicine and Dentistry of the University Sapienza of Rome, Italy, briefly summarizes the main issues and experiences in developing professionalism among Italian undergraduate medical students. It concludes with a proposed framework suited to the Italian medical curricula. In our educational system, professionalism is defined as the context of medical expertise, the combination of rules, conditions, and meanings in which the act of health care occurs, as well as the ability of critical reflection on technical expertise. It is a multidimensional construct of ethical, sociocultural, relational, and epistemological competencies, requiring a wide range of tools for assessment. With reference to Italian versions of validated tools of measure, vignettes, videos, and a student’s portfolio of reflective writings, this paper outlines the manner in which education for professionalism is embedded in the existing curriculum and overall framework of assessment. PMID:23762002

A novel Internet-based blended learning programme providing core competency in clinical research.

PubMed

Tsugihashi, Yukio; Kakudate, Naoki; Yokoyama, Yoko; Yamamoto, Yosuke; Mishina, Hiroki; Fukumori, Norio; Nakamura, Fumiaki; Takegami, Misa; Ohno, Shinya; Wakita, Takafumi; Watanabe, Kazuhiro; Yamaguchi, Takuhiro; Fukuhara, Shunichi

2013-04-01

We developed a novel Internet-based blended learning programme that allows busy health care professionals to attain core competency in clinical research. This study details the educational strategies and learning outcomes of the programme. This study was conducted at Kyoto University and seven satellite campuses from September 2009 to March 2010. A total of 176 health care professionals who had never attempted to attain core competency in clinical research were enrolled. The participants were supplied with a novel programme comprising the following four strategies: online live lectures at seven satellite campuses, short examinations after each lecture, an Internet-based feedback system and an end-of-course examination. We assessed the proportion of attendance at the lectures as the main outcome. In addition, we evaluated interaction via the feedback system and scores for end-of-course examination. Of the 176 participants, 134 (76%) reported working more than 40 hours per week. The mean proportion of attendance over all 23 lectures was 82%. A total of 156 (89%) participants attended more than 60% of all lectures and were eligible for the end-of-course examination. A total of the participants accessed the feedback system 3564 times and asked 284 questions. No statistically significant differences were noted in the end-of-course scores among medical doctors, pharmacists, registered nurses and other occupations. We developed an Internet-based blended learning programme providing core competency in clinical research. Most busy health care professionals completed the programme successfully. In addition, the participants could attain the core competency effectively, regardless of their occupation. © 2011 Blackwell Publishing Ltd.

Continued multidisciplinary project-based learning - implementation in health informatics.

PubMed

Wessel, C; Spreckelsen, C

2009-01-01

Problem- and project-based learning are approved methods to train students, graduates and post-graduates in scientific and other professional skills. The students are trained on realistic scenarios in a broader context. For students specializing in health informatics we introduced continued multidisciplinary project-based learning (CM-PBL) at a department of medical informatics. The training approach addresses both students of medicine and students of computer science. The students are full members of an ongoing research project and develop a project-related application or module, or explore or evaluate a sub-project. Two teachers guide and review the students' work. The training on scientific work follows a workflow with defined milestones. The team acts as peer group. By participating in the research team's work the students are trained on professional skills. A research project on a web-based information system on hospitals built the scenario for the realistic context. The research team consisted of up to 14 active members at a time, who were scientists and students of computer science and medicine. The well communicated educational approach and team policy fostered the participation of the students. Formative assessment and evaluation showed a considerable improvement of the students' skills and a high participant satisfaction. Alternative education approaches such as project-based learning empower students to acquire scientific knowledge and professional skills, especially the ability of life-long learning, multidisciplinary team work and social responsibility.

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

ERIC Educational Resources Information Center

Smith, Cristine

2016-01-01

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

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…

Professional Development for Teachers: What Two Rigorous Studies Tell Us

ERIC Educational Resources Information Center

Quint, Janet

2011-01-01

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

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

ERIC Educational Resources Information Center

Avidov-Ungar, Orit

2016-01-01

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

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

ERIC Educational Resources Information Center

Bellibas, Mehmet Sukru; Gumus, Emine

2016-01-01

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

Teacher Self-Assessment of Evidence-Based Classroom Practices: Preliminary Findings across Primary, Intermediate and Secondary Level Teachers

ERIC Educational Resources Information Center

Borgmeier, Chris; Loman, Sheldon L.; Hara, Motoaki

2016-01-01

The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional…

Mentoring by design: integrating medical professional competencies into bioengineering and medical physics graduate training.

PubMed

Woods, Kendra V; Peek, Kathryn E; Richards-Kortum, Rebecca

2014-12-01

Many students in bioengineering and medical physics doctoral programs plan careers in translational research. However, while such students generally have strong quantitative abilities, they often lack experience with the culture, communication norms, and practice of bedside medicine. This may limit students' ability to function as members of multidisciplinary translational research teams. To improve students' preparation for careers in cancer translational research, we developed and implemented a mentoring program that is integrated with students' doctoral studies and aims to promote competencies in communication, biomedical ethics, teamwork, altruism, multiculturalism, and accountability. Throughout the program, patient-centered approaches and professional competencies are presented as foundational to optimal clinical care and integral to translational research. Mentoring is conducted by senior biomedical faculty and administrators and includes didactic teaching, online learning, laboratory mini-courses, clinical practicums, and multidisciplinary patient planning conferences (year 1); student development and facilitation of problem-based patient cases (year 2); and individualized mentoring based on research problems and progress toward degree completion (years 3-5). Each phase includes formative and summative evaluations. Nineteen students entered the program from 2009 through 2011. On periodic anonymous surveys, the most recent in September 2013, students indicated that the program substantially improved their knowledge of cancer biology, cancer medicine, and academic medicine; that the mentors were knowledgeable, good teachers, and dedicated to students; and that the program motivated them to become well-rounded scientists and scholars. We believe this program can be modified and disseminated to other graduate research and professional health care programs.

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

ERIC Educational Resources Information Center

Teräs, Hanna; Kartoglu, Umit

2017-01-01

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

Teacher and School Characteristics and Their Influence on Curriculum Implementation

ERIC Educational Resources Information Center

Roehrig, Gillian H.; Kruse, Rebecca A.; Kern, Anne

2007-01-01

Reform-based curriculum materials have been suggested as a mechanism to make inquiry-based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks-Horsley, Hewson, Love, & Stiles, [1998]; Powell & Anderson, [2002]). This research examines the implementation of a…

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

NASA Astrophysics Data System (ADS)

Jones, Kathleen M.

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

Examining the ELL Professional Development Experiences of General Educators with English Language Learners: A Narrative Research Study Using Schon's Theory of the Reflective Practitioner

ERIC Educational Resources Information Center

Celozzi, Christopher L.

