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

Science.gov (United States)

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…

Committees and Conflict: Developing a Conflict Resolution Framework.

Science.gov (United States)

Spaulding, Angela

2002-01-01

Describes development of conflict-resolution framework to address committee conflict. Describes several conflict-resolution strategies. Matches appropriate strategies with different types of committee conflict. For example, compromise is listed at the appropriate strategy to resolve interpersonal conflict. (Contains 24 references.) (PKP)

78 FR 46331 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2013-07-31

... DEPARTMENT OF ENERGY Biomass Research and Development Technical Advisory Committee AGENCY: Energy.... Appointments to the Biomass Research and Development Technical Advisory Committee will be made by the Secretary... Energy is soliciting nominations for candidates to fill vacancies on the Biomass Research and Development...

75 FR 56525 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2010-09-16

... DEPARTMENT OF ENERGY Biomass Research and Development Technical Advisory Committee AGENCY.... SUMMARY: This notice announces an open meeting of the Biomass Research and Development Technical Advisory... business of the Biomass Research and Development Technical Advisory Committee. To attend the meeting and/or...

Leading and Managing Continuing Professional Development: Developing People, Developing Schools

Science.gov (United States)

Earley, Peter; Bubb, Sara

2004-01-01

This book has been written for those who lead and manage continuing professional development (CPD). Continuing professional development co-coordinators hold a key role and one that needs to be developed further in many schools. This book is intended to help people think more deeply about the professional development and training of staff--all…

Promoting teachers' professional development

NARCIS (Netherlands)

Runhaar, Pietsje Roelofje

2008-01-01

Because teacher quality has a great influence on pupil attainment, teachers’ professional development receives a lot of attention in educational policy. This dissertation contains five studies on how teachers’ professional development, in terms of learning at the workplace, can be explained and

77 FR 20377 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2012-04-04

... Biomass Research and Development Technical Advisory Committee under Section 9008(d) of the Food... DEPARTMENT OF ENERGY Office of Energy Efficiency and Renewable Energy Biomass Research and Development Technical Advisory Committee AGENCY: Office of Energy Efficiency and Renewable Energy, Department...

77 FR 26276 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2012-05-03

... business of the Biomass Research and Development Technical Advisory Committee. To attend the meeting and/or... DEPARTMENT OF ENERGY Energy Efficiency and Renewable Energy Biomass Research and Development Technical Advisory Committee AGENCY: Energy Efficiency and Renewable Energy, Department of Energy. ACTION...

78 FR 44105 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2013-07-23

... Research and Development Technical Advisory Committee. To attend the meeting and/or to make oral statements... DEPARTMENT OF ENERGY Energy Efficiency and Renewable Energy Biomass Research and Development Technical Advisory Committee AGENCY: Energy Efficiency and Renewable Energy, Department of Energy. ACTION...

76 FR 63614 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2011-10-13

... Biomass Research and Development Technical Advisory Committee. To attend the meeting and/or to make oral... DEPARTMENT OF ENERGY Energy Efficiency and Renewable Energy Biomass Research and Development Technical Advisory Committee AGENCY: Energy Efficiency and Renewable Energy, Department of Energy. ACTION...

77 FR 6791 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2012-02-09

... DEPARTMENT OF ENERGY Biomass Research and Development Technical Advisory Committee AGENCY: Energy... announces an open meeting of the Biomass Research and Development Technical Advisory Committee. The Federal... leading to the production of biobased fuels and biobased products. Tentative Agenda Update on USDA Biomass...

78 FR 29125 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2013-05-17

... Biomass Research and Development Technical Advisory Committee. The Federal Advisory Committee Act (Pub. L... public are welcome to observe the business of the Biomass Research and Development Technical Advisory... DEPARTMENT OF ENERGY Office of Energy Efficiency and Renewable Energy Biomass Research and...

Teachers’ professional development: An analysis of the use of Professional Development Plans in a Dutch school

NARCIS (Netherlands)

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

2018-01-01

Professional development of teachers has become an essential condition in today’s knowledge-based society to sustain the quality of teaching. Therefore, the Dutch government promotes this now professional development. As a result, Professional Development Plans (PDPs) are now increasingly used to

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

Science.gov (United States)

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

2016-01-01

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

The development of professional competence of future professional teachers

OpenAIRE

Muslimov Narzulla Alixanovich; Kadyrov Khayot Scharipovich

2015-01-01

This article outlines the elements of professional and personal, theoretical and practical components of pedagogical activities, serving the measure and method of creative self-realization of a professional education teacher in the resolution of various pedagogical situations aimed at professional competence development.

Professional development

International Nuclear Information System (INIS)

McAndrew-Benavidas, E.

2007-01-01

This presentation outlines the functions of the North American Young Generation in Nuclear. Activities of the organization include professional development, recruiting, retention, public outreach, leadership, networking, workforce issues, mentoring and communications

[Letter to the] Environment & Rural Development Committee meeting on sustainable development

OpenAIRE

Sustainable Development Commission Scotland

2006-01-01

On December 13th 2006, the Sustainable Development Commission gave evidence as part of the Environment & Rural Development Committee's enquiry into sustainable development. This letter was sent as a written submission before the meeting. Publisher PDF

Standards and Professional Development

Science.gov (United States)

Zengler, Cynthia J.

2017-01-01

The purpose of this paper is to describe the professional development that has taken place in conjunction with Ohio adopting the College and Career Readiness (CCR) Standards. The professional development (PD) has changed over time to include not only training on the new standards and lesson plans but training on the concepts defined in the…

Integrating professional behavior development across a professional allied health curriculum.

Science.gov (United States)

Tsoumas, Linda J; Pelletier, Deborah

2007-01-01

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

Planning Considerations for Afterschool Professional Development

Science.gov (United States)

Bradshaw, L. Daniele

2015-01-01

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

Facilitators and inhibitors in developing professional values in nursing students.

Science.gov (United States)

Shafakhah, Mahnaz; Molazem, Zahra; Khademi, Mojgan; Sharif, Farkhondeh

2018-03-01

Values are the basis of nursing practice, especially in making decisions about complicated ethical issues. Despite their key role in nursing, little information exists on the factors affecting their development and manifestation in nursing students. This study identifies and describes the facilitators and inhibitors of the development and manifestation of professional values based on the experiences of nursing students and instructors and nurses. Data were collected through 29 semi-structured interviews and two focus group interviews in 2013-2015 and were analyzed using the conventional content analysis method of Elo and Kyngäs. Participants and research context: In total, 18 nursing undergraduates, five nursing instructors, and five nurses from Shiraz University of Medical Sciences and one of the teaching hospitals in Shiraz were selected through purposive sampling. Ethical considerations: The research was approved by the Ethics Committee of Shiraz University of Medical Sciences and the teaching hospital examined. The findings consisted of two categories: personal and environmental factors. Personal factors consisted of the two subcategories of personal stimuli (work experience and past relationships, inner beliefs and acting on values, belief in God and a divine worldview) and personal inhibitors (the lack of professional motivation and enthusiasm, negative emotions). Environmental factors consisted of the two subcategories of environmental stimuli (cooperation, order and discipline) and environmental inhibitors (unfavorable work environment, society's negative attitude toward nursing, the violation of rights). Given the impact of personal and environmental factors on the development and manifestation of professional values in nursing students, it is upon the education authorities to take account of them in their planning, and nursing managers are also recommended to further address these factors in their development of a proper work environment, provision of

professional development through informal learning' : workshop

NARCIS (Netherlands)

dr.ir. Quinta Kools

2013-01-01

professional development through informal learning In planning professional development for teachers or teacher educators, very often a formal course or training is offered. There is a lack of attention for the fact that a lot of professional development takes place at work through so-called

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

Science.gov (United States)

Murphy, Brid

2017-01-01

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

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

Science.gov (United States)

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,…

Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation

Science.gov (United States)

Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy

2013-01-01

This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…

Application of the Commission’s recommendations: the activities of ICRP Committee 4

International Nuclear Information System (INIS)

Lochard, Jacques

2012-01-01

Committee 4 of the International Commission on Radiological Protection (ICRP) is responsible for developing principles, recommendations, and guidance on the protection of man against radiation exposure; and considering their practical application in all exposure situations. The Committee also acts as a major point of contact between ICRP and other international organisations and professional bodies concerned with protection against ionising radiation. The current work of the Committee involves the development of a series of reports on implementation of the 2007 Recommendations, and a reflection on the ethical foundations of the radiological protection system. Following the accident in Fukushima, Committee 4 also initiated an analysis of management of the consequences of the accident, with the objective of revising, if necessary, the Commission’s publications on emergency and post-accident situations.

Development of professional expertise in optometry.

Science.gov (United States)

Faucher, Caroline

2011-04-01

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

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

Science.gov (United States)

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.

International Project Management Committee: Overview and Activities

Science.gov (United States)

Hoffman, Edward

2010-01-01

This slide presentation discusses the purpose and composition of the International Project Management Committee (IMPC). The IMPC was established by members of 15 space agencies, companies and professional organizations. The goal of the committee is to establish a means to share experiences and best practices with space project/program management practitioners at the global level. The space agencies that are involved are: AEB, DLR, ESA, ISRO, JAXA, KARI, and NASA. The industrial and professional organizational members are Comau, COSPAR, PMI, and Thales Alenia Space.

National Committee for the Prevention of Elder Abuse

Science.gov (United States)

... for events. National Committee for the Prevention of Elder Abuse c/o Business of Your Business, LLC 333 ... NCPEA The National Committee for the Prevention of Elder Abuse (NCPEA ) is the national association for professionals, practitioners, ...

Observation Tools for Professional Development

Science.gov (United States)

Malu, Kathleen F.

2015-01-01

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

Report of the summative evaluation by the advisory committee on fusion research and development

International Nuclear Information System (INIS)

2005-03-01

The Research Evaluation Committee of the Japan Atomic Energy Research Institute (JAERI) set up an Advisory Committee on Fusion Research and Development in accordance with the 'Fundamental Guideline for the Evaluation of Research and Development (R and D) at JAERI' and its subsidiary regulations. The Advisory Committee on Fusion Research and Development evaluated the adequacy of the plans of fusion research and development to be succeeded from JAERI to a new research institute which will be established by integration of JAERI and the Japan Nuclear Cycle Development Institute (JNC). The Advisory Committee consisted of eight specialists from outside the JAERI conducted its activities from June 2004 to August 2004. The evaluation was performed on the basis of the materials submitted in advance and of the oral presentations made at the Advisory Committee meeting which was held on July 23, 2004, in line with the items, viewpoints, and criteria for the evaluation specified by the Research Evaluation Committee. The result of the evaluation by the Advisory Committee was submitted to the Research Evaluation Committee, and was judged to be appropriate at its meeting held on December 1, 2004. This report describes the result of the evaluation by the Advisory Committee on Fusion Research and Development. (author)

75 FR 48411 - Research, Engineering and Development Advisory Committee; Notice of Meeting

Science.gov (United States)

2010-08-10

... DEPARTMENT OF TRANSPORTATION Federal Aviation Administration Research, Engineering and Development.... 2), notice is hereby given of a meeting of the FAA Research, Engineering and Development (R, E&D) Advisory Committee. Name: Research, Engineering & Development Advisory Committee. Time and Date: September...

Increasing women's leadership in academic medicine: report of the AAMC Project Implementation Committee.

Science.gov (United States)

Bickel, Janet; Wara, Diane; Atkinson, Barbara F; Cohen, Lawrence S; Dunn, Michael; Hostler, Sharon; Johnson, Timothy R B; Morahan, Page; Rubenstein, Arthur H; Sheldon, George F; Stokes, Emma

2002-10-01

The AAMC's Increasing Women's Leadership Project Implementation Committee examined four years of data on the advancement of women in academic medicine. With women comprising only 14% of tenured faculty and 12% of full professors, the committee concludes that the progress achieved is inadequate. Because academic medicine needs all the leaders it can develop to address accelerating institutional and societal needs, the waste of most women's potential is of growing importance. Only institutions able to recruit and retain women will be likely to maintain the best housestaff and faculty. The long-term success of academic health centers is thus inextricably linked to the development of women leaders. The committee therefore recommends that medical schools, teaching hospitals, and academic societies (1) emphasize faculty diversity in departmental reviews, evaluating department chairs on their development of women faculty; (2) target women's professional development needs within the context of helping all faculty maximize their faculty appointments, including helping men become more effective mentors of women; (3) assess which institutional practices tend to favor men's over women's professional development, such as defining "academic success" as largely an independent act and rewarding unrestricted availability to work (i.e., neglect of personal life); (4) enhance the effectiveness of search committees to attract women candidates, including assessment of group process and of how candidates' qualifications are defined and evaluated; and (5) financially support institutional Women in Medicine programs and the AAMC Women Liaison Officer and regularly monitor the representation of women at senior ranks.

Soccer Endurance Development in Professionals

NARCIS (Netherlands)

Roescher, C. R.; Elferink-Gemser, M. T.; Huijgen, B. C. H.; Visscher, C.

The development of intermittent endurance capacity, its underlying mechanisms and role in reaching professional level in soccer was investigated. The sample included 130 talented youth soccer players aged 14-18, who became professional (n = 53) or non-professional (n = 77) players in adulthood. In

Career Mapping for Professional Development and Succession Planning.

Science.gov (United States)

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

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

78 FR 8500 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2013-02-06

... DEPARTMENT OF ENERGY Office of Energy Efficiency and Renewable Energy Biomass Research and... Biomass Research and Development Technical Advisory Committee. The Federal Advisory Committee Act (Pub. L... fuels and biobased products. Tentative Agenda: Agenda will include the following: Update on USDA Biomass...

Designing Professional Development That Works.

Science.gov (United States)

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

2000-01-01

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

Creating Professional Learning Communities: The Work of Professional Development Schools

Science.gov (United States)

Doolittle, Gini; Sudeck, Maria; Rattigan, Peter

2008-01-01

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

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

Science.gov (United States)

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.

Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe

DEFF Research Database (Denmark)

Skirton, Heather; Lewis, Celine; Kent, Alastair

2010-01-01

in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human...... Genetics Education Committee agreed that a pragmatic solution to the need to establish common standards for education and practice in genetic health care was to agree to a set of core competences that could apply across Europe. These were agreed through an exhaustive process of consultation with relevant......The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences...

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

Science.gov (United States)

Garcia Arriola, Alfonso

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

Partnering for Professional Development

Science.gov (United States)

Davis-Duerr, Jennifer

2017-01-01

Literacy specialists are often overlooked when determining the professional development needs within a school, and yet they are arguably the school's best resource to empower teachers with professional growth to meet state mandates. How can literacy specialists be supported to increase their knowledge and skills so that all educators' and…

Advancing Work Practices Through Online Professional Development

DEFF Research Database (Denmark)

Noesgaard, Signe Schack

The natural expectation for professional development courses is that they will improve a participant’s work performance, but do they? This PhD research challenges several assumptions underlying the design of online professional development courses, revealing that it is after such interventions...... was not effective and subsequently terminate change that could have advanced their practices. This underlines the need to think beyond the course format to make online professional development interventions continuous, committing, and contextual. The research suggests rethinking online professional development...... as adaptive “just-in-time” technologies and proposes a design theory called “situated online professional development,” entailing six design principles for advancing work practices....

Online Professional Development: A Primer

Science.gov (United States)

Bates, Meg S.; Phalen, Lena; Moran, Cheryl

2016-01-01

Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and…

Photoelectric professional students in common universities cultivate way to explore under the background of professional certification

Science.gov (United States)

Sun, Yan-jun; Wang, Li; Leng, Yan-bing

2017-08-01

In view of the engineering education professional certification of specialty construction and the specific requirements of the training system, combining with our school optoelectronic information science and engineering characteristics, analysis of the optoelectronic information science and engineering in our school problems and challenges, to locate the specific professional training objectives. From the service oriented industry demand for talent ability, at the same time, according to the ministry of education professional norms of the development of the photoelectric teaching steering committee, and the professional development and the characteristics of target, to build a set to conform to the goal of cultivating the professional curriculum system. At the same time set up a from fundamental to professional practice teaching system, covers the course experiment, course design, case teaching, comprehensive training, such as graduation design practice. Which implements a whole ability training from the practice of foundation to high-end chain, embodies the training goal emphasize "outstanding practical skills, quality education is distinct culture characteristic. By further speed up the professional construction, professional certification standards to standardize our training process, improved the level of professional training, and improve the comprehensive quality of the graduates and talent of social competitiveness, fostered more professional talents for the country.

Twitter and Physics Professional Development

Science.gov (United States)

Nadji, Taoufik

2016-01-01

The advent of Twitter® and other social media services of its type ushered in a new era of professional development in education. This article addresses how a group of users have been employing Twitter to conduct professional development sessions that would benefit their participants by advancing their pedagogical approaches to learning and…

Discourse analysis and personal/professional development

International Nuclear Information System (INIS)

Boyes, C.

2004-01-01

The article discusses discourse analysis and its relevance to personal and professional development, drawing on elements of social theory. Related terms such as text, discourse and genre are defined and social theoretical implications explored. Practical application of discourse analysis to CPD is illustrated. A case is developed for understanding contemporary practice and the construction of personal and professional identity through discourse. Understanding discourse is presented as an enabling structure for personal and professional development

Literacy-Related Professional Development Preferences of Secondary Teachers

Science.gov (United States)

Jones, Shara L.; Lee, Elizabeth A.

2014-01-01

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

Union Contracts and Teacher Professional Development

Directory of Open Access Journals (Sweden)

Paul V. Bredeson

2001-07-01

Full Text Available In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1 100 written teacher union contract documents; 2 structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3 focus group interview data from educational leaders in schools. The analysis and discussion focus on five areas related to teacher professional development with implications for policy and practice: explicit language covering opportunities for teaching learning in their work; governance and decision making structures, that is, specific provisions covering wages, hours, and conditions of employment; the description of legitimate and sponsored activities for the professional development of teachers; and the resources supporting the on-going professional growth of teachers. The findings indicate that rethinking, restructuring, and organizational re-culturing in schools are initial expressions of a new unionism that has the potential to lead to the development of more powerful professional learning communities in schools.

The Canadian Association of Gastroenterology Education Committee Report

Directory of Open Access Journals (Sweden)

Ronald J Bridges

2004-01-01

Full Text Available I am pleased to provide an update regarding the activities and future directions of the Canadian Association of Gastroenterology (CAG Education Committee. The mandate of the CAG Education Committee is to facilitate, develop and promote excellence as it pertains to educational initiatives for the Canadian gastroenterology community. Professional education has long remained a priority of the CAG - a fact well recognized by the membership. The 2002 CAG Strategic Planning Survey showed that members rate Canadian Digestive Diseases Week (CDDW as the most important CAG service, on par with Digestive Diseases Week regarding its usefulness (1. CDDW 2004 offered delegates a variety of basic science and clinical symposia, the popular and well received 'Breakfast with the Expert' sessions and a comprehensive Postgraduate Course reviewing key developments in gastroenterology, nutrition and hepatology.

31 CFR 10.38 - Establishment of advisory committees.

Science.gov (United States)

2010-07-01

... maintain the public's confidence in tax advisors, the Director of the Office of Professional Responsibility... advisory committee is balanced among those who practice as attorneys, accountants, and enrolled agents... recommendations regarding professional standards or best practices for tax advisors, including whether...

Physiotherapists' stories about professional development.

Science.gov (United States)

Pettersson, Anna F; Bolander Laksov, Klara; Fjellström, Mona

2015-01-01

A professional career may extend over a period of 40 years. Although learning is a feature of professional competence, little is known about learning and development after professional entry education. Narrative inquiry was used to understand how physiotherapists learned and developed over time, and stories from a purposeful sample of 12 physiotherapists were collected. Stories were thematically analyzed with regard to key elements related to learning and development, and common themes were identified across stories. Four themes emerged from the analysis where physiotherapists learned and developed in working life: (1) facing challenges; (2) contrasting perspectives; (3) drawing on hundreds of educators; and (4) building on personal experience. Non-formal ways of learning in working life may help physiotherapists learn and develop confidence, communication strategies and different approaches to treatment. Besides reflection on personal experience and patient encounters, learning and development may be promoted and supported by taking on challenges and changing settings.

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

Science.gov (United States)

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

2015-01-01

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

Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

Directory of Open Access Journals (Sweden)

Akhtarieva R.F.

2015-11-01

Full Text Available A teaching position involves professional activities in keeping with professional standards, as well as competences and knowledge necessary for it. Development of a basic professional educational program improves teacher training to make it more practice-oriented, so the ability of the future teacher to act according to the professional standard becomes basic educational result. The article describes the features of our basic professional educational program for teaching training, developed according to professional standards and peculiarities of professional activity. The basic professional program consists of modules developed in the light of idea of “eventness” when Incoming or Outcoming Event means the level of ability to professional performance.

A Measure of Professional Identity Development for Professional Education

Science.gov (United States)

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

2017-01-01

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

Personal professional development

CSIR Research Space (South Africa)

Rao, S

2008-10-01

Full Text Available Three workshop sessions on personal professional development were held during the Third IUPAP Women in Physics Conference. These were designed to teach participants about planning for career success, "survival skills," negotiation, and ways...

Continuing professional development and the charity paradigm: interrelated individual, collective and organisational issues about continuing professional development.

Science.gov (United States)

Munro, Kathleen M

2008-11-01

This paper aims to highlight some issues and tensions that currently challenge the profession, individual nurses and their employers when considering the need for continuing professional development. The Nursing and Midwifery Council states the professional requirements for continuing professional development. However the nature and type required seems to be determined by the individual on the one hand and the organisation on the other, rather than an integral part of professional activity within the context of work. This can lead to a mismatch between personal and organisational goals. Views emerged from participants in a previous case study that focused on learning through work, about support available to nurses for professional development. The perceptions of nurses and their managers about learning through work were explored, using semi structured interviews, picture mapping and structured interviews. The 'Charity Paradigm' is presented as an outcome of major issues within an organisation. It underpins negative perceptions of individuals about employer support of continuing professional development. It is suggested that there is a need for collaborative collective approaches to structured development in order to meet both individual and organisational needs. This is also advocated in order to achieve life long learning and transformational learning within an organisation. The tension between individual personal ambitions and employer demands can adversely affect the professional development of the practitioner and the organisation that employs them. The personal perspectives of nurses and managers about learning within their organisation are therefore important to acknowledge in terms of positive and negative influences. It is also necessary to recognise the contribution of the employer as well as the identifiable charitable contribution of individual practitioners and the input from external contributors to the organisation.

76 FR 44648 - Research, Engineering and Development Advisory Committee

Science.gov (United States)

2011-07-26

... DEPARTMENT OF TRANSPORTATION Federal Aviation Administration Research, Engineering and Development....S.C. App. 2), notice is hereby given of a meeting of the FAA Research, Engineering and Development.... Name: Research, Engineering & Development Advisory Committee. Time and Date: September 21, 2011--9 a.m...

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

Science.gov (United States)

Teräs, Hanna; Kartoglu, Umit

2017-01-01

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

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

Science.gov (United States)

Svendsen, Bodil

2016-01-01

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

77 FR 14462 - Research, Engineering and Development Advisory Committee

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2012-03-09

... DEPARTMENT OF TRANSPORTATION Federal Aviation Administration Research, Engineering and Development....S.C. App. 2), notice is hereby given of a meeting of the FAA Research, Engineering and Development.... Name: Research, Engineering & Development Advisory Committee. Time and Date: April 18, 2012--9:30 a.m...

The professional development of teacher educators

NARCIS (Netherlands)

Lunenberg, Mieke; Willemse, Martijn

2010-01-01

Two years ago, at the annual conference of the International Professional Development Association in Belfast, a claim was made by one of us, with a great deal of justification, that there had been very few papers published in the International Professional Development Association journal

77 FR 54648 - Research, Engineering and Development Advisory Committee

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2012-09-05

... DEPARTMENT OF TRANSPORTATION Federal Aviation Administration Research, Engineering and Development....S.C. App. 2), notice is hereby given of a meeting of the FAA Research, Engineering and Development...: Research, Engineering & Development Advisory Committee. TIME AND DATE: September 26, 2012--9 a.m. to 4 p.m...

76 FR 12404 - Research, Engineering and Development Advisory Committee

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2011-03-07

... DEPARTMENT OF TRANSPORTATION Federal Aviation Administration Research, Engineering and Development....S.C. App. 2), notice is hereby given of a meeting of the FAA Research, Engineering and Development...: Research, Engineering & Development Advisory Committee. Time and Date: April 20, 2011--9:30 a.m. to 4 p.m...

75 FR 14243 - Research, Engineering And Development Advisory Committee

Science.gov (United States)

2010-03-24

... DEPARTMENT OF TRANSPORTATION Federal Aviation Administration Research, Engineering And Development....S.C. App. 2), notice is hereby given of a meeting of the FAA Research, Engineering and Development...: Research, Engineering & Development Advisory Committee. Time and Date: April 21, 2010--9 a.m. to 5 p.m...

Work of ICRP Committee 4 on the implementation of the new ICRP recommendations

International Nuclear Information System (INIS)

Lochard, J.

2010-01-01

ICRP Mission was founded in 1928 by the international Society of Radiology to advance for the public benefit the science of radiological protection, in particular by providing recommendations and guidance on all aspects of protection against ionizing radiation. The commission has five committees, plus a scientific secretariat. It has task groups and working parties which are established either by the main commission or by the committees. It consists of 82 members from 24 countries and six continents. It has 7 approximately 100 external experts participating in task groups. It also has an international community of experts in radiological protection. Committee 4 is concerned with providing advice on the application of the recommended system of protection in all its facets for occupational and public exposure. It also acts as the major point of contact with other international organizations and professional societies concerned with protection against ionizing radiation. The priorities of Committee 4 (2009 -2013) are to: . Develop advice on the implementation of the new recommendations and contribute to their dissemination . Review the ethics and values (precautionary principles, tolerability of risk, equity, sustainable development¡¦) underlying the principles and concepts of the radiation protection system . Enhance the dialogue and cooperation with international organizations and professionals The programme of work for Committee 4 was outlined: a) Task Group N¡Æ 76 : Application of the Commission.s Recommendations to NORM b) Task Group N¡Æ 80 : Application of the Commission.s Recommendations as applied to the geological disposal of long-lived solid radioactive waste c) Task Group N¡Æ 81 : Application of the Commission.s Recommendations to radon exposure d) Committee 4 programme of work (4): Task Group (to be established): Application of the Commission.s Recommendations to the protection of aircraft crew to cosmic rays e) Committee 4 programme of work (5

Grounding our practice in nursing professional development.

Science.gov (United States)

Dickerson, Pamela S

2014-07-01

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

The Principal as Professional Development Leader

Science.gov (United States)

Lindstrom, Phyllis H.; Speck, Marsha

2004-01-01

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

Professional Development in Technology at High Achieving Schools

Science.gov (United States)

Ryan, Kevin D.

2017-01-01

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

Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education PerspectiveProfessionalism on the Developing Children Creativity (Sociology of Education Perspective

Directory of Open Access Journals (Sweden)

Ummi Nurul Muslimah

2016-07-01

Full Text Available This research is to study the concept of teachers’ professionalism and children creativity also the relation in sociology of educational perspective. This is a library research with a descriptive method. The writer collected the data from the writing sources published about some problems of teacher’s professionalism on the developing children creativity. Then, analyzing the thinking of every ideology and philosophy described clearly and completely, so the similarity and differences can be treated clearly by using the description of teacher professionalism on developing children creativity. The findings of this study showed that the relation between teacher professionalism and developing children creativity in sociology of education is every educator have an important role in children education, although in teaching learning process or in out class, educators have always supported and challenged abilities of the gift, talent and creativity. The reason is because the children are more often spend much time with teacher, so the teacher more to know and more responsible to their children.

Learning, Motivation, and Transfer: Successful Teacher Professional Development

Science.gov (United States)

McDonald, Lex

2012-01-01

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

78 FR 47049 - Research, Engineering and Development Advisory Committee

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2013-08-02

... DEPARTMENT OF TRANSPORTATION Federal Aviation Administration Research, Engineering and Development...; 5 U.S.C. App. 2), notice is hereby given of a meeting of the FAA Research, Engineering and.... Name: Research, Engineering & Development Advisory Committee. Time and Date: September 18--8:30 a.m. to...

SUSTAINABLE DEVELOPMENT MULTIDISCIPLINARY COMMITTEE OF SAN MIGUEL ALMAYA

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Carolina Mejía-Madero

2013-04-01

Full Text Available In this article it is analyzed the role of the “Sustainable Development Multidisciplinary Committee of San Miguel Almaya” created in this community with an otomi background in the State of Mexico, with the purpose to continue with the touristic acts supported in 2006 by the Federal and State Secretaries of Tourism. All with the aim to get benefit from its potential, centered on a lagoon and an extinct volcano. The Committee was created in 2010 because an Eco Tourist Park wanted to be constructed; Even though two stages of the eco tourist park were constructed, it was not concluded; in order to give it continuity, the local authorities decided to negotiate resources. The purpose of the present document is to analyze through the Public Policy Networks the role its members played at the moment of taking decisions to determine if they created the necessary conditions to promote the tourist and the sustainability of the community. The study was based on the methodology of Cruz (2008 and Zabaleta (2006 which identifies the objectives, interests, resources, capabilities, limitations and attributions, between the elements that have an influence on establishing links; in this case, among the actors of the network formed inside the committee. The information was obtained from an empiric and documental investigation that included reunions with the local authorities. One of the most important results is that, the decisions taken within the committee and the exclusion of some of the actors stopped the sustainable development due to a lack of negotiation between its members and differences in their objectives and interests, resulting in a lack of compromise and cooperation to solve the normative, economic, ecologic and cultural problems of the community that could put into risk the touristic potential of the zone.

Professional Development of Novice Special Education Teachers

Directory of Open Access Journals (Sweden)

Silmara de Oliveira Gomes Papi

2018-06-01

Full Text Available The professional development of novice teachers in the profession and in special education is poorly understood, despite its relevance to the improvement of teaching. This study analyzes the challenges faced by such teachers with a view to understanding their professional development. The participants in the research were teachers of classrooms equipped with multifunctional resources (SRM in state schools. The research follows a critical-dialectic approach and a qualitative focus. The results indicate deficiencies in the professional development of novices, who experience difficulties related to teaching and bureaucracy, despite having specific training in the area. They also feel alienated in the schools and seek alternatives to fill existing gaps related to their professional practice.

Distance learning: the future of continuing professional development.

Science.gov (United States)

Southernwood, Julie

2008-10-01

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

75 FR 30804 - Biomass Research and Development Technical Advisory Committee

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2010-06-02

... DEPARTMENT OF ENERGY Biomass Research and Development Technical Advisory Committee AGENCY.... SUMMARY: This notice announces an open meeting of the Biomass Research and Development Technical Advisory... public are welcome to observe the business of the Biomass Research and Development Technical Advisory...

75 FR 11526 - Biomass Research and Development Technical Advisory Committee

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2010-03-11

... DEPARTMENT OF ENERGY Biomass Research and Development Technical Advisory Committee AGENCY.... SUMMARY: This notice announces an open meeting of the Biomass Research and Development Technical Advisory... public are welcome to observe the business of the Biomass Research and Development Technical Advisory...

75 FR 74026 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2010-11-30

... DEPARTMENT OF ENERGY Biomass Research and Development Technical Advisory Committee AGENCY.... SUMMARY: This notice announces an open meeting of the Biomass Research and Development Technical Advisory... participation. This notice announces the meeting of the Biomass Research and Development Technical Advisory...

Continuing Professional Development (CPD) of the nuclear and radiation professional engineers

International Nuclear Information System (INIS)

Sasaki, Satoru

2016-01-01

Professional Engineer is the national qualification stipulated by the Professional Engineer Act. A Professional Engineer in this Act means a person who conducts business on matters of planning, research, design, analysis, testing, evaluation or guidance thereof, which requires application of extensive scientific and technical expertise, and has three obligation and two responsibility related to engineer ethic. A technical discipline for nuclear and radiation technology in 2004, was established for the purpose of upgrading the skills of engineers in nuclear technology fields, utilizing their ability in nuclear safety regulation fields, and further strengthening safety management system in each entity. The activity of the nuclear and radiation professional engineers for the past 10 years was evaluated. For the next ten years, awareness of the role of the professional engineer to talk with general public is needed, and it is important to continue professional development. (author)

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology.

Science.gov (United States)

2016-11-01

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. A qualified candidate must demonstrate exemplary performance in working with an underserved population in an applied setting or have developed an innovative method for delivering health services to an underserved population. The 2016 recipient of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology was selected by the 2015 Board of Professional Affairs (BPA) and the 2015 APAGS Scholarship and Awards Selection Committee. Members of the 2015 BPA were Patricia Arredondo, EdD; Helen L. Coons, PhD, ABPP; Vickie Mays, PhD, MSPH; Linda A. Reddy, PhD; Lois O. Condi, PhD; Antonette M. Zeiss, PhD; Timothy A. Cavell, PhD; Robert T. Kinscherff, PhD, JD; and Jared L. Skillings, PhD, ABPP. Members of the 2015 APAGS Scholarship and Awards Selection Committee were Emily Voelkel, PhD; Blaire Schembari; and Yolanda Perkins-Volk. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Developing a Physician׳s Professional Identity Through Medical Education.

Science.gov (United States)

Olive, Kenneth E; Abercrombie, Caroline L

2017-02-01

Professionalism represents a fundamental characteristic of physicians. Professional organizations have developed professionalism competencies for physicians and medical students. The aim of teaching medical professionalism is to ensure the development of a professional identity in medical students. Professional identity formation is a process developed through teaching principles and appropriate behavioral responses to the stresses of being a physician. Addressing lapses and critical reflection is an important part of the educational process. The "hidden curriculum" within an institution plays an important role in professional identity formation. Assessment of professionalism involves multiple mechanisms. Steps in remediating professionalism lapses include (1) initial assessment, (2) diagnosis of problems and development of an individualized learning plan, (3) instruction encompassing practice, feedback and reflection and (4) reassessment and certification of competence. No reliable outcomes data exist regarding the effectiveness of different remediation strategies. Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.

Report of the summative evaluation by the advisory committee on research and development of nuclear energy technology

International Nuclear Information System (INIS)

2005-03-01

The Research Evaluation Committee of the Japan Atomic Energy Research Institute (JAERI) set up an advisory Committee on Research and Development of Nuclear Energy Technology in accordance with the 'Fundamental Guideline for the Evaluation of Research and Development (R and D) at JAERI' and its subsidiary regulations. The Advisory Committee on Research and Development of Nuclear Energy Technology evaluated the adequacy of the plans of safety research to be succeeded from JAERI to a new research institute which will be established by integration of JAERI and the Japan Nuclear Cycle Development Institute (JNC). The Advisory Committee consisted of nine specialists from outside the JAERI conducted its activities from July 2004 to August 2004. The evaluation was performed on the basis of the materials submitted in advance and of the oral presentations made at the Advisory Committee meeting which was held on August 10, 2004, in line with the items, viewpoints, and criteria for the evaluation specified by the Research Evaluation Committee. The result of the evaluation by the Advisory Committee was submitted to the Research Evaluation Committee, and was judged to be appropriate at its meeting held on December 1, 2004. This report describes the result of the evaluation by the Advisory Committee on Research and Development on Nuclear Energy Technology. (author)

Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

Science.gov (United States)

Kostina, Ludmyla

2015-01-01

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

System approach to development of professional competence of ...

African Journals Online (AJOL)

This article examines the issue of developing the professional competence of students and managers with the use of acme logical technologies. The influence of acme logical technologies, which are used in professional-oriented creative projects, is regarded, considering its effect on the development of professional ...

Career advancement and professional development in nursing.

Science.gov (United States)

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

2013-01-01

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

Professional development as learning in relationships

OpenAIRE

Noworolnik-Mastalska, Monika

2013-01-01

The article presents a clasification of selected leading conceptions within professional development, using socio-cultural perspective of learning in different relationships. Beside drawing on the classical social theory of learning through interactions with others, another dimensions of learning are added: related to the self, personal dimension of learning through professional identity development and societal dimension, where learning results from the ability to respond comprehensively to ...

Funding Staff Development for School Improvement and Student Achievement.

Science.gov (United States)

Applewhite, Ann Simpson

1999-01-01

When Thornton (Colorado) High School organized for site-based management, the structuring committee understood the importance of providing a professional-development fund for staff members. The school decided to restructure with one central umbrella committee for site-based governance and several subcommittees reporting to the main committee. (MLH)

Instructional Technology Professional Development Evaluation: Developing a High Quality Model

Science.gov (United States)

Gaytan, Jorge A.; McEwen, Beryl C.

2010-01-01

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

Development of the Professional Self-Care Scale.

Science.gov (United States)

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).

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

Science.gov (United States)

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.

Science.gov (United States)

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.

Faculty Professional Development for Quality Online Teaching

Science.gov (United States)

Alexiou-Ray, Jennifer; Bentley, Courtney C.

2015-01-01

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

Design and Implementation of a Professional Development Course Series.

Science.gov (United States)

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

2017-12-01

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

AGU Committees

Science.gov (United States)

Administrative Committees are responsible for those functions required for the overall performance or well-being of AGU as an organization. These committees are Audit and Legal Affairs, Budget and Finance*, Development, Nominations*, Planning, Statutes and Bylaws*, Tellers.Operating Committees are responsible for the policy direction and operational oversight of AGU's primary programs. The Operating Committees are Education and Human Resources, Fellows*, Information Technology, International Participation*, Meetings, Public Affairs, Public Information, Publications*.

Toward Understanding Business Student Professional Development Engagement

Science.gov (United States)

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

2017-01-01

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

#Digitalfaith: Using Social Media for Professional Development

Science.gov (United States)

Manson, Sable A.; Cordovés, Janett I.

2018-01-01

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

Measuring the Quality of Professional Development Training

Science.gov (United States)

Gaumer Erickson, Amy S.; Noonan, Patricia M.; Brussow, Jennifer; Supon Carter, Kayla

2017-01-01

High-quality, evidence-based professional development is essential to ensure that teachers obtain the knowledge, strategies and skills necessary to positively impact student learning. While the primary form of professional development, training has rarely been evaluated for quality beyond the satisfaction of those being trained. The Observation…

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

Science.gov (United States)

Armour, Kathleen M.; Yelling, Martin

2004-01-01

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

Visit of H.E. Mr. Attila Chikan, Minister of Economic Affairs, Prof. Adam Török, President, National Committee for Technological Development, Mr. Pal Koncz, Deputy Director General, National Committee for Technological Development, Hungary

CERN Multimedia

Laurent Guiraud

1999-01-01

Visit of H.E. Mr. Attila Chikan, Minister of Economic Affairs, Prof. Adam Török, President, National Committee for Technological Development, Mr. Pal Koncz, Deputy Director General, National Committee for Technological Development, Hungary

Accredited Standards Committee N15 Developments And Future Directions

International Nuclear Information System (INIS)

Mathews, Caroline E.; May, Melanie; Preston, Lynne

2009-01-01

Accredited Standards Committee (ASC) N15, Methods of Nuclear Material Control, is sponsored by the Institute of Nuclear Materials Management (INMM) to develop standards for protection, control and accounting of special nuclear materials in all phases of the nuclear fuel cycle, including analytical procedures where necessary and special to this purpose, except that physical protection of special nuclear material within a nuclear power plant is not included. Voluntary consensus standards complement federal regulations and technical standards and fulfill an important role for the nuclear regulatory agencies. This paper describes the N15 standards development process, with INMM as the Standards Developing Organization (SDO) and the N15 Committee responsible for implementation. Key components of the N15 standards development process include ANSI accreditation; compliance with the ANSI Essential Requirements (ER), coordination with other SDOs, communication with stakeholders, maintenance of balance between interest categories, and ANSI periodic audits. Recent and future ASC N15 activities are discussed, with a particular focus on new directions in anticipation of renewed growth in nuclear power.

A 'good' ethical review: audit and professionalism in research ethics

DEFF Research Database (Denmark)

Douglas-Jones, Rachel

2015-01-01

How does one conduct, measure and record a ‘good’ ethical review of biomedical research? To what extent do ethics committees invoke professionalism in researchers and in themselves, and to what extent do they see competence as adherence to a set of standard operating procedures for ethical review......? Drawing on ethnographic fieldwork with the Forum of Ethics Review Committees of Asia and the Pacific (FERCAP), a capacity-building NGO that runs ethics committee trainings and reviews in the Asia Pacific region, I develop an analysis of ethical review and its effects. I focus on a ‘second-order audit’ run...... readings of ‘ethics’. I begin and end with a reflection on the ethical effects of a measurement practice that takes ethics itself as its object....

Teachers Know Best: Teachers' Views on Professional Development

Science.gov (United States)

Bill & Melinda Gates Foundation, 2014

2014-01-01

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

Occupational therapy, professional development and ethics

DEFF Research Database (Denmark)

Dige, Morten

2009-01-01

The article's aim is to reflect on and contribute to developing occupational therapy as a profession. I propose an ethical interpretation of health and helping professions in general and occupational therapy in particular. According to this ethical interpretation, the essential function and mission...... principles and guidelines; it contributes to building up and preserving a shared professional identity; it puts emphasis on a client-centred perspective on professional work; and it provides a constructive framework for inter-professional co-operation....

Transformation and Framework of Teacher Professional Development in Taiwan

Science.gov (United States)

Huang, Bo-Ruey

2016-01-01

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

From youth worker professional development to organizational change.

Science.gov (United States)

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

2013-01-01

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

ICT FOR TEACHER'S PROFESSIONAL DEVELOPMENT

OpenAIRE

Nina P. Dementievska; Nataliia V. Morze

2010-01-01

The article focuses on pedagogy and psychological issues connected to high order thinking skills development in process of PBL (Project Based Learning) with using ICT (Information Communication Technology). Based on materials of teacher's professional development training course.