2017-01-01

This narrative research study explored how general education teachers describe their ELL professional development experiences. Specifically, this project revealed general educators' reflective practices in terms of how they translated completed professional development training into the learning environment of their own classrooms. The theoretical…

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…

Who Are the Science Teachers That Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development

ERIC Educational Resources Information Center

Saka, Yavuz

2013-01-01

To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET's) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although…

A Model of Continuing Professional Competency Development by Using ICT (Study at Senior High School Teachers Padangsidimpuan, North Sumatera)

ERIC Educational Resources Information Center

Hasibuan, Sarmadan

2013-01-01

In order to solve the weakness of current status of high school teachers' professional competency in Padangsidimpuan the researcher purposed this study to implement A Model of Continuing Professional Competency Development by using Information Communication Technology (ICT). This study was conducted by using a Research and Development (R&D).…

Early Years Educators' Perceptions of Professional Development in England: An Exploratory Study of Policy and Practice

ERIC Educational Resources Information Center

Ingleby, Ewan

2018-01-01

This article explores the perceptions of professional development held by a selection of early years educators who have experience of working in statutory and private early years settings in the north of England. The research participants (n = 20) reflected on their experiences of professional development in early years. The research process is…

HRD in France: The Corporate Perspective

ERIC Educational Resources Information Center

Weil, Amandine; Woodall, Jean

2005-01-01

Purpose: To explore and describe the roles, activities and strategies of French human resource development professionals. Design/methodology/approach: This paper is based primarily on exploratory and descriptive research. A range of secondary sources on European and French human resource development is critically reviewed to generate a number of…

The Role of Field Exercises in Ecological Learning and Values Education: Action Research on the Use of Campus Wetlands

ERIC Educational Resources Information Center

Sukhontapatipak, Chutamas; Srikosamatara, Sompoad

2012-01-01

Providing undergraduate biology students with ecological knowledge and environmental awareness is critical for developing professionalism in sustainable development. In addition to the cognitive and psychomotor development, outdoor ecological exercises combining place-based education and experiential learning can stimulate the affective domain of…

Developing Social and Emotional Aspects of Learning: The American Experience

ERIC Educational Resources Information Center

Elias, Maurice J.; Moceri, Dominic C.

2012-01-01

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

Mapping the Route of Leadership Education: Caution Ahead

DTIC Science & Technology

2004-01-01

apprenticeship, and study of educational purpose. Such context -stripped research-based knowledge cannot substitute for professional knowledge.” — Joe L...concrete, ra- tional processes in high esteem . Reviewing the J9 proposal required us to step back and review educa- tional strategies for developing...tion. Those who learn and employ that knowledge in unique contexts are rightly described as professionals; in them lies the heart and soul of the

Using disaster exercises to determine staff educational needs and improve disaster outcomes in rural hospitals: the role of the nursing professional development educator.

PubMed

Anderson, Denise A

2012-06-01

Using human potential in rural hospitals is vital to successful outcomes when handling disasters. Nursing professional development educators provide leadership and guiding vision during a time when few educational research studies demonstrate how to do so. This article explains the role of the rural nursing professional development educator as a disaster preparedness educator, facilitator, collaborator, researcher, and leader, using the American Nurses Association's Nursing Professional Development: Scope and Standards of Practice. Copyright 2012, SLACK Incorporated.

The Leadership Lab for Women: Advancing and Retaining Women in STEM through Professional Development.

PubMed

Van Oosten, Ellen B; Buse, Kathleen; Bilimoria, Diana

2017-01-01

Innovative professional development approaches are needed to address the ongoing lack of women leaders in science, technology, engineering, and math (STEM) careers. Developed from the research on women who persist in engineering and computing professions and essential elements of women's leadership development, the Leadership Lab for Women in STEM Program was launched in 2014. The Leadership Lab was created as a research-based leadership development program, offering 360-degree feedback, coaching, and practical strategies aimed at increasing the advancement and retention of women in the STEM professions. The goal is to provide women with knowledge, tools and a supportive learning environment to help them navigate, achieve, flourish, and catalyze organizational change in male-dominated and technology-driven organizations. This article describes the importance of creating unique development experiences for women in STEM fields, the genesis of the Leadership Lab, the design and content of the program, and the outcomes for the participants.

Shaping the future: a primary care research and development strategy for Scotland.

PubMed

Hannaford, P; Hunt, J; Sullivan, F; Wyke, S

1999-09-01

Primary care is at the centre of the National Health Service (NHS) in Scotland; however, its R & D capacity is insufficiently developed. R&D is a potentially powerful way of improving the health and well-being of the population, and of securing high quality care for those who need it. In order to achieve this, any Scottish strategy for primary care R&D should aim to develop both a knowledge-based service and a research culture in primary care. In this way, decisions will be made based upon best available evidence, whatever the context. Building on existing practice and resources within primary care research, this strategy for achieving a thriving research culture in Scottish primary care has three key components: A Scottish School of Primary Care which will stimulate and co-ordinate a cohesive programme of research and training. A comprehensive system of funding for training and career development which will ensure access to a range of research training which will ensure that Scotland secures effective leadership for its primary care R&D. Designated research and development practices (DRDPs) which will build on the work of existing research practices, in the context of Local Health Care Co-operatives (LHCCs) and Primary Care Trusts (PCTs), to create a co-operative environment in which a range of primary care professionals can work together to improve their personal and teams' research skills, and to support research development in their areas. A modest investment will create substantial increases in both the quality and quantity of research being undertaken in primary care. This investment should be targeted at both existing primary care professionals working in service settings in primary care, LHCCs and PCTs, and at centres of excellence (including University departments). A dual approach will foster collaboration and will allow existing centres of excellence both to undertake more primary care research and to support the development of service based primary care professionals in their research. Resources should be distributed equitably, taking into account demography, geography and the health needs of patients in Scotland. The strategy and its components must be seen as a whole. The Scottish School of Primary Care will stimulate and co-ordinate both research and training programmes. DRDPs will become research active and will participate in School-led training and research, and will contribute to research programmes. Comprehensive funding for training and career development will ensure that staff have the skills to participate in both DRDPs and in the School's activities. Thus, inadequate commitment to any one component of the strategy will mean that other components will be less successful. Commitment to all three components will maximise the chances of success.

Evaluating satellite imagery-based land use data for describing forestland development in western Washington

Treesearch

Jeffrey D. Kline; Alissa Moses; David L. Azuma; Andrew Gray

2009-01-01

Forestry professionals are concerned about how forestlands are affected by residential and other development. To address those concerns, researchers must find appropriate data with which to describe and evaluate rates and patterns of forestland development and the impact of development on the management of remaining forestlands. We examine land use data gathered from...

Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study.

PubMed

Huang, Keng-Yen; Nakigudde, Janet; Rhule, Dana; Gumikiriza-Onoria, Joy Louise; Abura, Gloria; Kolawole, Bukky; Ndyanabangi, Sheila; Kim, Sharon; Seidman, Edward; Ogedegbe, Gbenga; Brotman, Laurie Miller

2017-11-01

Children in Sub-Saharan Africa (SSA) are burdened by significant unmet mental health needs. Despite the successes of numerous school-based interventions for promoting child mental health, most evidence-based interventions (EBIs) are not available in SSA. This study investigated the implementation quality and effectiveness of one component of an EBI from a developed country (USA) in a SSA country (Uganda). The EBI component, Professional Development, was provided by trained Ugandan mental health professionals to Ugandan primary school teachers. It included large-group experiential training and small-group coaching to introduce and support a range of evidence-based practices (EBPs) to create nurturing and predictable classroom experiences. The study was guided by the Consolidated Framework for Implementation Research, the Teacher Training Implementation Model, and the RE-AIM evaluation framework. Effectiveness outcomes were studied using a cluster randomized design, in which 10 schools were randomized to intervention and wait-list control conditions. A total of 79 early childhood teachers participated. Teacher knowledge and the use of EBPs were assessed at baseline and immediately post-intervention (4-5 months later). A sample of 154 parents was randomly selected to report on child behavior at baseline and post-intervention. Linear mixed effect modeling was applied to examine effectiveness outcomes. Findings support the feasibility of training Ugandan mental health professionals to provide Professional Development for Ugandan teachers. Professional Development was delivered with high levels of fidelity and resulted in improved teacher EBP knowledge and the use of EBPs in the classroom, and child social competence.