The Makerspace Experience and Teacher Professional Development

Science.gov (United States)

Paganelli, Andrea; Cribbs, Jennifer D.; Huang, Xiaoxia; Pereira, Nielsen; Huss, Jeanine; Chandler, Wanda; Paganelli, Anthony

2017-01-01

This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience. The data were gathered in the course of a professional development opportunity at a university during a conference held on campus. The researchers wanted to select an innovative…

Professional Development: Focusing on Transition. Issue Brief

Science.gov (United States)

de Azúa, Ramón L.; Keleher, Julia

2017-01-01

In 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first in a series of professional development briefs that focus on the professional development needs and interests of Neglected or Delinquent (N or D) State coordinators, correctional educators, and providers of…

The Investigation of Teachers' Metaphoric Perceptions about Professional Development

Science.gov (United States)

Yurtseven, Nihal

2017-01-01

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

Continuous Professional Development of English Language Teachers: Perception and Practices

Science.gov (United States)

Al Asmari, AbdulRahman

2016-01-01

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

The Development of Competent Marketing Professionals

Science.gov (United States)

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

2009-01-01

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

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

Science.gov (United States)

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.

Professional development themes in strength and conditioning coaches.

Science.gov (United States)

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

2012-03-01

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

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology.

Science.gov (United States)

2017-12-01

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. A qualified candidate must demonstrate exemplary performance in working with an underserved population in an applied setting or have developed an innovative method for delivering health services to an underserved population. The 2017 recipient of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology was selected by the 2016 Board of Professional Affairs (BPA) and the 2016 APAGS Scholarship and Awards Selection Committee. Members of the 2016 BPA were Antonette M. Zeiss, PhD (Chair); Linda A. Reddy, PhD; Lois O. Condie, PhD; Timothy A. Cavell, PhD; Robert T. Kinscherff, PhD, JD; Jared L. Skillings, PhD, ABPP; Cynthia A. Gómez, PhD; Lisa K. Kearney, PhD, ABPP; and Dinelia Rosa, PhD. Members of the 2016 APAGS Scholarship and Awards Selection Committee were Jerrold Yeo, MA; Jacklynn Fitzgerald, MA; and Roseann Fish Getchell, MA, Med. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The importance of making progress in teacher professional development

OpenAIRE

Stamatović, Jelena; Kundačina, Milenko

2014-01-01

Professional development of teachers depends on many conditions, but the most distinguished ones are teachers' motivation and their opportunities for development and advancement. Quality planning of professional teacher development contributes to better development of school and teachers. This paper presents research that is aimed to acquire knowledge on important issues related to the promotion of teachers in professional development. The study sample consisted of 786 primary and secondary s...

Factors Driving Learner Success in Online Professional Development

Directory of Open Access Journals (Sweden)

Phu Vu

2014-07-01

Full Text Available This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners’ activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners’ success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.

Classroom Research and Professional Development

Directory of Open Access Journals (Sweden)

Omaira Vergara Luján

2009-04-01

Full Text Available This article intends to share the experience of a group of teachers in the Classroom Research Seminar of the Teacher Development Program in English carried out at Universidad del Valle, Cali, from January to June, 2007. The seminar was part of a high-level in-service program for teachers of English of a network of private educational institutions. We would like to share the highlights and difficulties of the experience. We will start with the general framework of the program and the concept of professional development that underlies it. Next we will focus on the classroom research seminar, its objectives, methodology and results. Finally we share the voices of some of the participants, who talk about the influence this seminar had on their professional development and daily work.

AWARENESS OF MEDICAL SPECIALISTS AND PATIENTS IN BULGARIA OF ETHICS COMMITTEES AND THE BENEFITS OF THEIR WORK

Directory of Open Access Journals (Sweden)

Neli Gradinarova

2018-02-01

Full Text Available In today’s healthcare, the role of morality emerges to the forefront as a result of the high degree of uncertainty in our modern environment. Ethically responsible behaviour is therefore perceived as a prerequisite for preventing and counteracting a number of moral risks in society. With regard to moral hazard and responsibility, ethical codes represent a rational control mechanism, lowering the extent of the probability of moral peril. Ethics committees are also founded based on such ethical codes, the purpose of such committees being the proclamation and observation of the principles and norms set forth. At the healthcare institutions of the Republic of Bulgaria, ethics committees are established that are based on the principles of medical ethics and medical law. The significance with which ethics committees are charged regarding the sustainable development of the healthcare system consists of protecting the patients, the medical professionals and the institution itself. Awareness of the significance, functions and benefits of ethics committees and their impact on the medical practice and patients in Bulgaria is, however, insufficiently low. In a questionnaire survey conducted among 149 medical specialists employed at three medical establishments for hospital care in the country, and 269 patients under treatment at them, at being asked “Do you think that ethics committees contribute to protecting and respecting patients’ rights?”, 26.2% of the respondents among the medical professionals replied that they are not sure, while 25.7% of did not provide an answer to the question thus asked due to being unfamiliar with ethics committees as an institutionalized body and their functions. The analysis of the results of the abovementioned survey among medical professionals and patients evidences a low level of awareness of the ethics committees and their work on the territory of the Republic of Bulgaria. It is essential for healthcare

A case study of continuing teacher professional development ...

African Journals Online (AJOL)

We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science ...

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

Science.gov (United States)

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

2016-03-26

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

[Experience feedback committee: a method for patient safety improvement].

Science.gov (United States)

François, P; Sellier, E; Imburchia, F; Mallaret, M-R

2013-04-01

An experience feedback committee (CREX, Comité de Retour d'EXpérience) is a method which contributes to the management of safety of care in a medical unit. Originally used for security systems of civil aviation, the method has been adapted to health care facilities and successfully implemented in radiotherapy units and in other specialties. We performed a brief review of the literature for studies reporting data on CREX established in hospitals. The review was performed using the main bibliographic databases and Google search results. The CREX is designed to analyse incidents reported by professionals. The method includes monthly meetings of a multi-professional committee that reviews the reported incidents, chooses a priority incident and designates a "pilot" responsible for investigating the incident. The investigation of the incident involves a systemic analysis method and a written synthesis presented at the next meeting of the committee. The committee agrees on actions for improvement that are suggested by the analysis and follows their implementation. Systems for the management of health care, including reporting systems, are organized into three levels: the medical unit, the hospital and the country as a triple loop learning process. The CREX is located in the base level, short loop of risk management and allows direct involvement of care professionals in patient safety. Safety of care has become a priority of health systems. In this context, the CREX can be a useful vehicle for the implementation of a safety culture in medical units. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

Professional development

Science.gov (United States)

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

2013-03-01

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

Professional Learning in Unlikely Spaces: Social Media and Virtual Communities as Professional Development

OpenAIRE

Kathleen P. King

2011-01-01

In this case study, results demonstrate that an individual’s use of social media as professional learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks, social relationships and learning beyond the scope of the individual’s usual experience. Case study method reveals strategies, extent, and impact of learning providing insight into this phe...

Journaling: An Effective Approach to Professional Development For Reflective Teachers

Institute of Scientific and Technical Information of China (English)

Wang Peng

2008-01-01

As a new curriculum reform program was put forward in China,higher standards for teachers were given that teachers must have a potential of reflective development.Continuing and effective professional development is a common concern of most teachers and professional educators.Effective professional development usually means that not only does it have immediate impact on the work of the professional educator,but it has a long lasting impact.Unfortunately,such effective professional development activities are rare and,in turn,costly to the organization.The purpose of this paper is to demonstrate a form of effective professional development which is not only economical but effective.That is the reflective journal.This article analyzes the application of Journal writing from these aspects of the definition,content and the procedures.

Strategic approach to building research capacity in inter-professional education and collaboration.

Science.gov (United States)

Suter, Esther; Lait, Jana; Macdonald, Laura; Wener, Pamela; Law, Rebecca; Khalili, Hossein; McCarthy, Patricia L

2011-01-01

The purpose of this paper is to describe the process used to initiate research capacity building in a community of practice (CoP) focused on the research and evaluation of inter-professional education and collaboration. This CoP, composed of members from across Canada, is a committee of the Canadian Interprofessional Health Collaborative (CIHC), a national collaborative that aims to advance inter-professional education and collaboration in healthcare. The committee mapped recommendations that emerged from a number of CIHC reports onto a research capacity building framework. The expertise of the diverse members in conjunction with this unique mapping process allowed the committee to identify its long-term research and evaluation objectives and strategies. This resulted in the formation of three working groups, each tasked with activities that contribute to the committee's overall goal of building research capacity in inter-professional education and collaboration. A framework provides a structured approach to identifying research and evaluation priorities and objectives. Furthermore, the process of applying the framework engages the committee members in determining the course of action. The process can be easily transferred to other areas in need of research capacity building.

Enabling professionals to change practices aimed at tackling social inequality through professional development

DEFF Research Database (Denmark)

Jensen, Bente; Brandi, Ulrik

2018-01-01

the impact of a professional development programme on changing practices that can address social inequality in ECEC. The article explores how a professional development programme, VIDA, can contribute to enabling professionals in enhancing the change potentials in ECEC, with a view to enhancing the learning......Research has shown the potential for early childhood education and care (ECEC) in making a difference for all children. However, research also highlights how hard overcoming the ‘gaps’ between children from differing social backgrounds still is. The overall aim of this article is to examine...... conditions and well-being of all children, and socially disadvantaged children in particular. The overall argument is that co-construction as well as openness and reflection in the ECEC field is needed when professionals are to change their pedagogical practices towards tackling the issues of social...

Elm Street School:A Case Study of Professional Development Expenditures

Directory of Open Access Journals (Sweden)

H. Alix Gallagher

2002-05-01

Full Text Available This article addresses the question of how much is spent on teachers' professional development.  A review of the literature finds two problems that have frequently led to inaccurate estimates of professional development spending: 1 the accounting codes that are used in many studies provide little description of spending, and 2 studies generally focus on district or state expenditures for professional development, but do not collect data on school-level spending.  These problems are compounded by the fact that studies define professional development spending differently, and thus it is difficult to compare findings across studies.  In an effort to begin to address this problem, this study utilizes a detailed cost structure to analyze both district and school site expenditures on professional development across cost categories.  The study found that school-level expenditures were a significant source of professional development for teachers.  This has implications for the methodologies used to estimate current professional development expenditures and what level of expenditures would be necessary to generate dramatic improvements in student achievement.

MOOCs for Teacher Professional Development: Reflections, and Suggested Actions

Science.gov (United States)

Misra, Pradeep Kumar

2018-01-01

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

Professional Associations: Their Role in Promoting Sustainable Development in Australia

Science.gov (United States)

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

2012-01-01

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

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

Science.gov (United States)

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

2017-09-20

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

Critical Friends Group for EFL Teacher Professional Development

Science.gov (United States)

Vo, Long Thanh; Nguyen, Hoa Thi Mai

2010-01-01

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

Partnering to develop a continuing professional development program in a low-resource setting: Cambodia.

Science.gov (United States)

Mack, Heather G; Meng, Ngy; Parsons, Tanya; Schlenther, Gerhard; Murray, Neil; Hart, Richard

2017-08-01

To design and implement a continuing professional development (CPD) program for Cambodian ophthalmologists. Partnering (twinning) between the Royal Australian and New Zealand College of Ophthalmologists (RANZCO) and the Cambodian Ophthalmological Society (COS). Practicing ophthalmologists in Cambodia. A conjoint committee comprising 4 ophthalmologists from RANZCO and 3 ophthalmologists from COS was established, supported by a RANZCO administrative team experienced in CPD administration. CPD requirements and recording were adapted from the RANZCO CPD framework. Cambodian ophthalmologists were surveyed during program implementation and after handover to COS. At the end of the 3-year program at handover to COS, a CPD program and online recording system was established. All 47 (100%) practicing ophthalmologists in Cambodia were registered for CPD, and 21/47 (45%) were actively participating in the COS CPD program online recording. Surveys of attitudes toward CPD demonstrated no significant change. Partnering was moderately effective in establishing a CPD program for Cambodian ophthalmologists. Uptake of CPD may have been limited by lack of a requirement for CPD for continuing medical licensure in Cambodia. Follow-up will be necessary to demonstrate CPD program longevity. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

77 FR 10742 - Local Government Advisory Committee; Request for Nominations

Science.gov (United States)

2012-02-23

... committee (e.g., geographic, economic, social, cultural, educational background, professional affiliations..., participate in teleconference meetings, attend listening sessions with the Administrator or other senior-level...

Cultural Core Competencies: Perceptions of 4-H Youth Development Professionals

Directory of Open Access Journals (Sweden)

Janet E. Fox

2015-10-01

Full Text Available As society grows increasingly diverse, it is critical that youth development professionals are equipped with cultural core competencies. This descriptive study gauged the perceived level of cultural competence among 4-H Youth Development professionals from a Southern state in the United States. Based on the 4-H Professional Research, Knowledge, and Competency (PRKC Model (Stone & Rennekamp, 2004, youth development professionals rated their cultural competence (equity, access, and opportunity in eight core competency areas. Based on a five-point Likert scale ranging from 0 = No knowledge to 4 = Expert, youth development professionals evaluated their cultural competence ranging from 0.66 to 4.00. According to an interpretive scale, most youth development professionals rated their competence as intermediate. Participants reported the skills of active listening and an open attitude as areas in which they felt most competent. Areas of least competence were community outreach policies and procedures. No significant relationships existed between the demographic variables of gender, degree earned, and field of study when compared to perceived cultural competence. The findings will be used to detect deficiencies and create opportunities for professional training and development experiences in supporting the cultural competence and growth of youth professionals.

Social media: The next frontier for professional development in radiography

International Nuclear Information System (INIS)

Lawson, Celeste; Cowling, Cynthia

2015-01-01

Background: Radiographers are required to undertake professional development in order to maintain registration. Professional development activities can be passive and isolate the practitioner. Social media is an interactive, collaborative, instant form of communication, which potentially addresses these concerns. Objectives: To establish whether the inherent challenges of social media use reduce its feasibility as a platform for professional development in radiography. Methods: A systematic review was undertaken using the PRISMA Guidelines. Academic databases were searched using pre-defined search terms, limits and inclusion criteria. Results: Zero reviewable papers were identified in the field of radiography globally. The search was expanded to “healthcare” and 810 papers were identified. After inclusion criteria and limits were applied, 12 papers were reviewed. Conclusions: Professional development using social media includes higher education, collaboration and networking. Managed with consideration to the inherent risks, social media provides a new means of inclusive professional development. - Highlights: • Professional development in radiography can draw on the benefits of social media. • Benefits of the social media platform are education, collaboration and networking. • Social media can reduce geographic and professional isolation. • Practitioners can share case studies and contribute professional opinions

Are impact assessment procedures actually promoting sustainable development? Institutional perspectives on barriers and opportunities found in the Swedish committee system

International Nuclear Information System (INIS)

Nykvist, Bjoern; Nilsson, Mans

2009-01-01

Impact assessment frameworks are gaining increasing attention as a procedure to integrate sustainability concerns in European and national policy-making. The gap between political visions on sustainable development and the reality of policy-making is, however, still pronounced, and a very limited range and scope of available assessment methods are used in practice. This study examines why this pattern prevails, in this case within the Swedish Committees of Inquiry, with a focus on institutional factors determining the function of Impact Assessments. The findings suggest that assessment procedures have little value when not accompanied by clear specific instructions on priorities. A range of institutional constraints emerge in the interface between policy makers and knowledge providers in committees. Dominant professional, organisational, and disciplinary cultures constrain the assessment, and socio-economic priorities are by tradition most important. Based on our analysis, we conclude that to enhance the potential for integrating sustainability concerns, it seems less fruitful to develop more advanced and complex assessment frameworks and models than strengthening institutional arenas for social learning. Such arenas should be; defined by a broad mandate and instructions, characterised by key personal skills and resources, and build institutional capacity for a range of stakeholders to engage with them

The pedagogical professional development of the English teacher in the Professional and Technical Education

Directory of Open Access Journals (Sweden)

Rosa María Padrón Otaño

2017-12-01

Full Text Available The teacher of English in Informatics studies in the Professional and Technical Education shows an insufficient preparation to plan the teaching learning process of reading comprehension in professional contexts, a fact that affects the communicative development of their students. The limitations in the development of these teachers of English were confirmed as one of the key causes. This research follows a dialectical materialist philosophy. In the diagnosis and the evaluation empirical methods such as the interview to teachers of English and document analysis, specialist criterion and a preexperimental design were used. The main research outcome is a contextualized pedagogical professional development strategy. The strategy comprises scientific foundations, diagnosis, general objective, specific actions and the evaluation. The main action of the strategy is postgraduate course to develop the pedagogical professional skills in the use of a methodology which promotes the development of knowledge and skills in both the technical sphere and a specialized didactics (Content and Language Integrated Learning. The practical implementation of the strategy elaborated seemed to allow the teachers of English to be able to plan their lessons using this methodology, and to show a new attitude which meant their active involvement in the creation of a community of learning with higher levels of interdisciplinary collaboration between the teachers of English and those of the technical sphere, as well as an effective management of their own continuing professional development.

Continuous Professional Development of English Language Teachers: Perception and Practices

Directory of Open Access Journals (Sweden)

AbdulRahman Al Asmari

2016-06-01

Full Text Available Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD to improve teacher quality and to meet the changing needs of the students. To uncover the perceptions and practices of professional development in Saudi Arabia, a survey was conducted at Taif University English Language Centre. The sample consisted of 121 English language teachers from various countries and having varied educational and academic experiences. The survey comprised items relevant to learning approaches, concept of professional development, perceptions and feedback on CPD. The respondents supported lifelong learning and experiential learning leading towards learner centered approach. They perceived the CPD as a challenge to their existing knowledge and classroom practice. However, they expressed their concerns regarding indigenization of activities in CPDs, institutional support in conducting classroom activities, and follow up activities.  Keywords: Professional development, Teacher perception, ELT in Saudi Arabia

An analysis of zoo and aquarium provided teacher professional development

Science.gov (United States)

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.

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

Science.gov (United States)

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

2016-01-01

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

Overcoming institutional challenges through continuous professionalism improvement: the University of Washington experience.

Science.gov (United States)

Fryer-Edwards, Kelly; Van Eaton, Erik; Goldstein, Erika A; Kimball, Harry R; Veith, Richard C; Pellegrini, Carlos A; Ramsey, Paul G

2007-11-01

The University of Washington (UW) School of Medicine is in the midst of an emerging ecology of professionalism. This initiative builds on prior work focusing on professionalism at the student level and moves toward the complete integration of a culture of professionalism within the UW medical community of including staff, faculty, residents, and students. The platform for initiating professionalism as institutional culture is the Committee on Continuous Professionalism Improvement, established in November 2006. This article reviews three approaches to organizational development used within and outside medicine and highlights features that are useful for enhancing an institutional culture of professionalism: organizational culture, safety culture, and appreciative inquiry. UW Medicine has defined professional development as a continuous process, built on concrete expectations, using mechanisms to facilitate learning from missteps and highlighting strengths. To this end, the school of medicine is working toward improvements in feedback, evaluation, and reward structures at all levels (student, resident, faculty, and staff) as well as creating opportunities for community dialogues on professionalism issues within the institution. Throughout all the Continuous Professionalism Improvement activities, a two-pronged approach to cultivating a culture of professionalism is taken: celebration of excellence and attention to accountability.

Assessing Clinical Microbiology Practice Guidelines: American Society for Microbiology Ad Hoc Committee on Evidence-Based Laboratory Medicine Practice Guidelines Assessment.

Science.gov (United States)

Nachamkin, Irving; Kirn, Thomas J; Westblade, Lars F; Humphries, Romney

2017-11-01

As part of the American Society for Microbiology (ASM) Evidence-Based Laboratory Medicine Practice Guidelines Committee of the Professional Practice Committee, an ad hoc committee was formed in 2014 to assess guidelines published by the committee using an assessment tool, Appraisal of Guidelines for Research Evaluation II (AGREE II). The AGREE II assessment helps reviewers determine whether published guidelines are robust, transparent, and clear in presenting practice recommendations in a standardized manner. Identifying strengths and weaknesses of practice guidelines by ad hoc assessments helps with improving future guidelines through the participation of key stakeholders. This minireview describes the development of the ad hoc committee and results from their review of several ASM best practices guidelines and a non-ASM practice guideline from the Emergency Nurses Association. Copyright © 2017 American Society for Microbiology.

Reflection of the Development of Professional Graduates Education in China

Directory of Open Access Journals (Sweden)

Zhao Jing

2013-12-01

Full Text Available The development of professional degree graduates education plays a crucial role in social economy development and the industrial restructuring, promotes academic degrees and graduates education growth and could further ameliorate China's professional degrees education system. Currently, the professional degree graduates education meet with some problems, such as low level of professional degrees education, the scale of development imbalances, lack of innovation in training mode, quality assurance and management system is incomplete, the policy formulated backwardness. As a higher education theory researcher, rational thinking of these problems would help to stimulate the long-term development of professional degree graduates education and to provide educational reference.

Reflection and Professional Identity Development in Design Education

Science.gov (United States)

Tracey, Monica W.; Hutchinson, Alisa

2018-01-01

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

Professional development of teacher educators through informal learning

NARCIS (Netherlands)

MEd Marly Gootzen; drs Maurice Schols; dr Rita Schildwacht; dr.ir. Quinta Kools; drs Marina Bouckaert-den Draak

2012-01-01

Introduction and theoretical background Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development

Supporting Teacher Change Through Online Professional Development

Directory of Open Access Journals (Sweden)

Charlotte J. Boling, Ph.D.

2005-01-01

Full Text Available This multiple case study examines elementary teachers’ experiences as they participated in the online professional development course, Cognitive Literacy Strategies for the Elementary Classroom. This study explores teacher change and the elements necessary to facilitate the change. Issues concerning content, the change process, the online learning environment, and technology are examined. Findings indicate that online learning is a viable means of providing professional development and facilitating teacher change.

Resilience and professional development for primary school teachers

OpenAIRE

Dulc, Tjaša

2016-01-01

A teacher’s professional role is becoming more and more demanding, therefore resiliency has become one of the important aspects of the quality of a teacher’s work and their professional development. Resiliency in the teaching environment means not only resistance from stress but also knowing how to face it. Despite teachers’ taking part in several courses that help them grow professionally and develop themselves, there remains a question in what extent and in what way these courses help teach...

Helping Teachers Help Themselves: Professional Development That Makes a Difference

Science.gov (United States)

Patton, Kevin; Parker, Melissa; Tannehill, Deborah

2015-01-01

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

Relational Restorative Justice Pedagogy in Educator Professional Development

Science.gov (United States)

Vaandering, Dorothy

2014-01-01

What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by…

Teacher Perspectives on Literacy and Mathematics Professional Development

Science.gov (United States)

Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert

2018-01-01

This study examines teacher's perspectives of the most beneficial professional development they have participated in over the last three years in the content areas of literacy and mathematics. It also investigates teachers views on how professional development influences student learning. Specifically, this study is grounded in the following…

76 FR 22091 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2011-04-20

... DEPARTMENT OF ENERGY Energy Efficiency and Renewable Energy Biomass Research and Development Technical Advisory Committee AGENCY: Energy Efficiency and Renewable Energy, Department of Energy. ACTION: Notice of Open Meeting. SUMMARY: This notice announces an open meeting of the Biomass Research and...

Teacher Professional Learning: Developing with the Aid of Technology

Science.gov (United States)

Kyprianou, Marianna; Nikiforou, Eleni

2016-01-01

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

Report on research cooperation for developing a simple operation type electronics design and production supporting system in fiscal 1998 (committee activity report); 1998 nendo 'kan'i sosagata denshi sekkei seisan shien system no kaihatsu ni kansuru kenkyu kyoryoku' ni kansuru hokokusho. Iinkai katsudo kiroku

Energy Technology Data Exchange (ETDEWEB)

NONE

1999-03-01

Research cooperation is being promoted on a simple operation type electronics design and production supporting information system to assist the information using efforts in Asian countries. The cooperation is made jointly with five countries, namely, China, Indonesia, Malaysia, Singapore and Thailand. Fiscal 1998, falling under the final fiscal year, summarized the achievements and the committee activities. In order to promote research and development of automobiles and the components thereof, the WG-I, composed of committee members having professional knowledge, has deliberated specific research and development items, promotion of the research and development, technical problems, and promotion of joint research and development with other countries. The WG-II has made similar discussions on household electric appliances and the components thereof. The MATIC technical committee is composed of chiefs of the working groups and the responsible persons for system development. The committee discussed technical problems common to the working groups in promoting the projects, and made deliberations and adjustments on methods for promoting the research cooperation among the overseas countries. The cooperation promoting committee is composed of Japanese researchers and representatives of research institutes in other countries, and discussed how to move forward and adjust the research cooperation themes. (NEDO)

Continuing Professional Development in the quantity surveying ...

African Journals Online (AJOL)

This research study was conducted in order to investigate Continuing Professional Development (CPD) in the South African quantity surveying profession. The study further aimed to establish the reasons why some quantity surveyors do not acquire the required CPD hours and face losing their professional registration with ...

Development of a Professional Certification in Cancer Patient Education.

Science.gov (United States)

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

2018-04-19

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

Teacher professional development: articulation between contexts and dispositions

Directory of Open Access Journals (Sweden)

Elisabeth Barolli

2018-05-01

Full Text Available Understanding the conditions that can promote professional teacher development is extremely relevant, especially in the perspective of providing subsidies for the planning of contexts for this purpose. In this work, we had the objective of investigating the trajectory of two Physics teachers when interacting with two formative contexts (Professional Master’s and Teaching Initiation Scholarship Institutional Program - PIBID differentiated in terms of requirements and possibilities of professional teacher development. Through semi-structured interviews, we obtained the necessary elements to reconstruct the trajectory of these teachers during their participation in those contexts based on Narrative Analysis associated with another procedure coming from Sociology, which is the Sociological Portrait. To reconstruct the history of these teachers we took into account the concept of individual heritage of dispositions addressed by Bernard Lahire (2005, as well as the dimensions of professional development proposed by Barolli et al. (2017. Our results indicate that it is not enough to propose a context that follows the guidelines of the literature in the sense of not being guided, for example, only in the guidelines of a technical rationality, so that the subject develops professionally. Deep changes seem to require conditions that have been closely linked to the particularities of subjects and contexts.

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

Science.gov (United States)

Molle, Daniella

2010-01-01

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

Barriers to continuous professional development participation for ...

African Journals Online (AJOL)

Background. Updating knowledge and skills on an ongoing basis is an important requirement if one is to remain professionally relevant. Formalised continuous professional development (CPD) is, therefore, essential to stay up to date in a dynamic work environment. The majority of radiographers in Kenya work in remote ...

The Factors that Affect Science Teachers' Participation in Professional Development

Science.gov (United States)

Roux, Judi Ann

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

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

Science.gov (United States)

Garcia Arriola, Alfonso

2017-01-01

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

Professional development in college science teaching

Science.gov (United States)

Thomas, Aimee Kathryn

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

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

Science.gov (United States)

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

2010-01-01

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

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

Science.gov (United States)

Marr, John P.

2011-01-01

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

76 FR 9339 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2011-02-17

... DEPARTMENT OF ENERGY Office of Energy Efficiency and Renewable Energy Biomass Research and... Biomass Research and Development Technical Advisory Committee under Section 9008(d) of the Food.... Tentative Agenda: Agenda will include the following: Update on USDA Biomass R&D Activities. Update on DOE...

Global Education and Professional Development of Minority Youth

OpenAIRE

Sdunzik, Jennifer; Leon, Rocio; Yaryyeva, Annagul

2018-01-01

“Global Education and Professional Development of Minority Youth" was developed to establish connections between the Purdue student body and the Frankfort community. By engaging high school students in workshops that focus on identities, students are encouraged to identify and market the talents they contribute to an increasingly globalized world. Students participate in workshops to develop their professional skills and articulate their transnational social location. The workshops were desig...

Professional Learning in Unlikely Spaces: Social Media and Virtual Communities as Professional Development

Directory of Open Access Journals (Sweden)

Kathleen P. King

2011-12-01

Full Text Available In this case study, results demonstrate that an individual’s use of social media as professional learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks, social relationships and learning beyond the scope of the individual’s usual experience. Case study method reveals strategies, extent, and impact of learning providing insight into this phenomenon. The significance of the research includes purposefully facilitating professional learning through informal learning contexts, including social media and online communities beyond technology-centric fields. Discussion and recommendations include using social media and virtual communities as instructional strategies for graduate studies and continued learning beyond formal education.

Committees for Ethics in Research involving human subjects.

Science.gov (United States)

Hossne, William Saad; Vieira, Sonia; De Freitas, Corina Bontempo Duca

2008-01-01

In Brazil since October 1996 there have been guidelines for research involving human subjects. Now human subjects know when their treatment is part of research. Deceit is no longer tolerated. But is not enough to say we offer an explanation to the potential subject and we offer a choice before he or she is confronted with an informed consent form. As in all professional activity, scientific investigation needs social controls. In Brazil, the ultimate responsibility of an investigation lies on the investigator, but in every institution where research is carried out there is a Committee for Ethics in Research. All Committees are subordinated to the National Commission of Ethics in Research, which is submitted to the Brazilian Institute of Health. During 2005 around 17,000 protocols involving 700,000 human subjects were revised by 475 Committees distributed all over the country. Approximately 7,000 people are now working in these Committees.

[Ethical issues linked to the professional practice of nurses in a hospital infection control committee].

Science.gov (United States)

Alves, Débora Cristina Ignácio; Evora, Yolanda Dora Martinez

2002-01-01

This qualitative work was developed according to Bardin's method of content analysis. It aimed at finding out the perceptions of nurses that are members of a Hospital Infection Control Commission about ethical issues that are inherent to their professional practice as well as understanding the clinical nurses opinion regarding the professional practice of the nurses that are members of the Hospital Infection Control Commission, considering the ethical aspects. In order to achieve an ethical, efficient and effective professional practice, there is a need for governmental changes and professional recognition through autonomy, respect and exclusivity in the Service of Hospital Infection Control, as well as improvements regarding information, the care provided to the patient and professional secret. The predominance of bureaucratic activities and team work were mentioned by the clinical nurses as differentiating factors of the activities performed by nurses that are members of the Commission.

Competency-based continuing professional development

NARCIS (Netherlands)

Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Ten Cate, Olle; Holmboe, Eric S.

2010-01-01

Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence'' toward the attainment of expertise. A competency-based continuing professional development

Report on research cooperation for developing a simple operation type electronics design and production supporting system in fiscal 1998 (committee activity report); 1998 nendo 'kan'i sosagata denshi sekkei seisan shien system no kaihatsu ni kansuru kenkyu kyoryoku' ni kansuru hokokusho. Iinkai katsudo kiroku

Energy Technology Data Exchange (ETDEWEB)

NONE

1999-03-01

Research cooperation is being promoted on a simple operation type electronics design and production supporting information system to assist the information using efforts in Asian countries. The cooperation is made jointly with five countries, namely, China, Indonesia, Malaysia, Singapore and Thailand. Fiscal 1998, falling under the final fiscal year, summarized the achievements and the committee activities. In order to promote research and development of automobiles and the components thereof, the WG-I, composed of committee members having professional knowledge, has deliberated specific research and development items, promotion of the research and development, technical problems, and promotion of joint research and development with other countries. The WG-II has made similar discussions on household electric appliances and the components thereof. The MATIC technical committee is composed of chiefs of the working groups and the responsible persons for system development. The committee discussed technical problems common to the working groups in promoting the projects, and made deliberations and adjustments on methods for promoting the research cooperation among the overseas countries. The cooperation promoting committee is composed of Japanese researchers and representatives of research institutes in other countries, and discussed how to move forward and adjust the research cooperation themes. (NEDO)

The 4-H Youth Development Professionals Workload Relationship to Job Satisfaction

Directory of Open Access Journals (Sweden)

Carrie Stark

2012-09-01

Full Text Available A study to determine what job responsibilities Extension 4-H youth development professionals (n=241 chose to spend their work time doing and how the workload related to their job satisfaction and burnout is discussed in this paper. Workload was determined using the 4-H Professional, Research, Knowledge, and Competencies (4-H PRKC. Professionals identified their level of job satisfaction and burnout. Based on the previous research on workload, burnout, and job satisfaction, 4-H youth development professionals are prime candidates for experiencing low job satisfaction and increased burnout, which may lead to professionals leaving the organization early. 4-H youth development professionals reported being satisfied with their job and felt very little burnout. Even with the positive job satisfaction and low burnout, there are strategies shared for each of the 4-H PRKC domains to help 4-H professionals continue to have a high level of job satisfaction and low burnout. Many of the strategies that are shared in this paper are applicable to not only 4-H youth development professionals but to any professional who works in the field of youth development.

Presentatie: Professional development of university teachers

NARCIS (Netherlands)

Ebrecht, Diny

2012-01-01

Ebrecht, D. (2012, 4 juni). Professional development of university teachers. Presentatie bijeenkomst UOC-vertegenwoordigers in het kader van Erasmusuitwisseling, Heerlen, Nederland: Open Universiteit, L&C.

Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant

Science.gov (United States)

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…

77 FR 76164 - Shipping Coordinating Committee; Notice of Committee Meeting

Science.gov (United States)

2012-12-26

... atmospheric pollution --Development of international measures for minimizing the transfer of invasive aquatic... pollution hazards of chemicals and preparation of consequential amendments --Additional guidelines for... DEPARTMENT OF STATE [Public Notice 8133] Shipping Coordinating Committee; Notice of Committee...

Manifesto for the Software Development Professionalization

Directory of Open Access Journals (Sweden)

Red Latinoamericana en Ingeniería de Software (RedLatinaIS

2013-12-01

Full Text Available One of the central problems of current economic development and industrial competitiveness, social and scientific, is the complexity of large and intensive software systems, and processes for their development and implementation. This complexity is defined by the amount and heterogeneity of the interaction of the hardware with the software components, their inter-relationships, of incorporation of the technical and organizational environments, and the interfaces to humans. The domain of these systems requires actions and scientific thoughts, hierarchical and systematic; also, the success of the products, services and organizations, is increasingly determined by the availability of suitable software products. Therefore, highly qualified professionals, able to understand and master the systems, involved in the entire life cycle of software engineering, and adopt different roles during the development. This is the reason that guide the thinking of this Manifesto , which aims is to achieve the Professionalization of Software Development.

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

Science.gov (United States)

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

2014-01-01

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

76 FR 25352 - Establishment of the FDIC Systemic Resolution Advisory Committee

Science.gov (United States)

2011-05-04

... Advisory Committee will serve solely in an advisory capacity and will have no final decision-making..., investors, bankruptcy professionals, representatives from the audit, accounting, credit rating, and legal...

Continuing Professional Development in Context: Teachers' Continuing Professional Development Culture in Germany and Sweden

Science.gov (United States)

Wermke, Wieland

2011-01-01

This article investigates the continuing professional development (CPD) culture of teachers, and asks how it is influenced by properties of the school system. It reports the results of a questionnaire study with 418 secondary teachers from Sweden and Germany. The results show highly significant differences between Swedish and German teachers'…

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

Science.gov (United States)

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

2017-08-01

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

Professional Android 4 Application Development

CERN Document Server

Meier, Reto

2012-01-01

Developers, build mobile Android apps using Android 4 The fast-growing popularity of Android smartphones and tablets creates a huge opportunities for developers. If you're an experienced developer, you can start creating robust mobile Android apps right away with this professional guide to Android 4 application development. Written by one of Google's lead Android developer advocates, this practical book walks you through a series of hands-on projects that illustrate the features of the Android SDK. That includes all the new APIs introduced in Android 3 and 4, including building for tablets, u

Development of Professional Teacher Competences for Cooperation with Parents

Science.gov (United States)

Viskovic, Ivana; Višnjic Jevtic, Adrijana

2017-01-01

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

Professional identity development: Learning and journeying together.

Science.gov (United States)

Bridges, Stephanie J

2018-03-01

Pharmacy students start to develop their professional values through engagement with the course, practice exposure, staff and fellow students. Group working is an element of pedagogy which draws on the social aspects of learning to facilitate knowledge and skills development, but its potential role in facilitating professional identity formation has as yet been under researched. This study aimed to explore the potential of mutual learning through group work to contribute not only to academic knowledge and understanding, but also to the development of students' professional values and selves. Semi-structured interviews were conducted with 17 home and international first year undergraduate pharmacy students in a UK School of Pharmacy, to explore their experiences of interacting for learning with other students on the course. Thematic analysis of the interview data highlighted four main benefits of mutual learning, which are that it: promotes friendly interactions; aids learning about the subject and the profession; opens the mind through different opinions and ways of thinking; and enables learning about other people. Through working together students developed their communication skills and confidence; reflectively considered their own stance in the light of others' experiences and healthcare perspectives; and started to gain a wider worldview, potentially informing their future interactions with patients and colleagues. Some difficulties arose when group interactions functioned less well. Opportunity for collaboration and exchange can positively influence development of students' professional outlook and values. However, careful management of group working is required, in order to create a mutually supportive environment wherein students feel able to interact, share and develop together. Copyright © 2017 The Author. Published by Elsevier Inc. All rights reserved.

Interdisciplinary Professional Development: Astrolabes for Medievalists

Science.gov (United States)

Larsen, Kristine

2014-06-01

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

Development and Integration of Professional Core Values Among Practicing Clinicians.

Science.gov (United States)

McGinnis, Patricia Quinn; Guenther, Lee Ann; Wainwright, Susan F

2016-09-01

The physical therapy profession has adopted professional core values, which define expected values for its members, and developed a self-assessment tool with sample behaviors for each of the 7 core values. However, evidence related to the integration of these core values into practice is limited. The aims of this study were: (1) to gain insight into physical therapists' development of professional core values and (2) to gain insight into participants' integration of professional core values into clinical practice. A qualitative design permitted in-depth exploration of the development and integration of the American Physical Therapy Association's professional core values into physical therapist practice. Twenty practicing physical therapists were purposefully selected to explore the role of varied professional, postprofessional, and continuing education experiences related to exposure to professional values. The Core Values Self-Assessment and résumé sort served as prompts for reflection via semistructured interviews. Three themes were identified: (1) personal values were the foundation for developing professional values, which were further shaped by academic and clinical experiences, (2) core values were integrated into practice independent of practice setting and varied career paths, and (3) participants described the following professional core values as well integrated into their practice: integrity, compassion/caring, and accountability. Social responsibility was an area consistently identified as not being integrated into their practice. The Core Values Self-Assessment tool is a consensus-based document developed through a Delphi process. Future studies to establish reliability and construct validity of the tool may be warranted. Gaining an in-depth understanding of how practicing clinicians incorporate professional core values into clinical practice may shed light on the relationship between core values mastery and its impact on patient care. Findings may

Providing Effective Professional Development: Lessons from the Eisenhower Program.

Science.gov (United States)

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

2003-01-01

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

Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

Science.gov (United States)

Sondgerath, Travis

2016-01-01

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

Professional Development Seen as Employment Capital

Science.gov (United States)

Mackay, Margaret

2017-01-01

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

Continuing education and professional development

International Nuclear Information System (INIS)

Adams, Edwina

2002-01-01

The success of a profession will be determined upon its education and training. A profession is required to encompass: a core body of knowledge; a set of ethical codes of practice; and have practitioners with humanistic qualities. In order to maintain the success of a profession it is necessary to have continuing education, which enhances professional development. Continuing professional education includes a form of self-regulation, which ensures the maintenance of a minimum standard of practice in this ever-changing workplace, and by regulating this standard, the discipline becomes more accountable to the client and the profession as a whole. In Australia, the Nuclear Medicine society's continuing education programs and Universities offering postgraduate programs promote continuing education. If technologists are to successfully keep up with developments in instrumentation, protocols and changing health care requirements, we must ensure that the education of practitioners does not cease at certification of entry to the workplace (Au)

Standards for Reporting Mathematics Professional Development in Research Studies

Science.gov (United States)

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.)

How we developed a role-based portfolio for teachers' professional development.

Science.gov (United States)

Pyörälä, Eeva

2014-09-01

Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.

[Higher professional education as a means for development in nursing].

Science.gov (United States)

Alberdi Castell, R

2000-02-01

The author reflects on how higher training contributes to development in Nursing, understanding by this term the discipline but also the set of professionals which exercise it. Therefore, the author analyzes those elements which are part of professional development; be this intrinsic, professional discourse, excellent professional exercise, market dominance, syndical capacity or representation. The author ends her article with a very simple proposal: make a world full of care, with a recognition of successes, a correction of errors and a deepening of attitudes.

Chemistry teacher professional development using the ...

African Journals Online (AJOL)

Chemistry teacher professional development using the technological pedagogical content knowledge(TPACK) framework. ... But with the advent of modern technologies, information and communication ... [AJCE 4(3), Special Issue, May 2014] ...

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

Science.gov (United States)

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

2017-01-01

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

Establishment of audit committees in government ministries of a developing country

Directory of Open Access Journals (Sweden)

Ndeshipewa Johanna Akwenye

2016-11-01

Full Text Available The underlying study to this paper attempts to establish to what extent audit committees in government ministries in Namibia have been established as a requirement for enhanced quality of service delivery and accountability to taxpayers A qualitative approach was followed, where questionnaires or an interviews were conducted with accounting officers in government ministries. Content and thematic analyses were used to formulate narratives based on the understanding of similarities and differences in respondents’ experiences, views and perceptions. The study shows that from the 17 ministries that responded, only 2 ministries have established audit committees. Confirmatory, there is currently no legislature that makes it mandatory for government ministries in Namibia to establish audit committees within their respective constituencies. There are no formal audit committee terms and references or an audit committee charters are in place. Government ministries in Namibia seem to not have adopted best national and international governance practices with respect to the establishment of audit committees within their ministries. There is a need for a clear guidance as to how audit committees must be established; the composition of the committee members, the terms of office of committee members and remuneration, to mention a few

Professionalism, Portfolios and the Development of School Leaders.