Advantages of the Dental Practice-Based Research Network Initiative and Its Role in Dental Education

PubMed Central

Curro, Frederick A.; Grill, Ashley C.; Thompson, Van P.; Craig, Ronald G.; Vena, Don; Keenan, Analia V.; Naftolin, Frederick

2012-01-01

Practice-based research networks (PBRNs) provide a novel venue in which providers can increase their knowledge base and improve delivery of care through participation in clinical studies. This article describes some aspects of our experience with a National Institute of Dental and Craniofacial Research-supported PBRN and discusses the role it can play in dental education. PBRNs create a structured pathway for providers to advance their professional development by participating in the process of collecting data through clinical research. This process allows practitioners to contribute to the goals of evidence-based dentistry by helping to provide a foundation of evidence on which to base clinical decisions as opposed to relying on anecdotal evidence. PBRNs strengthen the professional knowledge base by applying the principles of good clinical practice, creating a resource for future dental faculty, training practitioners on best practices, and increasing the responsibility, accountability, and scope of care. PBRNs can be the future pivotal instruments of change in dental education, the use of electronic health record systems, diagnostic codes, and the role of comparative effectiveness research, which can create an unprecedented opportunity for the dental profession to advance and be integrated into the health care system. PMID:21828299

Advantages of the dental practice-based research network initiative and its role in dental education.

PubMed

Curro, Frederick A; Grill, Ashley C; Thompson, Van P; Craig, Ronald G; Vena, Don; Keenan, Analia V; Naftolin, Frederick

2011-08-01

Practice-based research networks (PBRNs) provide a novel venue in which providers can increase their knowledge base and improve delivery of care through participation in clinical studies. This article describes some aspects of our experience with a National Institute of Dental and Craniofacial Research-supported PBRN and discusses the role it can play in dental education. PBRNs create a structured pathway for providers to advance their professional development by participating in the process of collecting data through clinical research. This process allows practitioners to contribute to the goals of evidence-based dentistry by helping to provide a foundation of evidence on which to base clinical decisions as opposed to relying on anecdotal evidence. PBRNs strengthen the professional knowledge base by applying the principles of good clinical practice, creating a resource for future dental faculty, training practitioners on best practices, and increasing the responsibility, accountability, and scope of care. PBRNs can be the future pivotal instruments of change in dental education, the use of electronic health record systems, diagnostic codes, and the role of comparative effectiveness research, which can create an unprecedented opportunity for the dental profession to advance and be integrated into the health care system.

The Politics of Teacher Professional Development: Policy, Research and Practice. Routledge Research in Education

ERIC Educational Resources Information Center

Hardy, Ian

2012-01-01

"The Politics of Teacher Professional Development: Policy, Research and Practice" provides innovative insights into teachers' continuing development and learning in contemporary western contexts. Rather than providing a list of "how-tos" and "must dos," this volume is premised on the understanding that by learning…

Situating Technology Professional Development in Urban Schools

ERIC Educational Resources Information Center

Meier, Ellen B.

2005-01-01

The Center for Technology and School Change (CTSC) is a research and development center specializing in professional development, evaluation and technology integration research. The goal of the qualitative research reported in this article was to identify factors that strengthen the integration of technology in classrooms in ways that are…

Exploring Practice-Research Networks for Critical Professional Learning

ERIC Educational Resources Information Center

Appleby, Yvon; Hillier, Yvonne

2012-01-01

This paper discusses the contribution that practice-research networks can make to support critical professional development in the Learning and Skills sector in England. By practice-research networks we mean groups or networks which maintain a connection between research and professional practice. These networks stem from the philosophy of…

Professional ideologies and the development of syringe exchange: Wales as a case study.

PubMed

Keene, J M; Stimson, G V

1997-12-01

This paper is derived from an evaluative study of HIV prevention programs for drug injectors across Wales. It considers how different professional territories and ideologies, concepts of drug misuse and models of HIV prevention may influence policy development. The research involved monitoring the introduction and development of agency and community based syringe exchange schemes and initiatives taken by community pharmacists. Interviews with staff, managers and administrators, and descriptions of service history, development and delivery inform the discussion. HIV prevention varied in different areas of Wales depending on the particular professional group involved, local ideologies regarding drug use treatment, and the extent to which HIV prevention was seen either as a specialist area of expertise and specific remit of drug workers or a generic health care task. Drug agencies with an abstinence policy rejected syringe exchange; instead, prevention in those areas developed in ad hoc ways as health care workers and pharmacists attempted to develop a community based service. Drug agencies with a pre-existing harm minimisation model easily integrated syringe exchange into their work and played the major part in establishing the service, but there was difficulty in extending it beyond their professional caseloads. As there were disincentives to use treatment agencies, and their catchment areas were limited, these factors influenced effective service provision.

Using communication technology to support professional development in teaching science

NASA Astrophysics Data System (ADS)

Sundberg, Cheryl White

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

Research into the Specific Aspects of Internal Conflict Displays in the Course of Professional Identification

ERIC Educational Resources Information Center

Rensh, Marina A.; Kosyakova, Inessa V.; Agafonova, Anna N.

2016-01-01

The applicability of the researched issue is preconditioned by the need for detecting key determinants which define the process of the person's professional development, identification with the professional environment, and sources of professional self-efficacy. The purpose of the article is to provide the deliverables of the empiric research for…

Competence, competency-based education, and undergraduate dental education: a discussion paper.

PubMed

Chuenjitwongsa, S; Oliver, R G; Bullock, A D

2018-02-01

The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency-based education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education. This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency-based undergraduate education. Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature. Understanding competence, competency-based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

NASA Astrophysics Data System (ADS)

Akerson, Valarie L.; Pongsanon, Khemmawadee; Weiland, Ingrid S.; Nargund-Joshi, Vanashri

2014-08-01

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was 'How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.

Enabling Astronony Research in High Schools with the START Collaboratory

NASA Astrophysics Data System (ADS)

Greenberg, G. J.; Pennypacker, C. R.

2005-12-01

The START Collaboratory is a three-year, NSF funded project to create a Web-based national astronomy research collaboratory for high school students that will bring authentic scientific research to classrooms across the country. The project brings together the resources and experience of Hands-On Universe at the University of California at Berkeley, the Sloan Digital Sky Survey / National Virtual Observatory at Johns Hopkins University and the Northwestern University Collaboratory Project. The START Collaboratory seamlessly integrates access to gigabytes of searchable data and images from the Sloan Digital Sky Survey and the NVO into Web-based research notebooks and research reports that can be shared and discussed online. Requests for observations can be made through the START Telescope Request Broker. These observations can be viewed with the START Web Visualization Tool for visualization and measurement of FITS files. The project has developed a set of research scenarios to introduce students to the resources and tools available through the START Collaboratory, and to provide a model for network-based collaboration that engages students, teachers and professional scientists. Great attention has been paid to ensuring that the research scenarios result in accurate and authentic research products that are of real interest to working astronomers. In this panel presentation, we will describe the educational benefits and opportunities being seen in pilot testing with teachers and students, and in preparations for a teacher professional development project with the Adler Planetarium.

Anticipation - the underlying science of sport. Report on research in progress

NASA Astrophysics Data System (ADS)

Nadin, Mihai

2015-05-01

Professional sport practitioners intuitively acknowledge anticipation. Sports researchers sometimes discuss it. Still, there is little data-based evidence to characterize the role anticipation plays in human performance. Even less documented is the distinction between reaction and anticipation. This text presents the real-time quantification environment developed as an AnticipationScope™. Based on a very large data harvest from this experimental set-up, hypotheses regarding the role of anticipation in sport are advanced. The conclusion is that while preparation and reaction play an important role in sports performance, in the final analysis anticipation distinguishes the professional from other sport practitioners. Work in progress is presented with the aim of engaging the community of researchers in the design of alternative methods for quantifying anticipation and for processing the data. Generalization from sport to human performance is one of the intended outcomes of this research.

Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

NASA Astrophysics Data System (ADS)

Borders, Kareen; Mendez, B. M.

2010-01-01

K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

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

ERIC Educational Resources Information Center

Thorpe, Anthony; Garside, Diane

2017-01-01

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

Research-Based Program Development: Refining the Service Model for a Geographic Alliance

ERIC Educational Resources Information Center

Rutherford, David J.; Lovorn, Carley

2018-01-01

Research conducted in 2013 identified the perceptions that K-12 teachers and administrators hold with respect to: (1) the perceived needs in education, (2) the professional audiences that are most important to reach, and (3) the service models that are most effective. The specific purpose of the research was to refine and improve the services that…

Health Professionals' Attitudes towards Evidence-Based Medicine and the Role of the Information Professional in Exploitation of the Research Evidence.

ERIC Educational Resources Information Center

Lewis, Ruth A.; Rolinson, Janet; Urquhart, Christine J.

1998-01-01

A survey of 182 doctors, nurses, and allied professionals examined health professionals' awareness of evidence-based medicine (EBM). Results show most health professionals wanted workplace access to resources, that doctors preferred to do their own searching, and that health professionals doubted librarians could find relevant articles, suggesting…

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

ERIC Educational Resources Information Center

Blank, Rolf K.

2010-01-01

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

Oral language supports early literacy: a pilot cluster randomized trial in disadvantaged schools.

PubMed

Snow, Pamela C; Eadie, Patricia A; Connell, Judy; Dalheim, Brenda; McCusker, Hugh J; Munro, John K

2014-10-01

This study examined the impact of teacher professional development aimed at improving the capacity of primary teachers in disadvantaged schools to strengthen children's expressive and receptive oral language skills and early literacy success in the first 2 years of school. Fourteen low-SES schools in Victoria, Australia were randomly allocated to a research (n = 8) or control arm (n = 6), resulting in an initial sample of 1254 students, (n = 602 in research arm and n = 652 in control arm). The intervention comprised 6 days of teacher and principal professional development (delivered by language and literacy experts), school-based continuing contact with the research team and completion by one staff member of each research school of a postgraduate unit on early language and literacy. Schools in the control arm received standard teaching according to state auspiced curriculum guidelines. Full data were available on 979 students at follow-up (time 2). Students in the research arm performed significantly better on Test of Language Development: Primary (Fourth Edition) sub-tests (p ≤ .002) and the Reading Progress Test (F = 10.4(1); p = .001) than students in the control arm at time 2. Narrative scores were not significantly different at time 2, although students in research schools showed greater gains. Findings provide "proof of concept" for this approach, and are discussed with respect to implications for teacher professional development and pre-service education concerning the psycholinguistic competencies that underpin the transition to literacy.

DriveWise: An Interdisciplinary Hospital-Based Driving Assessment Program

ERIC Educational Resources Information Center

O'Connor, Margaret G.; Kapust, Lissa R.; Hollis, Ann M.

2008-01-01

Health care professionals working with the elderly have opportunities through research and clinical practice to shape public policy affecting the older driver. This article describes DriveWise, an interdisciplinary hospital-based driving assessment program developed in response to clinical concerns about the driving safety of individuals with…

Deriving Empirically-Based Design Guidelines for Advanced Learning Technologies that Foster Disciplinary Comprehension

ERIC Educational Resources Information Center

Poitras, Eric; Trevors, Gregory

2012-01-01

Planning, conducting, and reporting leading-edge research requires professionals who are capable of highly skilled reading. This study reports the development of an empirically informed computer-based learning environment designed to foster the acquisition of reading comprehension strategies that mediate expertise in the social sciences. Empirical…

Implementing Mathematics Teaching That Promotes Students' Understanding through Theory-Driven Lesson Study

ERIC Educational Resources Information Center

Huang, Rongjin; Gong, Zikun; Han, Xue

2016-01-01

Lesson study (LS) has been practiced in China as an effective way to advance teachers' professional development for decades. This study explores how LS improves teaching that promotes students' understanding. A LS group including didacticians (practice-based teaching research specialist and University-based mathematics educators) and mathematics…

Coaching Teachers for Emergent Literacy Instruction Using Performance-Based Feedback

ERIC Educational Resources Information Center

McCollum, Jeanette A.; Hemmeter, Mary Louise; Hsieh, Wu-Ying

2013-01-01

Coaching has garnered support as a professional development approach that helps teachers use research-based instruction to teach emergent literacy skills to young children. However, approaches to coaching vary widely, as do the backgrounds and training of the teachers included in different studies. This study investigated the influence of…

Family Counseling for All Counselors.

ERIC Educational Resources Information Center

Kaplan, David M.

Counselors whose specialty is marriage and family counseling develop a theoretical and research base and acquire countless hours of experience upon which to base their interventions. Most counselors and other helping professionals whose specialty is in another area do as well as they can lacking specific theoretical concepts and experience from…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

NASA Astrophysics Data System (ADS)

Jensen, Aaron C.

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

Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review

ERIC Educational Resources Information Center

Morales, Marie Paz E.

2016-01-01

This paper reviews Participatory Action Research as an approach to teacher professional development. It maps the origins of Participatory Action Research (PAR) and discusses the benefits and challenges that have been identified by other researchers in utilizing PAR approaches in conducting research. It draws ideas of combining the features of…

Design-Based Research as an Informal Learning Model for Choral Conductors

ERIC Educational Resources Information Center

Cooper, Naomi

2017-01-01

The number of community choirs continues to grow, and literature endorsing the benefits of choral singing for physical, mental and emotional health and well-being is rapidly expanding, meaning that the professional development of community choral conductors is in the public interest. However, research on choral conductor education remains limited.…

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

ERIC Educational Resources Information Center

Gao, Fei; Li, Lan

2017-01-01

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

Using Action Research to Support Quality Early Years Practice

ERIC Educational Resources Information Center

Bleach, Josephine

2013-01-01

This article examines the effectiveness of action research as a continuous professional development (CPD) tool. The aim of the CPD programme was to support 14 community-based Early Childhood Care and Education (ECCE) centres in Ireland to improve quality in their settings through the implementation of the national quality and curriculum frameworks…

Rochdale Research into Practice: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Speight, Sveltlana; Callanan, Meg; Griggs, Julia; Farias, Javiera Cartagena; Fry, Alexandra

2016-01-01

Research into Practice--Evidence-informed Continuing Professional Development (CPD) in Rochdale (UK) was a pilot intervention aimed at supporting teachers to use evidence-based teaching and learning strategies to improve pupil progress. The project ran for one year (2014/2015) in ten primary schools in the Rochdale area, all of which are members…

Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

ERIC Educational Resources Information Center

McKinsey, Elizabeth

2016-01-01

Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and…

Scaling a Technology-Based Innovation: Windows on the Evolution of Mathematics Teachers' Practices

ERIC Educational Resources Information Center

Clark-Wilson, A.; Hoyles, C.; Noss, R.; Vahey, P.; Roschelle, J.