Science.gov (United States)

Wildy, Helen; Wallace, John

1998-01-01

Describes how two reforms--portfolio culture and teacher professionalism--converge in a systemwide program for school leaders' professional development. Investigates use of portfolios to help (Australian) principals, deputy principals, and department heads improve their performance and accountability. Participants used portfolios as evidence of…

Enabling adaptive system leadership: teachers leading professional development

OpenAIRE

Boylan, Mark

2018-01-01

Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity leadership theory and the concept of teacher system leadership are used to develop a framework to analyse the purposes and practices of teacher prof...

Screening Out Controversy: Human Genetics, Emerging Techniques of Diagnosis, and the Origins of the Social Issues Committee of the American Society of Human Genetics, 1964-1973.

Science.gov (United States)

Mitchell, M X

2017-05-01

In the years following World War II, and increasingly during the 1960s and 1970s, professional scientific societies developed internal sub-committees to address the social implications of their scientific expertise (Moore, Disrupting Science: Social Movements, American Scientists, and the Politics of the Military, 1945-1975. Princeton: Princeton University Press, 2008). This article explores the early years of one such committee, the American Society of Human Genetics' "Social Issues Committee," founded in 1967. Although the committee's name might suggest it was founded to increase the ASHG's public and policy engagement, exploration of the committee's early years reveals a more complicated reality. Affronted by legislators' recent unwillingness to seek the expert advice of human geneticists before adopting widespread neonatal screening programs for phenylketonuria (PKU), and feeling pressed to establish their relevance in an increasingly resource-scarce funding environment, committee members sought to increase the discipline's expert authority. Painfully aware of controversy over abortion rights and haunted by the taint of the discipline's eugenic past, however, the committee proceeded with great caution. Seeking to harness interest in and assert professional control over emerging techniques of genetic diagnosis, the committee strove to protect the society's image by relegating ethical and policy questions about their use to the individual consciences of member scientists. It was not until 1973, after the committee's modest success in organizing support for a retrospective public health study of PKU screening and following the legalization of abortion on demand, that the committee decided to take a more publicly engaged stance.

THE DEVELOPMENT OF PROFESSIONAL SUBJECTIVE POSITION OF MANAGEMENT HUMAN RESOURCES FOR HEALTH

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Ol'ga L. Zadvornaya

2016-01-01

Full Text Available The article is devoted to the problem of development of professional-subjective position of managerial staff of health care in the system of continuous professional education in the conditions of optimization of activities of the health system. Professional and subject position reflects the position of individual managers in a professional environment, its relationship to the quality of professional activity, to himself, to patients and colleagues to level their skills.Purpose/objectives: analysis of core competencies, forming the professional and subject position of heads of medical organizations; identify possible ways of development of professional-subjective position of managerial staff of the public health based on the use of modern technologies and active methods of training in system of continuous professional education. Methodology. In conducting the present study used data from official sources, literature review, scientific methods of analysis and synthesis, comparative analysis and modeling. The results of the study indicate the necessity of actualization of the subject position of heads of medical organizations. Conclusions /Significance. The necessity of formation and development of professional subjective position of the heads due to the needs of society and the health care system with modern requirements for quality management training of health. Professional and subject position is a characteristic feature of a highly qualified specialist in the area of governance, reflecting its active attitude toward self and professional activity, factor of efficiency of activity of medical organizations. The real practice of activity of medical organizations requires improved approaches in the preparation of healthcare managers. Most of the leaders are having difficulties, associated not only with necessity of development of universal and professional competences, but also the necessity of development of professional-subjective position

Delivering Online Professional Development in Mathematics to Rural Educators

Science.gov (United States)

Cady, Jo; Rearden, Kristin

2009-01-01

Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers'…

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

Science.gov (United States)

Longhurst, Max L.

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

Forming the Professional Self: Bildung and the Ontological Perspective on Professional Education and Development

Science.gov (United States)

Fellenz, Martin R.

2016-01-01

Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for…

Implementation of a professional portfolio: a tool to demonstrate professional development for advanced practice.

Science.gov (United States)

Chamblee, Tracy B; Dale, Juanita Conkin; Drews, Barbie; Spahis, Joanna; Hardin, Teri

2015-01-01

The literature has a gap related to professional development for APRNs. In the United States, many health care organizations use clinical advancement programs for registered nurses, but APRNs are not often included in these programs. If APRNs are included, advancement opportunities are very limited. At CMC, implementation of a professional portfolio resulted in increased satisfaction among APPs regarding their ability to showcase professional growth and expertise, as well as the uniqueness of their advanced practice. Use of the professional portfolio led to improved recognition by APS and organizational leaders of APP performance excellence during the annual performance evaluation, as well as improved recognition among APP colleagues in terms of nominations for honors and awards.

The Evolution of American Hospital Ethics Committees: A Systematic Review.

Science.gov (United States)

Courtwright, Andrew; Jurchak, Martha

2016-01-01

During the 1970s and 1980s, legal precedent, governmental recommendations, and professional society guidelines drove the formation of hospital ethics committees (HECs). The Joint Commission on Accreditation of Health Care Organization's requirements in the early 1990s solidified the role of HECs as the primary mechanism to address ethical issues in patient care. Because external factors drove the rapid growth of HECs on an institution-by-institution basis, however, no initial consensus formed around the structure and function of these committees. There are now almost 40 years of empirical studies on the composition, administration, and activities of HECs in the United States. We conducted a systematic review of the available empirical literature on HECs to describe their evolution. As HECs changed over time, they increased their total number of members and percentage of members from nursing and the community. Although physicians increasingly chaired these committees, their presence as a percentage of overall members declined. The percentage of administrative members remained steady, although committees became increasingly likely to have at least one administrative member. HECs were also increasingly likely to report to an administrative body or to the board of trustees or directors rather than to the medical staff. Finally, consultation volume increased steadily over time. There has not, however, been a national survey of the composition of ethics committees, their administration, or volume of consultation in more than 10 years, despite increasing calls for professional standards and quality improvement assessments among HECs. Copyright 2016 The Journal of Clinical Ethics. All rights reserved.

Professional Development on a Budget: Facilitating Learning Opportunities for Information Literacy Instructors

Directory of Open Access Journals (Sweden)

Lisa Shamchuk

2015-06-01

Full Text Available How do you stay on top of evolving trends and changes to information literacy delivery, especially while coping with shrinking professional development allocations? This article details various in-house, professional development opportunities created for MacEwan University’s library staff. Low-cost, practical ideas are given to help jump-start a library's information literacy professional development offerings. Included are details about organizing an Information Literacy Community, internal Library Professional Development Days and an information literacy event open to local library professionals.

Developing professional attributes in critical care nurses using Team-Based Learning.

Science.gov (United States)

Currey, Judy; Eustace, Paula; Oldland, Elizabeth; Glanville, David; Story, Ian

2015-05-01

Australian nurses prepare for specialty practice by undertaking postgraduate theoretical and clinical education in partnership models between universities and hospitals. In our global healthcare system, nurses require advanced critical thinking and strong communication skills to provide safe, high quality patient care. Yet, few education programs focus on developing these skills. Team-Based Learning (TBL) is a specific educational strategy that encourages and rewards students to think critically and solve clinical problems individually and in teams. The aim of this study was to investigate critical care nursing students' perceptions and experiences of TBL after it was introduced into the second half of their postgraduate specialty course. Following Ethics Committee approval, thirty-two students were invited to participate in an extended response questionnaire on their perceptions of TBL as part of a larger study. Data were analyzed thematically. Postgraduate students perceived their professional growth was accelerated due to the skills and knowledge acquired through TBL. Four themes underpinned the development and accelerated acquisition of specialty nurse attributes due to TBL: Engagement, Learning Effectiveness, Critical Thinking, and Motivation to Participate. Team-Based Learning offered deep and satisfying learning experiences for students. The early acquisition of advanced critical thinking, teamwork and communication skills, and specialty practice knowledge empowered nurses to provide safe patient care with confidence. Copyright © 2015 Elsevier Ltd. All rights reserved.

Professional Development Needs of English Language Teachers in Malaysia

Science.gov (United States)

Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

2011-01-01

This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

Facilitating Professional Development for Teachers of English Language Learners

Science.gov (United States)

Molle, Daniella

2013-01-01

The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

Report for fiscal 1997 on simple operation type CAD/CAM system development through international cooperation. Committee activity record; 1997 nendo 'kan'i sosagata denshi sekkei seisan shien system no kaihatsu ni kansuru kenkyu kyoryoku' ni kansuru hokokusho. Iinkai katsudo kiroku

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-03-01

This paper reports the research and development project for an electronics design and production aid system of simple operation type. The project (MATIC) has been executed to support works of Asian countries on the information society, and enhance levels of the manufacturing industries and supportive industries by utilizing the information technologies. Fiscal 1997 has entered full-fledged demonstration experiments, and decided the project directionality as a result of different committee activities as to policies, contents and promotion methods for research, development and demonstration experiments. The working group (WG) 1, composed of members having professional knowledge on automobiles and components thereof, has deliberated specific research and development items, promotion of the research and development, technical problems, promotion of joint researches with overseas countries. The WG II, composed of members having professional knowledge on household electric appliances and their parts, discussed promotion of research and development of household electric appliances and their parts. The WG III, composed of textile and apparel expertise members, made attempts in promoting the research and development of household electrid appliances and their parts. This paper describes other committee activities including promotion of operation and cooperation on production-based futuristic type integrated information system and MATIC technologies. (NEDO)

Justice and care: decision making by medical school student promotions committees.

Science.gov (United States)

Green, Emily P; Gruppuso, Philip A

2017-06-01

The function of medical school entities that determine student advancement or dismissal has gone largely unexplored. The decision making of 'academic progress' or student promotions committees is examined using a theoretical framework contrasting ethics of justice and care, with roots in the moral development work of theorists Kohlberg and Gilligan. To ascertain promotions committee members' conceptualisation of the role of their committee, ethical orientations used in member decision making, and student characteristics most influential in that decision making. An electronic survey was distributed to voting members of promotions committees at 143 accredited allopathic medical schools in the USA. Descriptive statistics were calculated and data were analysed by gender, role, institution type and class size. Respondents included 241 voting members of promotions committees at 55 medical schools. Respondents endorsed various promotions committee roles, including acting in the best interest of learners' future patients and graduating highly qualified learners. Implementing policy was assigned lower importance. The overall pattern of responses did not indicate a predominant orientation toward an ethic of justice or care. Respondents indicated that committees have discretion to take individual student characteristics into consideration during deliberations, and that they do so in practice. Among the student characteristics with the greatest influence on decision making, professionalism and academic performance were paramount. Eighty-five per cent of participants indicated that they received no training. Promotions committee members do not regard orientations of justice and care as being mutually exclusive and endorse an array of statements regarding the committee's purpose that may conflict with one another. The considerable variance in the influence of student characteristics and the general absence of committee member training indicate a need for clear delineation of the

Professional development and exposure to geriatrics: medical student perspectives from narrative journals.

Science.gov (United States)

Shield, Renée R; Farrell, Timothy W; Campbell, Susan E; Nanda, Aman; Wetle, Terrie

2015-01-01

Teaching professionalism is an important goal in American medical education. With the aging of the U.S. population, it is critical to understand how medical students develop professional behaviors when caring for older adults. Exposure to geriatrics and older patients can enhance students' professional development with patients of all ages and across different specialties. Medical students learn explicit and implicit messages during their education. In addition to helping to evaluate curricula, reflective journaling encourages individual development and helps in revealing how medical students become professionals. In this study, medical student volunteers described their responses to new geriatrics content in their curriculum, encounters with older patients in clinical settings, and their evolving physician identities. Multidisciplinary team analysis elicited 10 themes regarding: evaluation of geriatrics within the curriculum, recognition of geriatrics principles, and attitudes regarding aging and professional development over time. This article focuses on the impact of geriatrics exposure on students' professional development, revealing ways that students think about professionalism and older patients. Medical educators should consider journaling to help foster and gauge students' professional development.

Listening to professional voices: draft 2 of the ACM code of ethics and professional conduct

OpenAIRE

Flick, Catherine; Brinkman, Bo; Gotterbarn, D. W.; Miller, Keith; Vazansky, Kate; Wolf, Marty J.

2017-01-01

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link. For the first time since 1992, the ACM Code of Ethics and Professional Conduct (the Code) is being updated. The Code Update Task Force in conjunction with the Committee on Professional Ethics is seeking advice from ACM members on the update. We indicated many of the motivations for changing the Code when we shared Draft 1 of Code 2018 with the ...

Tanzanian midwives' perception of their professional role and implications for continuing professional development education.

Science.gov (United States)

Jones, Brooke; Michael, Rene; Butt, Janice; Hauck, Yvonne

2016-03-01

This study explored Tanzanian midwives' perceptions of their professional role within their local context. Findings were to inform recommendations for continuing professional development education programs by Western midwifery educators. Using focus group interviews with sixteen Tanzanian midwives, the findings revealed that the midwives' overwhelming focus was on saving lives of women and newborns. The fundamental elements of saving lives involved prioritising care through receiving handover and undertaking physical assessment. Midwives were challenged by the poor working conditions, perceived lack of knowledge and associated low status within the local community. Based upon these findings, recommendations for continuing professional development education for Tanzanian midwives must ensure that saving lives is a major focus and that strategies taught must be relevant to the low-resource context of this developing country. In recognition of the high-risk women being cared for, there needs to be a focus on the prevention and management of maternity emergencies, in collaboration with medical practitioners. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Structural Model of Future Employees̕ Personal and Professional Self-Development

Directory of Open Access Journals (Sweden)

Zhanna G. Garanina

2017-12-01

Full Text Available Introduction: the main purpose of this paper is to present the theoretical and practical aspects of professional and personal self-development of future professionals, the construction of the structural model and the determination of levels of self-development. The study of personal and professional self-development attributes of future professionals is of special interest to modern researchers, as well as for practicing psychologists studying the problem of self-realization and self-improvement in their professional fields. This article discusses the theoretical approaches to the study of the model and structure of personal and professional self- development. It analyses the results of the comparative empirical study of the features of students self-development with various levels of formation of motivational-semantic sphere. The authors carried out the detailed theoretical analysis of the problem of personal and professional self-development. They offer the structural model of the process, including the set of interrelated value-semantic, reflexive and regulatory components. The study revealed that the personal and professional self-development is a comprehensive system based on the active personal transformation being carried out in the course of behavior and activities self-regulation of their behavior, designed to achieve personal and professional goals. Materials and Methods: diagnostic methods were used to identify the level of self-development and personal qualities of students. Processing of the data was carried out by means of correlation, factor and cluster analysis. Results: this article considers the results of the empirical study conducted with the help of psycho-diagnostic methods aimed at identifying the level of self-development of future professionals, its structure and features. The scientifically valid results are obtained, allowing to identify the levels of self-development of students as well as to identify factors af

THE PROBLEMS OF PROFESSIONAL PUBLIC ACCREDITATION OF ADDITIONAL PROFESSIONAL EDUCATION PROGRAMS AND THE PROSPECTS OF ITS IMPLEMENTATION

Directory of Open Access Journals (Sweden)

Tatyana V. Matveeva

2015-01-01

additional professional education objects in the new economic paradigm are indentified. Scientific novelty. The research findings include the following conclusions: the main tendencies in the development of accreditation procedures for assessing the quality of educational services in system of additional professional education in modern Russia are revealed; the fundamentals of professional public accreditation of additional professional education programs organization are justified; the gaps in the legal regulation of accreditation of additional educational programs are identified, and the necessity of professional public accreditation for improvement the competitiveness of additional educational programs is justified. Practical significance. Proposed and developed evaluation system of educational programs provides objectivity, credibility and transparency of the evaluation procedures; defines guidelines for accreditation institutions, expert committees, education authorities, managers and employees of educational institutions implementing programs of additional professional education. Systematic experience in evaluation of additional professional education institutions can be used in the career development system of senior executives. 

Factor Analysis of Teacher Professional Development in Chinese Military Medical Universities

Science.gov (United States)

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

2017-01-01

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

Governing Teachers by Professional Development: State Programmes for Continuing Professional Development in Sweden since 1991

Science.gov (United States)

Kirsten, Nils; Wermke, Wieland

2017-01-01

The purpose of this article was to analyse how teachers' continuing professional development (CPD) contributes to the government of the teaching profession. This is done by examining the CPD initiatives organized by two Swedish national educational agencies since 1991 involving the school subjects of Swedish (standard language education) and…

The development of the Professional Values Model in Nursing.

Science.gov (United States)

Kaya, Ayla; Boz, İlkay

2017-01-01

One of the most important criteria for professionalism is accumulation of knowledge that is usable in professional practice. Nursing models and theories are important elements of accumulating nursing knowledge and have a chance to guarantee the ethical professional practice. In recent years, there has been an increase in the use of models in nursing research and newly created terminology has started to be used in nursing. In this study, a new model, termed as the Professional Values Model, developed by the authors was described. Concepts comprising the conceptual framework of the model and relations between the concepts were explained. It is assumed that awareness about concepts of the model will increase not only the patients' satisfaction with nursing care, but also the nurses' job satisfaction and quality of nursing care. Contemporary literature has been reviewed and synthesized to develop this theoretical paper on the Professional Values Model in nursing. Having high values in nursing increases job satisfaction, which results in the improvement of patient care and satisfaction. Also, individual characteristics are effective in the determination of individual needs, priorities, and values. This relation, proved through research about the Professional Values Model, has been explained. With development of these concepts, individuals' satisfaction with care and nurses' job satisfaction will be enhanced, which will increase the quality of nursing care. Most importantly, nurses can take proper decisions about ethical dilemmas and take ethical action when they take these values into consideration when giving care. The Professional Values Model seems suitable for nurse managers and it is expected that testing will improve it. Implementation of the Professional Values Model by nurse managers may increase motivation of nurses they work with. It is suggested that guidance by the Professional Values Model may help in enhancement of motivation efforts of the nurse managers

Enabling Adaptive System Leadership: Teachers Leading Professional Development

Science.gov (United States)

Boylan, Mark

2018-01-01

Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity…

Developing Professional “Game Teacher” Repertoires

DEFF Research Database (Denmark)

Lieberoth, Andreas; Hanghøj, Thorkild

2017-01-01

for in their professional careers. We expand and explain these findings using embedded mixed methods analysis, and conclude that games are a good practical case for training various teaching competences, but that building flexible professional repertoires requires more varied experiences than a single course can muster.......The first Danish Game-Based Learning course offered by a teachers college enrolled 42 students with a variety of backgrounds and interests in games. We characterize the students who enrolled in the course in terms of gaming literacies and preferences, and gauge the impact of the course in terms...... of building actionable skill sets. Following Schön (1986) we use these data to frame students’ transition from gamers or game curious teachers to developing professional repertoires.Interviews and statistical comparison to other students indicate that while student’s existing preferences for the “heavier...

Young Adult Literature and Professional Development

Science.gov (United States)

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

2011-01-01

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

A Discussion of Professional Identity Development in Nursing Students

Directory of Open Access Journals (Sweden)

Cathy Maginnis

2018-04-01

Full Text Available Becoming a nurse requires development of professional capabilities, specifically socialisation into the profession and developing a professional identity (PI. A search of the literature highlights a lack of empirical research in PI development during pre-registration nursing education. A range of factors will be explored that relate to PI, including identity, professional socialisation, a sense of belonging to the profession and clinical placement. Exploring the development of a PI in nursing students can assist with identifying drivers and inhibitors. The aim of this paper is to describe PI development in pre-registration nursing students’ education and the relationship between development of a PI and the tertiary provided education. There are a multitude of factors that impact on developing a PI such as identity, professional socialisation, belonging, clinical placements and educators. Nursing students predominantly develop a nursing PI in the pre-registration program with professional socialisation through exposure to academia, clinical practice and role models. The onus of responsibility for developing a PI in nursing students is attributed to educational institutions. An expected outcome of the pre-registration program is that nursing students will have formed a PI. A greater depth of understanding PI is important in supporting the education of the nurses of the future. There may not be one simple explanation for what PI is, or how it is developed, but a greater depth of understanding of PI by both the tertiary sector and the nursing profession is important in supporting the education of the nurses of the future. Further research will enable a dialogue describing the development of a PI in nursing students and an understanding of the attributes and conceptions attributed to a nursing PI.

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

Science.gov (United States)

Dayoub, Ruba; Bashiruddin, Ayesha

2012-01-01

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

Taking on organizational ethics. To do so, ethics committees must first prepare themselves.