2015-01-01

This paper reports research on effects on teachers' classroom practices resulting from their engagement in sustained professional development and classroom teaching of a resource that embeds carefully designed dynamic technology within middle school mathematics (11-14 years). The research investigated the self-reported evolution of teachers'…

Revisiting and Rewriting Early Career Encounters: Reconstructing One "Identity Defining" Moment

ERIC Educational Resources Information Center

Yoo, Joanne

2011-01-01

There has been much research conducted into the effects of early career experiences on future practice. The research indicates that early career academics are particularly susceptible to burnout, as they are still developing their professional knowledge base, and are therefore more reliant on their theoretical knowledge or idealism to interpret…

Implementing inquiry-based kits within a professional development school model

NASA Astrophysics Data System (ADS)

Jones, Mark Thomas

2005-07-01

Implementation of guided inquiry teaching for the first time carries inherent problems for science teachers. Reform efforts on inquiry-based science teaching are often unsustainable and are not sensitive to teachers' needs and abilities as professionals. Professional development schools are meant to provide a research-based partnership between a public school and a university. These collaborations can provide support for the professional development of teachers. This dissertation reports a study focused on the implementation of inquiry-based science kits within the support of one of these collaborations. The researcher describes the difficulties and successful adaptations experienced by science teachers and how a coteaching model provided support. These types of data are needed in order to develop a bottom-up, sustainable process that will allow teachers to implement inquiry-based science. A qualitative methodology with "researcher as participant" was used in this study of two science teachers during 2002--2003. These two teachers were supported by a coteaching model, which included preservice teachers for each teacher as well as a supervising professor. Data were collected from the researcher's direct observations of coteachers' practice. Data were also collected from interviews and reflective pieces from the coteachers. Triangulation of the data on each teacher's case supported the validity of the findings. Case reports were prepared from these data for each classroom teacher. These case reports were used and cross-case analysis was conducted to search for major themes and findings in the study. Major findings described the hurdles teachers encounter, examples of adaptations observed in the teachers' cases and the supportive interactions with their coteachers while implementing the inquiry-based kits. In addition, the data were used to make recommendations for future training and use of the kits and the coteaching model. Results from this study showed that the kit's guided structure of inquiry and the collaboration both affected the inservice teachers in the following ways: The coteaching model supported behavioral and material management issues caused by the implementation of the kits; collaboration with preservice teachers created a "smaller-class-size" effect, which allowed teachers to attend to a smaller number of students for cooperative learning and assessment, and the elementary inservice teachers learned pedagogical strategies and science content from collaborating with secondary preservice teachers in kit use and from the kits' curriculum. Results were used as a self-study for future training and support for implementation of inquiry-based kits.

Public health initiatives in South Africa in the 1940s and 1950s: lessons for a post-apartheid era.

PubMed

Yach, D; Tollman, S M

1993-07-01

Inspiration drawn from South African public health initiatives in the 1940s played an important role in the development of the network of community and migrant health centers in the United States. The first such center at Pholela in Natal emphasized the need for a comprehensive (preventive and curative) service that based its practices on empirical data derived from epidemiological and anthropological research. In addition, community consultation preceded the introduction of new service or research initiatives. The Institute of Family and Community Health in Durban pioneered community-based multidisciplinary training and developed Pholela and other sites as centers for service, teaching, and research. Several important lessons for South African health professionals emerge from the Pholela experience. First, public health models of the past need to be reintroduced locally; second, the training of public health professionals needs to be upgraded and reoriented; third, appropriate research programs need to respond to community needs and address service demands; fourth, community involvement strategies need to be implemented early on; and fifth, funding sources for innovation in health service provision should be sought.

Exploratory Practice: Work at the Cultural Inglesa, Rio de Janeiro, Brazil.

ERIC Educational Resources Information Center

Allwright, Dick; Lenzuen, Rosa

1997-01-01

Focuses on the aim of the Cultural Inglesa, Rio de Janeiro, Brazil, which is the development of a new, fully sustainable concept for classroom-based research--exploratory practice--and its assimilation into the normal working and professional-development practices of Rio Cultura teachers. (Author/VWL)

Early Years Educators at Play: A Research-Based Early Childhood Professional Development Program

ERIC Educational Resources Information Center

Kilinc, Sultan; Kelley, Michael F.; Millinger, Jenny; Adams, Korbi

2016-01-01

Every culture has developed some version of performance art. Children especially appreciate performance; their innate openness, forgiveness, and self-love make them delightful performers and audience members. Every time they engage with performance art, children are learning about storytelling, history, sociability, artistry, and physicality.…

Personal Agency in Leadership Learning Using an Australian Heuristic

ERIC Educational Resources Information Center

Lovett, Susan; Dempster, Neil; Flückiger, Bev

2015-01-01

The starting point for this article is the lack of a robust research base regarding details of what works and why for school leaders' professional development. The article extends work undertaken for a recent commissioned literature review of selected international reports on supporting school leaders' development strategies. The authors reveal…

Getting Out of the Way: A Lesson in Change

ERIC Educational Resources Information Center

McEnery, Douglas

2005-01-01

When the author's school implemented a model of standards-driven, research-based teaching practices, he realized that working individually with teachers on their professional development goals was not improving teacher performance or student achievement. As such, he developed a more facilitative role and listened to groups of teachers discuss…

Children and Professionals Rights to Participation: A Case Study

ERIC Educational Resources Information Center

Mesquita-Pires, Cristina

2012-01-01

This study investigates the process of praxiological transformation developed in an early childhood education institution, in Portugal, within four activity rooms. It is a single case study using action research, context-based staff development and participatory childhood pedagogy as means to change educational practices. It undertakes thorough…

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A Self-Study of Becoming an Elementary Teacher

ERIC Educational Resources Information Center

Akerson, Valarie L.; Pongsanon, Khemmawadee; Weiland, Ingrid S.; Nargund-Joshi, Vanashri

2014-01-01

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was "How can a teacher develop a professional identity as an elementary teacher of NOS?" Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as…

Development of professional knowledge in action: experiences from an action science design focusing on acknowledging communication in mental health.

PubMed

Vatne, Solfrid; Bjornerem, Heidi; Hoem, Elisabeth

2009-03-01

This article reports a multi-professional development project that was based on an action science design. The purpose was to develop 'acknowledging communication' in a psychiatric department for young people, and the objective to study the staffs' experiences of participating in the project. The professional part of the project has its foundation in Schibbye's treatment theory of inter-subjective understanding of relationships, and involves three main approaches from her theory: self-reflection, self-delimitation and emotional presence. The article presents the specific action design used, where reflection processes were developed in three different arenas: multidisciplinary Reflection groups, a Leader support group for the group leaders of the Reflection groups and collective Project seminars for all employees. A formal study programme designed to increase professional expertise, 15 European Credit Transfer System (ECTS), was also offered. The research methods included the researcher's process notes taken during the process, field notes from participating in the Leader support group, and qualitative interviews of eight informants participating in the various reflection arenas. The article presents and discusses the experiences evolved from the methods that were developed during the professional action science project: reflection on specific situations of interaction with patients in the form of oral/written narratives and the development of video presentations in combination with 'reflective teams'. The study showed that to facilitate change in the role of staff members, it is important to combine several reflection arenas where theoretical principles can be converted into practical action. By drawing data from only one study site, the study has a limited transferability, but should be of interest for professionals working with clinical change processes.