Science.gov (United States)

Weber, L J

1997-01-01

Healthcare ethics committees which have focused almost entirely on clinical ethics, now need to prepare to deal with organizational ethics, a field that is attracting increasing attention. As they did with clinical ethics, ethics committees members must educate themselves in the demands of the newer field. As before, they must respect the perspectives of the actual decision makers while maintaining an independent framework for analyzing the issues at stake. They must ensure that management is properly represented on the committee if they need guidance from a professional ethicist they should seek one with a strong background in business ethics and social justice. Healthcare organizations are likely to need help with a wide range of ethical issues involving patient services (rationing of resources, for example), business and service plans (mergers and joint ventures, for example), business and professional integrity (conflicts of interest, for example), employee rights and responsibilities (downsizing, for example), and the organization's role in in the community (advocacy and lobbying, for example). To be helpful to the organization, the ethics committee must be prepared to say when cost factors trump other considerations and when they do not. An ethics committee will often be asked to give advice on specific occasions-a proposed new policy, for instance. The most important part of its response is its analysis of the issue. Finally, an ethics committee should view its organization as part of the larger social context.

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

Science.gov (United States)

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

Novel demands on the professionals – how internationalization may be a path to support the development of professional reflectivity and professional imagination

DEFF Research Database (Denmark)

Eriksen, Kathrine Krageskov

Currently new demands on the (health) professionals may be identified following massive changes to both their work and societal role. Increased use of technological solutions including tele-medicine and ambient assisted living technology; a strengthened focus on inter-professional and cross-secto...... and teachers with possibilities to experience different approaches across countries to both education and the professional practice – and internationalization of education may hence be perceived as a “short-cut” for stimulating especially the development of professional imagination....

Professional development and poststructural analysis: Stories of African-American science teachers

Science.gov (United States)

Moore, Felicia Michelle

2003-10-01

This interpretivist study focused on the professional development of three African American science teachers from a small rural school district, Carver School District (pseudonym), in the southeastern United States. Stories teachers shared of their experiences in teaching and learning science and in their professional development were analyzed using a feminist poststructural analysis of power, knowledge/meaning, language, and difference. For science teaching, power was viewed as a form of ownership or possession and also as effect and processes that impact teaching, learning, and professional development. Teachers through instructional practices exerted a certain amount of power in their classrooms. Teaching practices heavily influenced student learning in science classrooms. For teacher professional development, power was viewed as effecting relationships between administration, peers, and students as a shifting force within different social contexts. Science teachers were perceived as objects of the system and as active social agents who in particular relations of power acted in their best interests as they developed as science teachers. Teachers negotiated for themselves certain power relations to do as they wished for teaching science and for participating in teacher professional development activities. Power was an inherent and critically important aspect in understanding what science teachers do in their classrooms, in teaching and learning science, and in developing as science teachers. Knowledge was closely tied to relations of power in that teachers acquired knowledge about themselves, their teaching of science, and their students from their past experiences and professional development activities. Through language, interactions between teachers and students enabled or disabled access to the culture of power via instructional practices. Language was implicated in teacher professional development as a powerful force for advancing or hindering teachers

MOOCs for Teacher Professional Development: Reflections and Suggested Actions

Directory of Open Access Journals (Sweden)

Pradeep Kumar Misra

2018-02-01

Full Text Available Teacher Professional Development (TPD has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.

Developing critical reflection for professional practice through problem-based learning.

Science.gov (United States)

Williams, B

2001-04-01

To explore the influence of current learning traditions in nursing on the development of reflection and critical reflection as professional practice skills and to offer suggestions for nursing education that will specifically facilitate the development of critical reflection. ORGANIZATIONAL CONSTRUCTS: Mezirow's transformative learning theory, Barrows conceptualization of problem-based learning (PBL). Integrative literature review of published literature related to nursing, health science education and professional education from 1983-2000. Professional education scholars concur that specialized knowledge is clearly essential for professional practice, however, they also suggest that self-consciousness (reflection) and continual self-critique (critical reflection) are crucial to continued competence. While strategies to facilitate reflection have been outlined in the literature, specific strategies to facilitate the development of critical reflection and implications for nursing education are much less clear. Advocates of reflective and critically reflective practice suggest that the development of these abilities should be inextricably linked to professional development and can be developed through active repeated guided practice. In health care, PBL based on constructivism, has been identified as one way to facilitate the development of these skills. Nursing learners exposed to PBL develop the ability to be reflective and critically reflective in their learning and acquire the knowledge and skill within the discipline of nursing by encountering key professional practice situations as the stimulus and focus of their classroom learning. The learners' ability to be both reflective and critically reflective in their learning is developed by critical questioning of the faculty tutor during situational analysis, learning need determination, application of knowledge, critique of resources and personal problem-solving processes, and summarization of what was learned.

Using communication technology to support professional development in teaching science

Science.gov (United States)

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

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

Science.gov (United States)

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

2016-01-01

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

Peer Observation as a Means to Develop Teachers’ Professionalism

Directory of Open Access Journals (Sweden)

Tosriadi -

2018-03-01

Full Text Available The emergence of reflective practice in promoting teacher professional development has been discussed in many literatures. Research studies showed the benefits of conducting reflective practice to improve teachers’ classroom instruction. Peer observation as one of the reflective practice activities is viewed as an effective strategy in developing teachers’ pedagogy and professional competences. Peer observation refers to the act of teachers collaborate to identify the strength and the weakness of their teachings. By doing so, it is expected there will be improvement in learning outcomes. This study explored EFL teachers’ perceptions on peer observation as means to develop teachers’ professionalism. Two EFL teachers who worked as English teachers were purposively selected as the respondents of the study. The participating teachers got at least 1 year teaching experience to assure their involvement in peer observation. To meet the objectives of the study, the data were gained through classroom observation, and followed by in depth interview. Then, they were analyzed by using interactive model data analysis for qualitative study. The results of the study indicated teachers’ positive perceptions on peer observation as professional development tool. Peer observation brought some benefits for teachers. It helped teachers solve the problems they found in their teachings, instead it also could be used as learning opportunity by observing new teaching method/strategy from other colleagues. Key words: reflective practice; peer observation; classroom instruction; professional development tool

Developing a Professional Learning Community among Preservice Teachers

Science.gov (United States)

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…

Fostering values: four stages towards developing professional ethics for future accountants

Directory of Open Access Journals (Sweden)

Othman Zaleha

2017-01-01

Full Text Available The many accounting scandals occurred in the last three decades have change the perspective of accountant globally. As such, the higher institutions have to play their role in nurturing professional ethics in order to change the misconception towards the profession. Our observation of the literature indicates that incorporating professional ethics in higher institutions is a way forward towards developing future accountants with values. Henceforth, we conducted a generic inquiry study to explore how higher institutions could inculcate accounting graduates with professional ethics. Our findings show a conceptual framework which depicted four stages towards incorporating professional ethics at tertiary level education there are: 1 value development, 2 ethics maturation, 3 professionalism development and 4 ownership through effective implementation and enforcement. Consequently, the findings contribute to expanding the current knowledge in our conceptualisation of the professional ethics concept. In addition, the findings support the development of ethics education for accounting graduates in higher institutions in Malaysia. We consider that this study provides evidence to educators and policy makers that teaching methods and pedagogical policies should ensure professional ethics education in business schools in Malaysia is treated as a pervasive element of curricula rather than an optional choice.

Professional radiation protection societies and the international organizations – exploiting the synergies

Energy Technology Data Exchange (ETDEWEB)

Metcalf, Phil

2013-07-01

Radiation protection covers many disciplines from science through philosophy to law, and interacts with many human activities and endeavors. Professional societies for radiation protection were established and evolved throughout the second half of the twentieth century in many countries, and presently represent more than twenty thousand professionals working in more than fifty countries. During the same period a number of international organizations were established, some devoted to radiation safety, others with a role to play in radiation safety; such organizations being either independent non-governmental organizations or intergovernmental organizations of both regional and international dimensions. The national, regional and international radiation protection societies and associations have become the vehicle to provide this conduit from the profession to the international organizations. This is achieved by IRPA having representation within the relevant committees of the various international bodies, such as the Radiation Safety Standards Committee (RASSC) of the IAEA. At a national level radiation protection professionals can gain access to all international developments in radiation protection through the national societies and their interactions with IRPA and also as individual members of IRPA. The possibility to provide consolidated comment and feedback to the international organizations through national societies provides excellent opportunities for societies to organize national workshops and discussion platforms on all important areas of radiation protection.

Transition-Focused Professional Development: An Annotated Bibliography of Essential Elements and Features of Professional Development

Science.gov (United States)

Holzberg, Debra G.; Clark, Kelly A.; Morningstar, Mary E.

2018-01-01

Transition professional development (PD) has been identified as a way to improve transition services; however, there is a dearth of literature on transition-focused PD. To learn more about the essential features of effective PD, 73 published articles were evaluated in the area of PD in both secondary transition and special education. Articles were…

Report for fiscal 1997 on simple operation type CAD/CAM system development through international cooperation. Committee activity record; 1997 nendo 'kan'i sosagata denshi sekkei seisan shien system no kaihatsu ni kansuru kenkyu kyoryoku' ni kansuru hokokusho. Iinkai katsudo kiroku

Energy Technology Data Exchange (ETDEWEB)

NONE

1998-03-01

This paper reports the research and development project for an electronics design and production aid system of simple operation type. The project (MATIC) has been executed to support works of Asian countries on the information society, and enhance levels of the manufacturing industries and supportive industries by utilizing the information technologies. Fiscal 1997 has entered full-fledged demonstration experiments, and decided the project directionality as a result of different committee activities as to policies, contents and promotion methods for research, development and demonstration experiments. The working group (WG) 1, composed of members having professional knowledge on automobiles and components thereof, has deliberated specific research and development items, promotion of the research and development, technical problems, promotion of joint researches with overseas countries. The WG II, composed of members having professional knowledge on household electric appliances and their parts, discussed promotion of research and development of household electric appliances and their parts. The WG III, composed of textile and apparel expertise members, made attempts in promoting the research and development of household electrid appliances and their parts. This paper describes other committee activities including promotion of operation and cooperation on production-based futuristic type integrated information system and MATIC technologies. (NEDO)

More than "Continuing Professional Development": A Proposed New Learning Framework for Professional Accountants

Science.gov (United States)

Lindsay, Hilary

2016-01-01

This paper explores literature relating to continuing professional development (CPD) and lifelong learning to develop an understanding of how the learning landscape has evolved in recent years, both in the accountancy profession and more widely. Three different perspectives on learning are drawn together and this synthesis is used to develop a…

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

Science.gov (United States)

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

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

76 FR 46781 - Biomass Research and Development Technical Advisory Committee

Science.gov (United States)

2011-08-03

..., 2011: 7:30 a.m.-2 p.m.; August 24, 2011: 7:30 a.m.-12:30 p.m. ADDRESSES: I Hotel, 1900 S. First Street... welcome to observe the business of the Biomass Research and Development Technical Advisory Committee. To... ext. 220; E- mail: hq.com ">[email protected] hq.com at least 7 business days prior to the meeting. Members...

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

Science.gov (United States)

Kaymakamoglu, Sibel Ersel

2017-01-01

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

Professional masters in science education: structure, specificity, effectivity and teaching professional development

Directory of Open Access Journals (Sweden)

Alberto Villani

2017-04-01

Full Text Available Historically teacher education constituted an important object of study and actions in the field of Science education. Between these actions, the professional masters (PM in Science education represent one of the most challenging and broader movements in teacher training up to this moment. However, the literature in the field is still rare and dispersed. Considering the complexity of this project and its singularity as a case of teacher training, due to its standard orientations, its large volume of people and institutions involved, it is important and necessary to produce a wider view of this initiative that has a history of 15 years and was characterized by many disagreements and changes. One of the possibilities to produce this wider view is through a state of art that organize and analyse the actual production in this field. In order to monitor these contributions we conducted a study such as “State of Art” based on the meta analysis guidance, thus, though a critical analysis we faced the challenge to discuss the scientific production on this theme. Therefore, we searched in all journals of education and science education, evaluated as A1 to B4 at Qualis/Capes published from 2000 to 2015, for articles published on this theme and selected 26 to analyse. Based on the empirical analysis of this corpus two categories were defined a-posteriori, representing the main themes whereupon the articles aimed to contribute: the wider nature of PM courses – structure, specificity and efectivity; and the Professional Master in Science Teaching (PMST and the professional development. The first category allowed us to identify the characteristics of the PM courses based on their curricular structure, faculty and educational projects. We highlight the fact that, since its creation, the PMST carry controversies about its singular characteristics. The opposition between its goals and the academic master in science teaching are constantly being used to find

Developing Professional Identity in an Online Learning Environment

DEFF Research Database (Denmark)

Horn, Line Helverskov

2015-01-01

identity as the outcome for the intern. This paper describes the interactions in an online learning environment. The online platform sought to enable peer interaction between younger and older students in a discussion of the professional identity of Natural and Cultural Heritage Management (NCHM......From a socio-cultural perspective, the development of a professional identity is an on-going process that is social in nature and negotiated in communities of practice (Wenger, 1998). Internships in higher education function as such communities of practice, with an improved sense of professional...

Utilisation of an electronic portfolio to engage rehabilitation professionals in continuing professional development: results of a provincial survey.

Science.gov (United States)

Foucault, Marie-Lyse; Vachon, Brigitte; Thomas, Aliki; Rochette, Annie; Giguère, Charles-Édouard

2018-06-01

ePortfolios are frequently used to support continuing professional development (CPD) of rehabilitation professionals. Though this tool is now widely implemented in many professions by regulatory organisations, very few studies have investigated the use and impact among rehabilitation professionals. Implementation of comprehensive ePortfolios that are centred on the needs of rehabilitation professionals requires documenting their level of use and perceived outcomes. The objectives were to describe how occupational therapists use a mandatory ePortfolio that has been recently implemented by a regulatory organisation in Quebec (Canada) and the perceived outcomes of this requirement on continuing professional development and practice change. An online survey was sent to all registered occupational therapists in Quebec using the ePortfolio. The survey content was developed based on a literature review and expert consultation. Results were analysed using descriptive statistics. A total of 546 respondents completed the survey. Results show relatively high levels of ease and satisfaction with the tool, but a limited perception of the tool's impacts on the improvement of professional competencies and change in practices. Occupational therapists reported that use of the ePortfolio supports their engagement in CPD but has limited impact on practice. Promotion of work-based learning, team use and mentor support could increase its meaningfulness for professionals. Implications for Rehabilitation To improve attitudes and beliefs about benefits related to portfolio use, rehabilitation practitioners need a very clear understanding of the purpose and usefulness of a portfolio in clinical practice. Most of the respondents saw the ePortfolio as helping them develop and implement a continuing professional development plan and reflect on the changes needed in their practice. Portfolio use in teams and productive reflection should be promoted in order to target shared objectives for

77 FR 23250 - HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations

Science.gov (United States)

2012-04-18

... DEPARTMENT OF HEALTH AND HUMAN SERVICES HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations AGENCY: Office of the National Coordinator for Health Information... 2009 mandates that the HIT Standards Committee develop a schedule for the assessment of policy...

76 FR 25355 - HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations

Science.gov (United States)

2011-05-04

... DEPARTMENT OF HEALTH AND HUMAN SERVICES HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations AGENCY: Office of the National Coordinator for Health Information... 2009 mandates that the HIT Standards Committee develop a schedule for the assessment of policy...

78 FR 29134 - HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations

Science.gov (United States)

2013-05-17

... DEPARTMENT OF HEALTH AND HUMAN SERVICES HIT Standards Committee; Schedule for the Assessment of HIT Policy Committee Recommendations AGENCY: Office of the National Coordinator for Health Information... 2009 mandates that the HIT Standards Committee develop a schedule for the assessment of policy...

Professional SharePoint 2010 Development

CERN Document Server

Rizzo, Tom; Fried, Jeff

2010-01-01

Learn to leverage the features of the newest version of SharePoint, in this update to the bestseller. More than simply a portal, SharePoint is Microsoft's popular content management solution for building intranets and Web sites or hosting wikis and blogs. Offering broad coverage on all aspects of development for the SharePoint platform, this comprehensive book shows you exactly what SharePoint does, how to build solutions, and what features are accessible within SharePoint. Written by one of the most recognized names in SharePoint development, Professional SharePoint 2010 Development offers an

Minutes of 'Technical Committee for Geological Isolation Research and Development (1st time)'

International Nuclear Information System (INIS)

Sasaki, Yasuo; Torata, Shinichiro

2007-03-01

In order to plan and conduct a program of research and development (R and D) for geological disposal of high-level radioactive waste in JAEA-Tokai, JAEA decided to receive technical comments and advices from the Technical Committee for geological isolation R and D. This committee, which is constituted of specialists who do not belong to JAEA, has evaluated the program, taking into account of the status of geological disposal technology in Japan as well as foreign countries. This report compiles the minutes of the first meeting held in July 2006. (author)

Professional Training of Social Workers: Development of Professionally Significant Qualities in the Future Social Workers

Science.gov (United States)

Minzhanov, Nurlan A.; Ertysbaeva, Gaukhar N.; Abdakimova, Madina K.; Ishanov, Pirmagambet Z.

2016-01-01

Today, the traditional approach to professional training is obsolete. This problem has determined the need to create new didactic forms related to the organization of training in the modern education system. The purpose of this study was to analyze possible development of professionally important qualities and abilities in the future social care…

[The antibiotic policy. The Infection Committee and antimicrobial use].

Science.gov (United States)

Cisneros, José Miguel; Pérez-Moreno, M Antonia; Gil-Navarro, M Victoria

2014-10-01

The antibiotic policy is the set of strategies and activities undertaken to organize the antimicrobial treatment in the hospital, and achieve health outcomes for patients. The basic principles are to be direct evidence-based medicine, local epidemiology and freedom for prescribing physicians. An antibiotic policy is now more necessary than ever for clinical, epidemiological and economic reasons. The Infection Committee is responsible for the antibiotics policy in hospitals. Its functions as an advisory body to the medical directorate are the analysis of the epidemiology of the infections in the center, measures for its prevention and control, improving the appropriate use of antimicrobials, training, and knowledge production. To achieve clinical, environmental and economic policy objectives of antibiotics is not easy. The agreement of hundreds of professionals for recommendations on indications, dosage and duration of antibiotic treatment, based on the best scientific evidence and local guides is complex, but it can be done. The key to this is that the Infection Committee develops antimicrobial stewardship through a multidisciplinary team and professional leadership, and has the institutional support to ensure that the proper use of antimicrobials is a priority for the center, and therefore of each of the services involved, and that the team has the resources for antimicrobial stewardship. Copyright © 2013 Elsevier España, S.L.U. y Sociedad Española de Enfermedades Infecciosas y Microbiología Clínica. All rights reserved.

Modern Trends of Additional Professional Education Development for Mineral Resource Extracting

Science.gov (United States)

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.

Professional development and extension programs

Energy Technology Data Exchange (ETDEWEB)

Bereznai, G. [University of Ontario Institute of Technology, Oshawa, ON (Canada)

2015-07-01

Professional Development (PD) refers to the means by which people acquire, develop, maintain and enhance the specialist knowledge and skills needed to practice in their profession. Extension Programs (aka Continuing Education) are offered by most post-secondary degree/diploma/certificate granting institutions.The courses are typically taken on a part-time basis, and course delivery often includes distance learning technology. An important implementation of PD is via workplace training, industry specific seminars, workshops and non-credit courses offered by a wide range of service providers.

Professional development and extension programs

International Nuclear Information System (INIS)

Bereznai, G.

2015-01-01

Professional Development (PD) refers to the means by which people acquire, develop, maintain and enhance the specialist knowledge and skills needed to practice in their profession. Extension Programs (aka Continuing Education) are offered by most post-secondary degree/diploma/certificate granting institutions.The courses are typically taken on a part-time basis, and course delivery often includes distance learning technology. An important implementation of PD is via workplace training, industry specific seminars, workshops and non-credit courses offered by a wide range of service providers.

Global perspective on continuing professional development

Directory of Open Access Journals (Sweden)

Lawrence T. Sherman

2018-05-01

Full Text Available Healthcare professionals worldwide participate in continuing professional development (CPD to remain competent in practice, and to ensure they provide high-quality care to patients. Globally, CPD systems have evolved at different rates resulting in significant variation in structure, requirements, and oversight. In some countries, CPD has moved from single profession educational designs and formal didactic methods of delivery to educational models that are innovative, dynamic, and learnercentric. In other countries, CPD is a neglected part of the healthcare education continuum. This article provides a global perspective on the evolution of CPD over the past 20 years, and identifies opportunities for the future.

Viewpoint: Decision-making in committees

OpenAIRE

Li Hao; Wing Suen

2009-01-01

This article reviews recent developments in the theory of committee decision-making. A committee consists of self-interested members who make a public decision by aggregating imperfect information dispersed among them according to a pre-specified decision rule. We focus on costly information acquisition, strategic information aggregation, and rules and processes that enhance the quality of the committee decision. Seeming inefficiencies of the committee decision-making process such as over-cau...