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

PubMed

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

2016-08-01

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

Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant

ERIC Educational Resources Information Center

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

2016-01-01

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

The impact of asynchronous online course design for professional development on science-teacher self-efficacy

NASA Astrophysics Data System (ADS)

Long, Caryn L. Smith

This dissertation examines how various designs of asynchronous online courses for teacher professional development may impact science-teacher self-efficacy. Mayer's studies, providing the cognitive theory of multimedia learning, targeted designs of asynchronous online learning and the point where contributions of written, auditory, and visual information on these sites could cause cognitive overload (Mayer, 2005). With increasing usage of online resources for educators to gain teaching credits, understanding how to construct these professional development offerings is critical. Teacher self-efficacy can affect how well information from these courses relays to students in their classroom. This research explored the connection between online asynchronous professional development design and teacher self-efficacy through analysis of a physics-based course in three distinct course-design offerings, while collecting content-acquisition data and self-efficacy effects before and after participation. Results from this research showed teacher self-efficacy had improved in all online treatments which included a text-only, text and audio and text, audio and animation version of the same physics content. Content knowledge was most effected by the text-only and text and audio treatments with significan growth occurring in the remember, apply, and analyze levels of bloom's taxonomy. Due to the small number of participants, it cannot be said that these results are conclusive.

A Web-Based Psychoeducational Intervention for Adolescent Depression: Design and Development of MoodHwb.

PubMed

Bevan Jones, Rhys; Thapar, Anita; Rice, Frances; Beeching, Harriet; Cichosz, Rachel; Mars, Becky; Smith, Daniel J; Merry, Sally; Stallard, Paul; Jones, Ian; Thapar, Ajay K; Simpson, Sharon A

2018-02-15

Depression is common in adolescence and leads to distress and impairment in individuals, families and carers. Treatment and prevention guidelines highlight the key role of information and evidence-based psychosocial interventions not only for individuals but also for their families and carers. Engaging young people in prevention and early intervention programs is a challenge, and early treatment and prevention of adolescent depression is a major public health concern. There has been growing interest in psychoeducational interventions to provide accurate information about health issues and to enhance and develop self-management skills. However, for adolescents with, or at high risk of depression, there is a lack of engaging Web-based psychoeducation programs that have been developed with user input and in line with research guidelines and targeted at both the individual and their family or carer. There are also few studies published on the process of development of Web-based psychoeducational interventions. The aim of this study was to describe the process underlying the design and development of MoodHwb (HwbHwyliau in Welsh): a Web-based psychoeducation multimedia program for young people with, or at high risk of, depression and their families, carers, friends, and professionals. The initial prototype was informed by (1) a systematic review of psychoeducational interventions for adolescent depression; (2) findings from semistructured interviews and focus groups conducted with adolescents (with depressive symptoms or at high risk), parents or carers, and professionals working with young people; and (3) workshops and discussions with a multimedia company and experts (in clinical, research, and multimedia work). Twelve interviews were completed (four each with young people, parents or carers, and professionals) and six focus groups (three with young people, one with parents and carers, one with professionals, and one with academics). Key themes from the interviews and focus groups were: aims of the program, design and content issues, and integration and context of the program. The prototype was designed to be person-centered, multiplatform, engaging, interactive, and bilingual. It included mood-monitoring and goal-setting components and was available as a Web-based program and an app for mobile technologies. MoodHwb is a Web-based psychoeducational intervention developed for young people with, or at high risk of, depression and their families and carers. It was developed with user input using qualitative methods as well as user-centered design and educational and psychological theory. Further research is needed to evaluate the effectiveness of the program in a randomized controlled trial. If found to be effective, it could be implemented in health, education, youth and social services, and charities, to not only help young people but also families, carers, friends, and professionals involved in their care. ©Rhys Bevan Jones, Anita Thapar, Frances Rice, Harriet Beeching, Rachel Cichosz, Becky Mars, Daniel J Smith, Sally Merry, Paul Stallard, Ian Jones, Ajay K Thapar, Sharon A Simpson. Originally published in JMIR Mental Health (http://mental.jmir.org), 15.02.2018.

Teaching evidence-based practice: developing a curriculum model to foster evidence-based practice in undergraduate student nurses.

PubMed

Finotto, Stefano; Carpanoni, Marika; Turroni, Elena Casadei; Camellini, Riccarda; Mecugni, Daniela

2013-09-01

For the nature of the Evidence-Based Practice (EBP) and its relevance to nursing, the skills that it requires should be a component in the basic Nursing degree courses. For this reason, the EBP process should be introduced early on in nursing education to develop students' independence and ability to self-learning. the aim of this study is to describe the perception that newly graduated nurses have relative to the benefits of the skills learned during the laboratory's three-year EBP in consideration of the construction of the thesis, the research of evidence and usefulness of the EBP process for the development of their professional career. A descriptive study with a sample of 300 newly graduated nurses from the Degree Course in Nursing of the University of Modena and Reggio Emilia, venue of Reggio Emilia. The data collection instrument was an anonymous questionnaire. It was possible to answer through a 10 Likert scale. The sample considers effective the research of evidence carried out (mean 6, SD 2), related to the problems of patients (mean 7, SD 2); the sample considered the skills acquired during the laboratory's three-year EBP to be useful for career development (mean 7, SD 2). the decision to include the laboratory's three-year EBP in the curriculum of the Nursing degree promotes the development of skills relating to the use of the EBP process, competence that in the literature is indicated as one of the core competencies that all health professionals should develop and maintain throughout their professional career. Copyright © 2013 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

Olin, Anette; Ingerman, Åke

2016-01-01

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

Science and Mathematics Teachers Working Toward Equity Through Teacher Research: Tracing Changes Across Their Research Process and Equity Views

NASA Astrophysics Data System (ADS)

Brenner, Mary E.; Bianchini, Julie A.; Dwyer, Hilary A.

2016-12-01

We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices—a central learning strategy of the professional development project—informed and/or constrained their views related to three strands of equity: teachers and teaching, students and learning, and students' families and communities. Data collected included recordings of professional development seminars and school-site meetings, three sets of individual interviews with teacher researchers, and drafts and final products of the classroom research teachers conducted. From our qualitative analyses of data, we found that most teachers addressed at least two of the three equity strands in researching their own practice. We also found that most transformed their understandings of teachers and students as a result of their teacher research process. However, teachers' views of families and communities changed in less substantive ways. We close with recommendations for other researchers and professional developers intent on supporting science and mathematics teachers in using teacher research to work toward equity.

No longer simply a Practice-based Research Network (PBRN) health improvement networks.

PubMed

Williams, Robert L; Rhyne, Robert L

2011-01-01

While primary care Practice-based Research Networks are best known for their original, research purpose, evidence accumulating over the last several years is demonstrating broader values of these collaborations. Studies have demonstrated their role in quality improvement and practice change, in continuing professional education, in clinician retention in medically underserved areas, and in facilitating transition of primary care organization. A role in informing and facilitating health policy development is also suggested. Taking into account this more robust potential, we propose a new title, the Health Improvement Network, and a new vision for Practice-based Research Networks.

Application of a Sensemaking Approach to Ethics Training in the Physical Sciences and Engineering

NASA Astrophysics Data System (ADS)

Kligyte, Vykinta; Marcy, Richard T.; Waples, Ethan P.; Sevier, Sydney T.; Godfrey, Elaine S.; Mumford, Michael D.; Hougen, Dean F.

2008-06-01

Integrity is a critical determinant of the effectiveness of research organizations in terms of producing high quality research and educating the new generation of scientists. A number of responsible conduct of research (RCR) training programs have been developed to address this growing organizational concern. However, in spite of a significant body of research in ethics training, it is still unknown which approach has the highest potential to enhance researchers' integrity. One of the approaches showing some promise in improving researchers' integrity has focused on the development of ethical decision-making skills. The current effort proposes a novel curriculum that focuses on broad metacognitive reasoning strategies researchers use when making sense of day-to-day social and professional practices that have ethical implications for the physical sciences and engineering. This sensemaking training has been implemented in a professional sample of scientists conducting research in electrical engineering, atmospheric and computer sciences at a large multi-cultural, multi-disciplinary, and multi-university research center. A pre-post design was used to assess training effectiveness using scenario-based ethical decision-making measures. The training resulted in enhanced ethical decision-making of researchers in relation to four ethical conduct areas, namely data management, study conduct, professional practices, and business practices. In addition, sensemaking training led to researchers' preference for decisions involving the application of the broad metacognitive reasoning strategies. Individual trainee and training characteristics were used to explain the study findings. Broad implications of the findings for ethics training development, implementation, and evaluation in the sciences are discussed.

Application of a sensemaking approach to ethics training in the physical sciences and engineering.

PubMed

Kligyte, Vykinta; Marcy, Richard T; Waples, Ethan P; Sevier, Sydney T; Godfrey, Elaine S; Mumford, Michael D; Hougen, Dean F

2008-06-01

Integrity is a critical determinant of the effectiveness of research organizations in terms of producing high quality research and educating the new generation of scientists. A number of responsible conduct of research (RCR) training programs have been developed to address this growing organizational concern. However, in spite of a significant body of research in ethics training, it is still unknown which approach has the highest potential to enhance researchers' integrity. One of the approaches showing some promise in improving researchers' integrity has focused on the development of ethical decision-making skills. The current effort proposes a novel curriculum that focuses on broad metacognitive reasoning strategies researchers use when making sense of day-to-day social and professional practices that have ethical implications for the physical sciences and engineering. This sensemaking training has been implemented in a professional sample of scientists conducting research in electrical engineering, atmospheric and computer sciences at a large multi-cultural, multi-disciplinary, and multi-university research center. A pre-post design was used to assess training effectiveness using scenario-based ethical decision-making measures. The training resulted in enhanced ethical decision-making of researchers in relation to four ethical conduct areas, namely data management, study conduct, professional practices, and business practices. In addition, sensemaking training led to researchers' preference for decisions involving the application of the broad metacognitive reasoning strategies. Individual trainee and training characteristics were used to explain the study findings. Broad implications of the findings for ethics training development, implementation, and evaluation in the sciences are discussed.

The ERESE project: Bridging the gap between Digital Science Libraries and Education through Professional Development of Teachers and Database Development

NASA Astrophysics Data System (ADS)

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

2004-12-01

The ERESE (Enduring Resources in Earth Science Education) project involves a close collaboration between teachers, librarians, educators, data archive managers and scientists in Earth sciences and information technology, to create a digital library environment for Earth science education. We report here on an ongoing (NSF-NSDL) project involving teachers' professional development in the pedagogy of plate tectonics in middle and high schools. This work included efforts in scientific database development in terms of contents and search tools, the development of an inquiry based learning approach, a two week professional development workshop attended by 15 teachers from across the nation, a classroom implementation of lesson plans developed by the teachers at the workshop and an evaluation/validation process for the success of their pedagogic approaches. This ERESE project offers a novel path for both science teaching and professional outreach for scientists, and includes four key components: (1) A true, long-term research partnership between educators and scientists, guiding each other with respect to the authenticity of the science taught and the educational soundness of a scientists' elaborations on science concepts. (2) Expansion of existing scientific databases through the use of metadata that tie scientific materials to a particular expert level and teaching goal. (3) The design of interfaces that make data accessible to the educational community. (4) The use of an inquiry based teaching approach that integrates the scientist-educator collaboration and the data base developments. Our pedagogic approach includes the development of a central hypotheses by the student in response to an initial general orientation and presentation of a well chosen central provocative phenomenon by the teacher. Then, the student develops a research plan that is devoted to address this hypothesis through the use of the materials provided by a scientific database allowing a students prove or disprove their hypothesis and to explore the limits of the (current) understanding of a particular science question. Our first experience with this ERESE project involved a steep learning curve, but the initial results are very promising, providing true professional development for educators as well as for the scientists, whereby the former learn about new ways of teaching science and the latter learn to communicate with teachers.

Data base development and research and editorial support

NASA Technical Reports Server (NTRS)

1988-01-01

The Life Sciences Bibliographic Data Base was created in 1981 and subsequently expanded. A systematic, professional system was developed to collect, organize, and disseminate information about scientific publications resulting from research. The data base consists of bibliographic information and hard copies of all research papers published by Life Sciences-supported investigators. Technical improvements were instituted in the database. To minimize costs, take advantage of advances in personal computer technology, and achieve maximum flexibility and control, the data base was transferred from the JSC computer to personal computers at George Washington University (GWU). GWU also performed a range of related activities such as conducting in-depth searches on a variety of subjects, retrieving scientific literature, preparing presentations, summarizing research progress, answering correspondence requiring reference support, and providing writing and editorial support.

Stakeholders' perspectives on biobank-based genomic research: systematic review of the literature

PubMed Central

Husedzinovic, Alma; Ose, Dominik; Schickhardt, Christoph; Fröhling, Stefan; Winkler, Eva C

2015-01-01

The success of biobank-based genomic research is widely dependent on people's willingness to donate their tissue. Thus, stakeholders' opinions should be considered in the development of best practice guidelines for research and recruiting participants. We systematically analyzed the empirical literature describing different stakeholders' views towards ethical questions with regard to type of consent, data sharing and return of incidental findings. Patients are more open to one-time general consent than the public. Only a small proportion desires recontact if the research aim changed. A broad consent model would prevent only a small proportion of patients from participating in research. Although professionals are concerned about a risk of reidentification, patients and the public support data sharing and find that the benefit of research outweighs the potential risk of reidentification. However, they desire detailed information about the privacy protection measures. Regarding the return of incidental findings, the public and professionals focus on clinically actionable results, whereas patients are interested in receiving as much information as possible. For professionals, concrete guidelines that help managing the return of incidental findings should be warranted. For this it would be helpful addressing the different categories – actionable, untreatable and inheritable diseases – upfront with patients and public. PMID:25735479

Education strategies to foster health professional students' clinical reasoning skills.