Formation of a New Entity to Support Effective Use of Technology in Medical Education: The Student Technology Committee.

Science.gov (United States)

Shenson, Jared Andrew; Adams, Ryan Christopher; Ahmed, S Toufeeq; Spickard, Anderson

2015-09-17

As technology in medical education expands from teaching tool to crucial component of curricular programming, new demands arise to innovate and optimize educational technology. While the expectations of today's digital native students are significant, their experience and unique insights breed new opportunities to involve them as stakeholders in tackling educational technology challenges. The objective of this paper is to present our experience with a novel medical student-led and faculty-supported technology committee that was developed at Vanderbilt University School of Medicine to harness students' valuable input in a comprehensive fashion. Key lessons learned through the initial successes and challenges of implementing our model are also discussed. A committee was established with cooperation of school administration, a faculty advisor with experience launching educational technologies, and a group of students passionate about this domain. Committee membership is sustained through annual selective recruitment of interested students. The committee serves 4 key functions: acting as liaisons between students and administration; advising development of institutional educational technologies; developing, piloting, and assessing new student-led educational technologies; and promoting biomedical and educational informatics within the school community. Participating students develop personally and professionally, contribute to program implementation, and extend the field's understanding by pursuing research initiatives. The institution benefits from rapid improvements to educational technologies that meet students' needs and enhance learning opportunities. Students and the institution also gain from fostering a campus culture of awareness and innovation in informatics and medical education. The committee's success hinges on member composition, school leadership buy-in, active involvement in institutional activities, and support for committee initiatives. Students

Integrating Professional Development across the Curriculum: An Effectiveness Study

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

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

Teachers as Learners: Implications of Adult Education for Professional Development

Science.gov (United States)

Beavers, Amy

2009-01-01

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

Professional Identity Development: A Review of the Higher Education Literature

Science.gov (United States)

Trede, Franziska; Macklin, Rob; Bridges, Donna

2012-01-01

This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…

Professional Development for Rural and Remote Teachers Using Video Conferencing

Science.gov (United States)

Maher, Damian; Prescott, Anne

2017-01-01

Teachers in rural and remote schools face many challenges including those relating to distance, isolation and lack of professional development opportunities. This article examines a project where mathematics and science teachers were provided with professional development opportunities via video conferencing to help them use syllabus documents to…

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

Science.gov (United States)

Garrison, Elisabeth; Beverage, Jodie

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

The development and evaluation of a multimedia resource for family carers of patients receiving palliative care: a consumer-led project.

Science.gov (United States)

Thomas, Kristina; Moore, Gaye

2015-06-01

Previous intervention research has shown that group education sessions for carers are effective but not always feasible due to the demands of the caregiving role and the difficulty in getting carers to attend. This project was a consumer-led research initiative to develop and evaluate a multimedia resource (DVD) providing information and support for carers of people receiving palliative care. Eight carers were recruited from a community palliative care service to form a steering committee for the project. In collaboration with two researchers, the committee discussed the topics that would be included in the resource, developed an interview guide, participated in the filmed interviews, and developed the evaluation program. The steering committee participated in a focus group as part of the evaluation to elicit their experiences of the project. An evaluation was conducted that included the following: questionnaires for 29 carers and 17 palliative care health professionals; follow-up telephone interviews with carers; a focus group with health professionals; and a focus group with the Carer Steering Committee. The carers and health professionals reported that the DVD was informative (93 and 94%, respectively), realistic (96 and 88%), supportive (93 and 88%), and helpful (83 and 100%). All health professionals and carers reported that they would recommend the resource to carers. Carers on the steering committee reported substantial benefits that involved the opportunity to help others and to openly discuss and reflect on their experiences. This is an important resource that can be utilized to support family carers and introduce palliative care. Currently, 1500 copies have been distributed to palliative care services and professionals nationwide and is available online at centreforpallcare.org/index.php/resources/carer_dvd/. Development of this DVD represents a strong collaboration between carers and researchers to produce a resource that is informative, supportive, and

Continuous professional development of educators: the state ...

African Journals Online (AJOL)

Continuous Professional Development (CPD) for educators should form an integral part of an education system. CPD should include diverse programmes that are reflective and that promote and embrace technological development. Such programmes would make it possible to respond to challenges brought about by ...

PROFESSIONAL DEVELOPMENT IN IT INDUSTRY: STATUS AND CHALLENGES

Directory of Open Access Journals (Sweden)

А О Полушкина

2015-12-01

Full Text Available Article is devoted to features professional development in the IT industry and professionals. The article discusses the spectrum of areas related to information technology, development, sales and implementation of software (hereinafter - Software, technical support, control of existing products, information security and quality control of the product and the process of implementation, information consulting with the analysis and implementation of enterprise information product.Particular attention is paid to the processes of certification, corporate training in the information technology industry. Also in the article described general problems of IT specialists during trainings.

Competency-based continuing professional development.

Science.gov (United States)

Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Cate, Olle Ten; Holmboe, Eric S

2010-01-01

Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence" toward the attainment of expertise. A competency-based continuing professional development (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored.

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

Science.gov (United States)

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

2008-01-01

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

77 FR 6096 - Applications for New Awards; Indian Education-Professional Development Grants Program

Science.gov (United States)

2012-02-07

... DEPARTMENT OF EDUCATION Applications for New Awards; Indian Education--Professional Development...: Notice. Overview Information: Indian Education--Professional Development Grants Program Notice inviting... Opportunity Description Purpose of Program: The purposes of the Indian Education Professional Development...

Promoting professional development through poster presentations.

Science.gov (United States)

Durkin, Gregory

2011-01-01

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

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

NARCIS (Netherlands)

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

Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development

IMPACT ON DEVELOPMENT AGE AND GENDER CHARACTERISTICS PROFESSIONAL PERSON

Directory of Open Access Journals (Sweden)

Avdeyeva Irina Olegovna

2013-04-01

Full Text Available In article some questions mentioning gender and age features of the identity of municipal employees, working in the social sphere and their influence on professionalism development are considered. Diagnostics of professional and important qualities and features of experts, their moral and regulatory sphere, adaptation potential and a motivational complex on means of application of the following diagnostic techniques is carried out: R. Kettell's 16 factorial questionnaire (16-PF, a form C, "Valuable orientations" M. Rokich, a multilevel personal questionnaire "Adaptability" (MLO-AM, a technique of studying of motivation of professional activity (K.Zemfir in A.Rean's modification. In this research the example of the multiple parameter linear model created and approved for identification and the analysis of age transformations of municipal employees, working in the social sphere is given. Conclusions are drawn on wagging of gender and age features of experts on development of professionalism of their personality.

Professional Development in Environmental and Sustainability ...

African Journals Online (AJOL)

explore how professional development at a tertiary institution can be used to support practising Science ... challenges related to 'the how' and 'the what' of implementation of environmental education ... teaching environmental and sustainability education, attest to this lack of capacity to implement ..... Profiles of participants.

Developing Moral Responsibleness through Professional Education.

Science.gov (United States)

Strom, Sharon M.; Tennyson, W. Wesley

1989-01-01

Argues that more attention must be given in counselor preparation and practice to developing critical reflectiveness about valued ends when making professional judgments. Describes and evaluates an instructional model designed to further students' capacities and motivations for making rational moral judgments in counseling. (Author/TE)

Infusing Neuroscience into Teacher Professional Development

Science.gov (United States)

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

2013-01-01

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

Professional Development to Promote Teacher Adaptability

Science.gov (United States)

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

2016-01-01

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

The Professional Development of High School Chemistry Coordinators

Science.gov (United States)

Hofstein, Avi; Carmeli, Miriam; Shore, Relly

2004-02-01

The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The year-long program was designed so that the chemistry teachers who enrolled in the program were able to develop in three interrelated aspects: content knowledge, pedagogical content knowledge, and leadership ability. Several strategies for the development of these aspects were adopted from Loucks-Horsley, Hewson, Love, & Stiles (1998). The evaluation of the program focused on the changes that participating teachers underwent regarding their personal beliefs and their functioning as school chemistry coordinators in their schools.

Philosophy of Education Subscales: Predictors of EFL Teachers' Professional Development

Science.gov (United States)

Ashraf, Hamid; Kafi, Zahra H.

2017-01-01

The present study aimed at investigating the relationship between Iranian EFL, English as a foreign language, male and female instructors' philosophy of education and their professional development to see whether there is any significant relation between the type of philosophy of education that teachers hold and their professional development. It…

EAL Teacher Agency: Implications for Participation in Professional Development

Science.gov (United States)

Gurney, Laura; Liyanage, Indika

2016-01-01

Teachers construct their practice, education and professional development within two domains of professionalism: sponsored and independent. The association between these two domains, however, is complex; it is overlapping, inseparable and sometimes uneasy. The complexity is further exacerbated by the codependent nature of association between the…

International classroom teachers in need of professional development

DEFF Research Database (Denmark)

Lauridsen, Karen M.

International classroom teachers in need of professional development: Outcomes of the IntlUni Erasmus Academic Network project 2012-15 The IntlUni Erasmus Academic Network (2012-15) has addressed the opportunities and the challenges of the multicultural (international) classroom where higher educ...... and challenges in the multilingual and multicultural learning space. Final document of the IntlUni Erasmus Academic Network project 2012-15. Aarhus: IntlUni. http://intluni.eu/uploads/media/The_opportunities_and_challenges_of_the_MMLS_Final_report_sept_2015.pdf...... and reflect on their teaching processes and negotiate the learning processes with their students as well as manage and leverage diversity in the classroom. Therefore, one of the IntlUni Recommendations is for the higher education institutions to provide the necessary professional development and teacher...... sources (e.g. Gregersen-Hermans, 2016), all pointing towards the need for more professional development and training of higher education teachers teaching multicultural student cohorts. Based on these very recent sources, the paper will discuss and offer examples of how such activities may be organized...

Relational Dynamics in Teacher Professional Development

Science.gov (United States)

Finkelstein, Carla

2013-01-01

Teacher professional development (PD) is considered essential to improving student achievement toward high standards. I argue that while current notions of high quality PD foreground cognitive aspects of learning, they undertheorize the influence of relational dynamics in teacher learning interactions. That is, current conceptions of high quality…

Sustainable school development: professional learning communities

NARCIS (Netherlands)

Prof.Dr. E. Verbiest

2008-01-01

In this contribution we report about a project about Professional Learning Communities.This project combines development and research. In this contribution we pay attention to the effect of the organisational capacity of a school on the personal and interpersonal capacity and to the impact of a

CLIL Teacher Professional Development for Content Teachers in Thailand

Directory of Open Access Journals (Sweden)

Punwalai Kewara

2018-01-01

Full Text Available In Thailand, the new educational policy is mandated to encourage content teachers to integrate English in content classrooms. The policy has created tensions and misconceptions among content teachers, who must change the medium of instruction from Thai to English. This paper presents an attempt to foster teacher knowledge about the Content and Language Integrated Learning (CLIL approach in a teacher professional development program. Classroom language in English and CLIL classroom structure were provided for 15 teachers at a secondary school. Four volunteer teachers were observed to determine the extent to which teachers implemented CLIL. The findings revealed the teachers partly implemented classroom language in English and the provided CLIL structure was not evident. The contribution of this paper is to the literature of CLIL teacher professional development effectiveness and the implementation fidelity of a professional development program.

Teacher participation in science fairs as professional development in South Africa

Directory of Open Access Journals (Sweden)

Clement K. Mbowane

2017-07-01

Full Text Available This research was undertaken to understand the perceptions of the Physical Sciences teachers who participate in the South African ‘Eskom Expo for Young Scientists’, regarding the educational significance of the science fair, and the extent to which expo participation provides an opportunity for professional development. The educational significance of this article is found in its contribution to the professional identity of teachers in their roles as organisers, mentors and judges. The model of Beijaard et al. (Teach Teach Educ. 2004;20:107–128 was used to characterise the teachers’ professional identity in terms of professional knowledge, attitudes, beliefs, norms and values, as well as emotions and agency. Interviews with the Physical Sciences teachers were analysed using thematic analysis, ultimately interpreting and linking the categories of responses to the theme of professional identity. The study found that expo participation contributes to pedagogical knowledge, content knowledge (as both procedural and declarative or factual knowledge and pedagogical content knowledge. Self-efficacy beliefs were strengthened, positive attitudes were developed, and strategies of inquiry-based learning and effective methodological instruction were observed during participation, which contributed to the participants’ school-based teaching. Teachers learn both from their engagement with learners, and through networking opportunities with fellow teachers. Teachers themselves value these aspects, and consequently, science fair participation is a sustainable form of professional development. It is recommended that the opportunity for professional development that is provided by teachers’ participation in such school-level science fairs should be acknowledged and promoted by schools and fair organisers. Significance: Science expos offer professional development to participating teachers and improve learners’ academic performance.

Professional Development Programs for Teachers of English

Directory of Open Access Journals (Sweden)

Singgih Widodo

2016-02-01

Full Text Available Well-planned programs based on the needs for professional development of teachers are strongly needed to enhance the teaching-staff improvement.The impact of teacher improvement will effect the students learning and school achievement. This paper aims at raising awareness of English teachers to upgrade themselves as autonomous learners as well as researchers and broaden their horizon for stepping the ladder-career of their profession. For that purpose, a survey as reported here aimed to identify the needs of individual English teachers and the preferred programs for professional development. The findings indicated that the 36 teachers involved needed teacher training, teacher association, teacher materials, continuing education, and interschool visit and that teacher training was the most well known program among teachers.

Professional development needs of nurse managers.

Science.gov (United States)

Miltner, Rebecca S; Jukkala, Angela; Dawson, Martha A; Patrician, Patricia A

2015-06-01

Nurse managers have a key role in creating positive work environments where safe, high-quality care is consistently provided. This requires a broad range of skills to be successful within today's complex health care environment; however, managers are frequently selected based on their clinical expertise and are offered little formal preparation for this leadership role. We conducted three focus groups with 20 nurse managers to understand their professional development needs. Transcripts were analyzed using conventional content analysis. Three themes emerged: Managing Versus Leading, Gaining a Voice, and Garnering Support. Managers focused on daily tasks, such as matching staffing to patient needs. However, the data suggested gaps in foundational management skills, such as understanding organizational behavior, use of data to make decisions, and refined problem-solving skills. Professional development activities focusing on higher level leadership competencies could assist managers to be more successful in this challenging, but critical, role. Copyright 2015, SLACK Incorporated.

Prevalent Approaches to Professional Development in State 4-H Programs

Science.gov (United States)

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

2017-01-01

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

The Evolution from Traditional to Online Professional Development: A Review

Science.gov (United States)

Elliott, Joshua C.

2017-01-01

Online professional development offers opportunities for growth to teachers who may not be able to participate otherwise due to constraints. These constraints include, but are not limited to, time and travel distance. This document is a narrative review of relevant literature as it relates to the evolution of teacher professional development. This…

EXTERNAL QUALITY ASSESSMENT OF GENERAL EDUCATION AS A FACTOR OF TEACHERS’ PROFESSIONAL DEVELOPMENT

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T. V. Potemkinа

2017-01-01

Full Text Available Introduction. Nowadays, foreign and Russian researchers state the lack of reliable tools for diagnostics of professional gaps among teachers. It is unjustified to draw conclusions about skill level of teachers, relying only on results which are shown by pupils when holding unified state examinations and monitoring tests. However, information on results of an external assessment of quality of the general education (the USE, OGE, All-Russian test works and national researches of quality of education corresponds to professional development of teachers and more rational organization of this process.The aim of the article is to consider and discuss the relationship between professional development of teachers and external assessment of the quality of general education; the search of opportunities and terms of the results use of external evaluation procedures in teacher training.Methodology and research methods. The authors analyzed the publications (available on the Internet and in periodicals to determine the relevance of the problem and compare approaches to its solution by Russian and foreign researchers. The methods involve content analysis, problem-based and comparative analysis for the diagnosis of the current practices of teachers’ professional development. The purpose of the analysis is the inclusion of education quality assessment and evaluation results in the contents of programs of professional development of teachers.Results. The created request for the profitability analysis results of an external assessment of general education quality of professional development of pedagogical staff is observed. However, the analysis of modern practice of additional professional pedagogical education showed that the preparation to prevails; certification procedure results for improvement of pedagogical activity are rarely used. The main reasons for this situation are found out: lack of the target information products for system of professional

Continued Professional Education of Bulgarian Pharmacists: Second Registration Period

Directory of Open Access Journals (Sweden)

Petrova G.

2014-06-01

Full Text Available The continuing professional education prepares the pharmacists for the requirements of the changed role of pharmacists in the society. Different approaches to continuous professional education ranging from lectures to peer-mentoring work shops and web tools have been developed throughout the last 25 years. The goal of the current analysis is to systematize the trends in accredited education events for pharmacists by the Quality Committee of the BPhU during 2010-2013. This study is a retrospective database analysis. The information concerning the accredited forms of continuing education of pharmacists as well as other activities related to continuing education was extracted from the official protocols, issued by the Quality Commission of the Bulgarian Pharmaceutical Union (BPhU. The continuing postgraduate education of pharmacists in Bulgaria is developing with new elements which allow competence development through individual forms of self-development such as publication activities, delivering presentations, individual training, etc. In the educational programs accredited during the second registration period, still prevailed the short courses, with focus on the new medicinal products.

Epistemology, development, and integrity in a science education professional development program

Science.gov (United States)

Hancock, Elizabeth St. Petery

This research involved interpretive inquiry to understand changes in the notion of "self" as expressed by teachers recently enrolled as graduate students in an advanced degree program in science education at Florida State University. Teachers work in a context that integrates behavior, social structure, culture, and intention. Within this context, this study focused on the intentional realm that involves interior understandings, including self-epistemology, professional self-identity, and integrity. Scholarship in adult and teacher development, especially ways of knowing theory, guided my efforts to understand change in these notions of self. The five participants in this study were interviewed in depth to explore their "self"-related understandings in detail. The other primary data sources were portfolios and work the participants submitted as part of the program. Guided by a constructivist methodology, I used narrative inquiry and grounded theory to conduct data analysis. As learners and teachers, these individuals drew upon epistemological orientations emphasizing a procedural orientation to knowledge. They experienced varying degrees of interior and exterior development in self and epistemology. They created integrity in their efforts to align their intentions with their actions with a dynamic relationship to context. This study suggests that professional development experiences in science education include consideration of the personal and the professional, recognize and honor differing perspectives, facilitate development, and assist individuals to recognize and articulate their integrity.

Hospital ethics committees in Israel: structure, function and heterogeneity in the setting of statutory ethics committees

OpenAIRE

Wenger, N; Golan, O; Shalev, C; Glick, S

2002-01-01

Objectives: Hospital ethics committees increasingly affect medical care worldwide, yet there has been little evaluation of these bodies. Israel has the distinction of having ethics committees legally required by a Patients' Rights Act. We studied the development of ethics committees in this legal environment.

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

Science.gov (United States)

Viljoen, Myra; Coetzee, Isabel; Heyns, Tanya

2016-12-01

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

Professional Development of Older Employees in Small and Medium Enterprises

Directory of Open Access Journals (Sweden)

Renata Trochimiuk

2015-03-01

Full Text Available Purpose: The aim of the paper is to present and assess professional development opportunities for older employees in SME. Methodology: In the process of desk research, the author has discerned a number of characteristics of training activities conducted by SMEs. The management of older employees’ professional development is discussed on the basis of selected research findings, i.a. CATI and CAPI surveys conducted in the framework of the “Comprehensive program of activation of people aged 50+” project carried out by the Department of Human Resource Management at Kozminski University in 2010–2012. Findings: The first part of the paper discusses the specificity of training measures undertaken in SMEs. According to a large body research results available, these include: informality, reactivity, short-term perspective, focus on solving current problems, “learning by doing”, focus on the development of specific skills and organizational knowledge, lack of professional organization of trainings. The core part of the paper focuses on the management of professional development of older employees in SMEs. The majority of surveyed firms have declared providing their older and younger employees with the same access to training. However, it does not always mean training is organised, or that employees aged 50+ participate in it. Moreover, the survey has proven the existence of significant differences in assessments and opinions among entrepreneurs and employees. Originality/value: This paper discusses professional development of older SME employees, which is a relatively new problem; it is based on an extensive body of research. Managing professional development of older workers is one of the most important challenges faced by SMEs in the twentyfirst century and it shall require extensive and thorough research in the future.