PubMed

Rochmawati, Erna; Wiechula, Rick

2010-06-01

Clinical reasoning is an important skill for health professionals that should be developed to achieve high levels of expertise. Several education strategies have been suggested for implementation by health professional educators to foster their students' clinical reasoning skills. The strategies have included the following: problem-based learning, the integrative curriculum, reflection, and concept mapping. This review assesses which is the most effective education strategy for developing the clinical reasoning skills of health professional students. Four publications, from a total of 692 identified records, were included. Overall, this review was not able to make a final conclusion to answer the question. Therefore, there is a need to conduct more studies with larger samples and to undertake research that evaluates the following aspects: more alternate education interventions, variations in the delivery of education interventions, and the cost-effectiveness of implementing education strategies.

Development of a simple 12-item theory-based instrument to assess the impact of continuing professional development on clinical behavioral intentions.

PubMed

Légaré, France; Borduas, Francine; Freitas, Adriana; Jacques, André; Godin, Gaston; Luconi, Francesca; Grimshaw, Jeremy

2014-01-01

Decision-makers in organizations providing continuing professional development (CPD) have identified the need for routine assessment of its impact on practice. We sought to develop a theory-based instrument for evaluating the impact of CPD activities on health professionals' clinical behavioral intentions. Our multipronged study had four phases. 1) We systematically reviewed the literature for instruments that used socio-cognitive theories to assess healthcare professionals' clinically-oriented behavioral intentions and/or behaviors; we extracted items relating to the theoretical constructs of an integrated model of healthcare professionals' behaviors and removed duplicates. 2) A committee of researchers and CPD decision-makers selected a pool of items relevant to CPD. 3) An international group of experts (n = 70) reached consensus on the most relevant items using electronic Delphi surveys. 4) We created a preliminary instrument with the items found most relevant and assessed its factorial validity, internal consistency and reliability (weighted kappa) over a two-week period among 138 physicians attending a CPD activity. Out of 72 potentially relevant instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were discarded as improperly phrased and 70% discarded as duplicates. Mapping the remaining items onto the constructs of the integrated model of healthcare professionals' behaviors yielded a minimum of 18 and a maximum of 275 items per construct. The partnership committee retained 61 items covering all seven constructs. Two iterations of the Delphi process produced consensus on a provisional 40-item questionnaire. Exploratory factorial analysis following test-retest resulted in a 12-item questionnaire. Cronbach's coefficients for the constructs varied from 0.77 to 0.85. A 12-item theory-based instrument for assessing the impact of CPD activities on health professionals' clinical behavioral intentions showed adequate validity and reliability. Further studies could assess its responsiveness to behavior change following CPD activities and its capacity to predict health professionals' clinical performance.

Development of a Simple 12-Item Theory-Based Instrument to Assess the Impact of Continuing Professional Development on Clinical Behavioral Intentions

PubMed Central

Légaré, France; Borduas, Francine; Freitas, Adriana; Jacques, André; Godin, Gaston; Luconi, Francesca; Grimshaw, Jeremy

2014-01-01

Background Decision-makers in organizations providing continuing professional development (CPD) have identified the need for routine assessment of its impact on practice. We sought to develop a theory-based instrument for evaluating the impact of CPD activities on health professionals' clinical behavioral intentions. Methods and Findings Our multipronged study had four phases. 1) We systematically reviewed the literature for instruments that used socio-cognitive theories to assess healthcare professionals' clinically-oriented behavioral intentions and/or behaviors; we extracted items relating to the theoretical constructs of an integrated model of healthcare professionals' behaviors and removed duplicates. 2) A committee of researchers and CPD decision-makers selected a pool of items relevant to CPD. 3) An international group of experts (n = 70) reached consensus on the most relevant items using electronic Delphi surveys. 4) We created a preliminary instrument with the items found most relevant and assessed its factorial validity, internal consistency and reliability (weighted kappa) over a two-week period among 138 physicians attending a CPD activity. Out of 72 potentially relevant instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were discarded as improperly phrased and 70% discarded as duplicates. Mapping the remaining items onto the constructs of the integrated model of healthcare professionals' behaviors yielded a minimum of 18 and a maximum of 275 items per construct. The partnership committee retained 61 items covering all seven constructs. Two iterations of the Delphi process produced consensus on a provisional 40-item questionnaire. Exploratory factorial analysis following test-retest resulted in a 12-item questionnaire. Cronbach's coefficients for the constructs varied from 0.77 to 0.85. Conclusion A 12-item theory-based instrument for assessing the impact of CPD activities on health professionals' clinical behavioral intentions showed adequate validity and reliability. Further studies could assess its responsiveness to behavior change following CPD activities and its capacity to predict health professionals' clinical performance. PMID:24643173

Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values at nursing students: A correlational research study.

PubMed

Skela-Savič, Brigita; Kiger, Alice

2015-10-01

Providing adequate training for mentors, fostering a positive mentorship culture and establishing the necessary operational procedures for ensuring mentorship quality are the keys to effective clinical mentoring of nursing students. The purpose of the research was to explain different dimensions of clinical mentors' professional development and their capability of developing ethical values in nursing students. A non-experimental quantitative research design was employed. Data were collected by means of a questionnaire administered to the population of clinical mentors (N=143). The total number of questions was 36. Descriptive statistics were used, and bivariate analysis, factor analysis, correlation analysis and linear regression analysis were performed. The professional development of clinical nurse mentors was explained (R(2)=0.256) by career advancement (p=0.000), research and learning (p=0.024) and having a career development plan (p=0.043). Increased professional self-confidence (R(2)=0.188) was explained by career advancement (p=0.000) and the time engaged in record keeping (p=0.028). Responsibility for the development of ethical values in nursing students (R(2)=0.145) was explained by the respondents' level of education (p=0.020) and research and learning (p=0.024). Applying ethical principles and norms into practice (R(2)=0.212) was explained by self-assessed knowledge in ethics (p=0.037) and research and learning (p=0.044). Clinical nurse mentors tended to lack a career development plan, had low work time spent on research and insufficiently participated in education and training activities, which turned out to be significant explanatory factors of their professional development and their capability of developing ethical values in nursing students. The research showed that nursing and higher education managers often failed to assume responsibility for the professional development of clinical nurse mentors. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

PubMed

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

2009-03-01

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

The U.S. Army in the 1970's: Developments in Training and Manpower Technologies. Professional Paper 77-01.

ERIC Educational Resources Information Center

Prophet, Wallace W.

An examination of Army instructional research and training programs in three specific areas may suggest implications for civilian instruction: (1) Performance-based instructional systems, (2) education and training for lower aptitude personnel, and (3) uses of instructional technology. The performance-based instructional system is based on…

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

NASA Astrophysics Data System (ADS)

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

2015-12-01

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

[The construction process of managerial profile competencies for nurse coordinators in the hospital field].

PubMed

Manenti, Simone Alexandra; Ciampone, Maria Helena Trench; Mira, Vera Lucia; Minami, Lígia Fumiko; Soares, Jaqueline Maria Sousa

2012-06-01

The objective of this study was to construct a profile of managerial competencies, based on the consensus of nurse coordinators in the field. This study was developed in a philanthropic hospital in São Paulo, following the research-action model, and included 13 nurse coordinators as participants. The data collection was performed using the focal group technique. Data analysis was performed using the theoretical frameworks related to the working process and managerial competencies. The results identified the greater emphasis assigned to the competencies related to the mentor, coordinator and director roles. It was, therefore, possible to construct a professional development plan that is based on competencies in the technical, ethical-political, and communicative domains, as well as the development of citizenship. The analysis of the managerial working process and the study of the competencies within the managerial environment were shown to be important, because they highlighted the professionals' need to improve, thus fulfilling personal, professional, and organizational demands.