Using Learning Trajectories for Teacher Learning to Structure Professional Development

Science.gov (United States)

Bargagliotti, Anna E.; Anderson, Celia Rousseau

2017-01-01

As a result of the increased focus on data literacy and data science across the world, there has been a large demand for professional development in statistics. However, exactly how these professional development opportunities should be structured remains an open question. The purpose of this paper is to describe the first iteration of a design…

INDEFINITE CONTRACT REVIEW 1999 Procedure for Research Physicists (Professional Category 1)

CERN Multimedia

1999-01-01

In view of the long-standing deliberate turnover policy of professional category 1 research physicists on fixed-term contracts, a special procedure is defined, distinct from the other professional categories. This procedure takes into account that research physicists stay at CERN for only up to 6 years and that periods of service as Fellow may be counted within these six years.The following procedure has been agreed:1.\tThe review covers research physicists holding fixed-term contracts and having completed at least 4 years of service on 30 June 1999. Prior years as Fellow may be taken into consideration in the specific context.\tAll candidates are informed individually.2.\tThe files of all candidates are considered by search committees. The members of the committees are nominated by the Director-General and comprise members of the senior CERN staff as well as at least one senior external physicist. The committees are free to take up references and to interview the candidates.3.\tIn ord...

Learning Networks for Professional Development & Lifelong Learning

NARCIS (Netherlands)

Sloep, Peter

2009-01-01

Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation at a NeLLL seminar with Etienne Wenger held at the Open Universiteit Nederland. September, 10, 2009, Heerlen, The Netherlands.

Continuing professional development | Hellenberg | South African ...

African Journals Online (AJOL)

It would be unlikely that many of today\\'s practicing family doctors have not been involved in Continuing Medical Education (CME) activities. It would be equally unlikely, however, that these activities were part of any contextually structured educational plan towards professional development. Often driven by external need ...

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

Science.gov (United States)

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

2008-01-01

This "Facilitator's Guide" has been prepared for presenters of the Reviewing a Reading Program professional development training. It is one of three pieces comprising a suite of materials on reviewing reading programs: this "Guide", the "Reviewing a Reading Program Participant's Guide" and the "Reviewing a Reading Program" Professional Development…

Nuclear power - Sustainable development - Professional skill

International Nuclear Information System (INIS)

Comsa, Olivia; Paraschiva, M.V.; Banutoiu, Maria

2002-01-01

Sustainable development of society implies taking political decisions integrating harmoniously ingredients like these: - technological maturity; - socio-economic efficiency; - rational and equitable use of natural resources; - compliance with requirements concerning the environment and population; - professional ethics; - communications with the public and media; - professional skill; - public opinion acceptance. A rational analysis of these factors shows clearly that nuclear power appears to be an optimal ground for a sustainable power source besides the hydro and thermo-electric systems. Such a conclusion was confirmed by all types of analyses, methodologies or programs like for instance: MAED, WASP, FINPLAN, DECADES, ENPEP and more recently MESSAGE. The paper describes applications of these analytical methodologies for two scenarios of Cernavoda NPP future development. To find the optimal development strategy for the electric system, implying minimal costs the optimization analysis mode of the ELECSAM analysis module was used. The following conclusions were reached: - the majority of Romania's classical electrical stations are old; consequently, part of them should be decommissioned while others will be refurbished. Instead of installing new power groups these options will result in lowering the investment cost, as well as, in reduction of noxious gas emission; - the nuclear power system developed in Romania upon the CANDU technology appears to be one of the most performing and safe technology in the world. Cernavoda NPP Unit 1 commissioned on December 2, 1996 covers about 10% to 12% of the energy demand of the country. The CANDU systems offers simultaneously secure energy supply, safe operation, low energy costs and practically a zero impact upon the environment. The case study for Romania by means of DECADES project showed that the development program with minimal cost for electrical stations implies construction of new 706.5 MW nuclear units and new 660 MW

Learning, assessment and professional identity development in public health training.

Science.gov (United States)

Wood, Annette

2016-06-01

Professional identity formation is important for new recruits to training programmes. The integration of the accumulation of knowledge and assessment is a key aspect in its acquisition. This study assessed this interaction in Public Health Training in one English region. Semi-structured interviews were held with 15 registrars from the West Midlands Public Health Training Programme. Pre-interview questionnaires gathered background information. A thematic content analysis approach was taken. There was a lack of integration between academic and workplace learning, the professional examination process and professional identity development. Registrars considered sitting the examination and their workplace learning as two parallel processes. Passing the examination was considered a key part in the early development of a professional identity but this was replaced by the opinions of others by the third year of training. Having a Masters' in Public Health was less important but played a different role in their perceived acceptance by the wider Public Health workforce. The lack of integration between assessment and learning seemed to have a detrimental effect on professional identity development. A review of how these two aspects might combine in a more positive manner is needed.

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

Science.gov (United States)

Gargus, Gerald Vincent

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

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

Science.gov (United States)

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…

Teachers’ perceptions of the quantity and quality of professional development activities in Turkey

Directory of Open Access Journals (Sweden)

Mehmet Sukru Bellibas

2016-12-01

Full Text Available 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 level of participation in top-performing countries in the Trends in International Mathematics and Science Study 2011, including Singapore, South Korea, Hong Kong, Taiwan, and Japan. Then, we also conducted face-to-face interviews with 13 Turkish mathematics and science teachers in order to explore their views about the current professional development opportunities for teachers in Turkey. The results of this study indicate that, when compared with teachers from Turkey, a larger proportion of teachers in the top-ranking countries participated in professional development activities in most of the sub-categories of professional development in both mathematics and science. In line with this finding, results of the qualitative analysis suggest that most of the teachers in Turkey are not happy with the quantity of professional development activities available to them. In addition, teachers believe that the quality of professional development provided to teachers is low in terms of its connection to the practice of teaching. This situation might hinder teachers’ performance and negatively impact student achievement in Turkey.

INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT IN NIGERIA

Directory of Open Access Journals (Sweden)

Felix Kayode OLAKULEHIN

2007-01-01

Full Text Available This paper examined the contemporary teacher training and professional development in Nigeria as an example of the experiences in developing countries of the world. Against the background of the ascendancy of information and communications technologies in all aspects of human life this study attempted to situate the concept of Information and Communication technology at the centre of the pre-service training and continuing professional development of the Nigerian teacher. A review of some of the major challenges confronting the nation in terms of adopting a technology driven teacher education model was carried out. It also explored the potentials of ICTs for and in teachers’ professional development in Nigeria and developing countries of the world. Consequently, proposing a model of a sustainable teacher training and professional development for Nigeria and other developing countries, within the functional framework of the Information and Communication Technologies was developed to indicate how ICTs could be gradually introduced into the school systems. The study conclude by further highlighting the benefits that Nigeria and other developing countries stand to gain by adopting an ICT driven approach for the pre-service and in-service training and professional development of teachers.

The Use of the Professional Standard as a Tool for Professional Development

NARCIS (Netherlands)

ir. Veronique van de Reijt; dr.ir. Quinta Kools

2013-01-01

Research topic/aim The professional development of teacher educators (T Eds) is increasingly being recognised as a topic of paramount importance, partly caused by the attention for the lifelong learning of those responsible for teaching student teachers. In this presentation we focus on the

The roles of institutions in developing the professionalism of nuclear personnel

International Nuclear Information System (INIS)

Scott, C.K.

2005-01-01

The importance of professionalism in the construction and operation of nuclear power plants is reviewed. Given the role that a professional plays in business decisions, the institutions supporting the professionals in their competency and independence are important components of the industry. The paper discusses areas where the institutions can provide additional support including: standards of professional conduct, professional certification, development of standards, and professional exchanges. Improvements in these areas will improve the quality and productivity of the professionals. The benefit from the improvements is the business goals of safety, production and cost control are more readily achievable. (author)

Estimating the potential of collaborating professionals, with an application to the Dutch film industry

NARCIS (Netherlands)

Timmer, Judith; Boucherie, Richardus J.; Lammers, Esme; Baër, Niek; Bos, Maarten; Feenstra, Arjan

Professionals often collaborate in projects. Some of these projects require funding, so before the collaboration can start a proposal for the project is submitted. This proposal will then be evaluated by a committee. The goal of the committee is to recognise proposals that are likely to be very

Development and evaluation of a multidisciplinary controlled substances committee within a patient-centered medical home.

Science.gov (United States)

Gernant, Stephanie A; Bastien, Rachel; Lai, Andrea

2015-01-01

To present the development of a multidisciplinary controlled substances committee and describe its effectiveness in relation to prescribers' acceptance of committee recommendations, the number of premature deaths associated with controlled substances, and prescribers' need for education on controlled substances. A patient-centered medical home and accountable care organization in Maine that serves more than 60,000 patients across a large rural area, 70% of whom are classified as lower income. A multidisciplinary group of prescribers and PharmD residents created a committee to influence organizational culture regarding controlled substances. The Controlled Substances Initiative Committee (CSIC) updated institutional policies, developed provider education, and made personalized patient recommendations to prescribers. The primary outcome was average change in daily morphine equivalent dose (MED) in patients for whom CSIC recommended a dose reduction to the patient's prescriber. Secondary outcomes included the proportion of patients who died of a known overdose or suspected drug-related death during 2012-2013 or 2013-2014. In addition, prescriber beliefs about controlled substances were measured via a needs assessment. The average daily MED for patients whom CSIC recommended dose reduction was lower after 3 months compared with at baseline (175.5 ± 344.3 mg vs. 292.7 ± 466.5 mg; P vs. 11.1%; P = 1.00). However, a greater number of patients had a suspected drug-related death during 2013-2014 compared with during 2012-2013 (0% vs. 27.3%; P = 0.05). A multidisciplinary controlled substances committee may improve patient safety and outcomes by offering prescriber support and helping alter prescribing culture.

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

Science.gov (United States)

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

2017-01-01

Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study…

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

Science.gov (United States)

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.

Professionalization of occupational health and safety management in Danish companies and the effects on worker participation

DEFF Research Database (Denmark)

Seim, Rikke; Limborg, Hans Jørgen; Jensen, Per Langaa

2015-01-01

The development of the internal OHS management is studied in sixty Danish companies, the results indicates an increase in professionalization, where employees - employed specifically with the purpose of managing OHS – are either supplementing or taking over from the mandatory OHS - committees....... This ‘new’ group – referred to as OHS professional – have different approaches to the task, which constitutes new directions in OHS management. In this paper we introduce three archetypes of OHS professionals – ‘the system builder’, ‘the process oriented’ and ‘the operations oriented’ OHS professional....... The three archetypes have fundamentally different understandings of the institution of ‘the OHS organization’, which directly affects the role of the OHS reps. Both ‘the system building’ and ‘the operations oriented’ OHS professional has a tendency to function as a sponge absorbing all the OHS activities...

Develop a Professional Learning Plan

Science.gov (United States)

Journal of Staff Development, 2013

2013-01-01

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

Professional Development in Tough Financial Times

Science.gov (United States)

Gandel, Paul B.; Golden, Cynthia

2004-01-01

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

Stages of Teachers' Careers: Implications for Professional Development.

Science.gov (United States)

Christensen, Judith; And Others

This monograph on the development of teachers' careers synthesizes researchers' prescriptions for early-, mid-, and late-career professional development; and describes successful programs that demonstrate sensitivity to the stages of teachers' growth. The first chapter, "Teachers' Career Development," reviews current adult- and career-stage…

Professional WordPress Plugin Development

CERN Document Server

Williams, Brad; Tadlock, Justin

2011-01-01

Taking WordPress to the next level with advanced plugin developmentWordPress is used to create self-hosted blogs and sites, and it's fast becoming the most popular content management system (CMS) on the Web. Now you can extend it for personal, corporate and enterprise use with advanced plugins and this professional development guide. Learn how to create plugins using the WordPress plugin API: utilize hooks, store custom settings, craft translation files, secure your plugins, set custom user roles, integrate widgets, work with JavaScript and AJAX, create custom post types. You'll find a practic

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

Science.gov (United States)

McGee, Steven; Nutakki, Nivedita

2017-01-01

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

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

Science.gov (United States)

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.

The Impact of Professional Development Schools on Teacher Leadership

Science.gov (United States)

Cosenza, Michael N.

2010-01-01

Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Studies have shown that teachers who feel empowered as leaders are more effective in the classroom. Professional development schools (PDSs) provide multiple…

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

Science.gov (United States)

Nishimura, Trisha

2014-01-01

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

[Responsibilities of ethics committees].

Science.gov (United States)

von Bergmann, K

2000-05-01

Increasing numbers of clinical research projects are submitted to ethical committees (institutional review boards) for approval. New therapeutic developments have to be evaluated by these committees to protect patients/volunteers. Thus, the responsibility of ethical committees is increasing. The "Nürnberger Kodex" and the "Declaration of Helsinki" are the background for these evaluations. According to the German drug law the physician is obligated by law to submit the protocol to such a committee. In addition, local state physician authorities require such a procedure. Important considerations during the review process besides ethical aspects are the informed consent, which should be written in an understandable form, and the obligations of the insurance.

C-MORE Professional Development Training Program for Graduate Students and Post-Docs

Science.gov (United States)

Bruno, B. C.; DeLeo, F.; Bottjer, D.; Jungbluth, S.; Burkhardt, B.; Hawco, N.; Boiteau, R.

2012-12-01

participants across the partner institutions. The first conference discussed two papers on racial and gender bias. The second conference examined the MIT gender equity study on faculty salaries. A key "take-home" message is that we all have biases and we need to recognize them in order to ensure fairness. Participants seemed surprised to learn that there is a body of literature of double-blind experiments showing that women have to be significantly better than men to get the same treatment. The most recent (June 2012) teleconference focused on individuals with disabilities, and was facilitated by the University of Hawaii Center for Disability Studies. Following the conferences, students are asked to participate in an event or serve on a committee aimed at broadening participation. For more information on these or other modules of C-MORE's Professional Development Training Program, please visit our web site: http://cmore.soest.hawaii.edu/education/grads-postdocs/index.htm

A QUEST for sustainable continuing professional development

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2017-01-01

Continuing Professional Development (CPD) can be crucial in improving teaching, and student learning. Extant research suggests consensus pertaining to the core features of effective CPD including content focus, active learning, coherence, duration and collaborative activities. This chapter reports...... organized by the local PLC, and individual enactments in the teachers’ own classrooms. This “rhythm” has now been institutionalized, and even though the project has come to an end, there is still networking across schools and PLC activities continue in all five municipalities. In order to assess...... on a large-scale, long-term Danish CPD project for which all the activities were created with these consensus criteria in mind. The overall purpose has been to develop a sustainable model for CPD that acknowledges teachers’ situated learning in professional learning communities (PLCs), supports bottom...

Agency in Professional Self-Determination of Adolescentswith Special Social Situations of Development

Directory of Open Access Journals (Sweden)

Aron I.S.,

2017-12-01

Full Text Available The article explains the importance of agency in professional identity formation as a conscious, independent, active, responsible, professional choice relevant in modern society. Psychological readiness for agency is considered its integral indicator which includes cognitive, activity, motivational, and personality components. The paper presents outcomes of a research on the specifics of psychological readiness to professional self-determination in adolescents with special social situations of development. This research involved 211 adolescents including orphans, teenagers with deviant behavior, and gifted teenagers. A set of techniques used in the research consisted of five standard techniques and a questionnaire developed by the author. The obtained results revealed that there is a lack of readiness for professional self-determination in all adolescent groups: orphans and teenagers with deviant behaviors showed insufficient rates for all four components of readiness, while gifted adolescents showed low rates for activity and personal components. The results of this research may help develop differentiated, person-centered technologies for promoting agency in professional self-determination of adolescents with special social situations of development. The author links the prospects of further investigations with the study of positive characteristics of psychological readiness of young people with special social situations of development to professional self-determination; these characteristics can serve as a compensatory and developmental potential of agency in professional self-determination in the context of specific social contexts and limited agency-based resources of professional self-determination.

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

Science.gov (United States)

Chen, Ru-Si

2016-01-01

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

Teachers' Goal Orientation Profiles and Participation in Professional Development Activities

Science.gov (United States)

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

2018-01-01

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

Teacher Activist Organizations and the Development of Professional Agency

Science.gov (United States)

Quinn, Rand; Carl, Nicole Mittenfelner

2015-01-01

Teacher professional agency refers to the ability of teachers to control their work within structural constraints. In this paper, we show how teacher activist organizations can assist in the development of professional agency. We focus on a teacher activist organization in a large urban district in the United States and identify three…

OPPORTUNITIES FOR HUMAN RESOURCES DEVELOPMENT BY PROFESSIONAL INTEGRATION / REINTEGRATION

Directory of Open Access Journals (Sweden)

LAVINIA ELISABETA POPP

2012-01-01

Full Text Available The present paper presents some opportunities for the development of human resources by means of professional insertion / reinsertion. It is about an intervention project, more precisely the establishment of a Centre for Career Counselling and Professional Requalification (CORP within the University “Eftimie Murgu” of Reşita. The objective was the promotion of an inclusive society able to facilitate the access and integration on the labour market of the young unemployed. By its activities, the project forwards an inclusive model of social inclusion of the professionally inactive young people through individualised programmes of qualification - requalification, support and professional counselling. By its results the project contributed to the stimulation of the participation of young unemployed persons to the social, economic and educational life, the consideration of the importance of the role played by education and professional training among the youth.

Meaningful Professional Development: A Personal Journey

Science.gov (United States)

Shore, Rebecca Ann

2012-01-01

This article shares a personal story of the evolution of professional development in practice in K-12 schools from three states over a 30 year period. The article begins with reference to general subject area life awarded teaching credentials and concludes with the addition of language addressing prekindergarten, specifically the inclusion of…

Assessing the Interactivity and Prescriptiveness of Faculty Professional Development Workshops: The Real-Time Professional Development Observation Tool

Science.gov (United States)

Olmstead, Alice; Turpen, Chandra

2016-01-01

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.…

Writing a continuing professional development article for publication.

Science.gov (United States)

Price, Bob

2014-07-01

Writing for journal publication is a worthwhile but challenging activity that requires clear motives, purpose, planning and execution. Continuing professional development (CPD) articles are designed to be informative and educative, with the aim of enhancing the reader's understanding of a particular subject. This article provides an overview of how to approach and plan the writing of a CPD article to enhance the success of its acceptance for publication in a professional journal.

Transitioning to Inquiry-Based Teaching: Exploring Science Teachers' Professional Development Experiences

Science.gov (United States)

Kazempour, Mahsa; Amirshokoohi, Aidin

2014-01-01

The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during the…

Factors Contributing to EFL Teachers' Professional Development in Indonesia

Directory of Open Access Journals (Sweden)

Muhammad Amin

2016-12-01

Full Text Available This study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher’s professionalism, both prior to and after their induction into EFL teaching. Prior to the induction, two of the personal factors were identified: an early interest in English and a high aptitude, although early exposure to English may also be considered an environmental factor. After induction, their professional development is affected by: the level of job satisfaction, commitment to their own learning and student learning, communication skills, and resilience as personal factors, and students, school facilities, teacher colleagues, curriculum change, school leadership, and the supervisory system as environmental factors.

How Instructors Develop Their Beliefs, Knowledge, and Practice as They Teach Online Professional Development (OPD) Courses

Science.gov (United States)

Kang, Jung Jin

2013-01-01

This study investigated how three instructors developed their professional learning of beliefs, knowledge, and practice by examining their professional learning processes using constructive, social constructive, and transformative theoretical perspectives on learning. It also focused on their challenges and supports in developing their…

Mediating Artifact in Teacher Professional Development

Science.gov (United States)

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…

WHO Expert Committee on Specifications for Pharmaceutical Preparations. Fiftieth report.

Science.gov (United States)

2016-01-01

The Expert Committee on Specifications for Pharmaceutical Preparations works towards clear, independent and practical standards and guidelines for the quality assurance of medicines. Standards are developed by the Committee through worldwide consultation and an international consensus-building process. The following new guidelines were adopted and recommended for use. Good pharmacopoeial practices; FIP-WHO technical guidelines: points to consider in the provision by health-care professionals of children-specific preparations that are not available as authorized products; Guidance on good manufacturing practices for biological products; Guidance on good manufacturing practices: inspection report, including Appendix 1: Model inspection report; Guidance on good data and record management practices; Good trade and distribution practices for starting materials; Guidelines on the conduct of surveys of the quality of medicines; Collaborative procedure between the World Health Organization (WHO) prequalification team and national regulatory authorities in the assessment and accelerated national registration of WHO-prequalified pharmaceutical products and vaccines; Guidance for organizations performing in vivo bioequivalence studies; and World Health Organization (WHO) general guidance on variations to multisource pharmaceutical products.

HRS Clinical Document Development Methodology Manual and Policies: Executive summary.

Science.gov (United States)

Indik, Julia H; Patton, Kristen K; Beardsall, Marianne; Chen-Scarabelli, Carol A; Cohen, Mitchell I; Dickfeld, Timm-Michael L; Haines, David E; Helm, Robert H; Krishnan, Kousik; Nielsen, Jens Cosedis; Rickard, John; Sapp, John L; Chung, Mina

2017-10-01

The Heart Rhythm Society (HRS) has been developing clinical practice documents in collaboration and partnership with other professional medical societies since 1996. The HRS formed a Scientific and Clinical Documents Committee (SCDC) with the sole purpose of managing the development of these documents from conception through publication. The SCDC oversees the process for developing clinical practice documents, with input and approval from the HRS Executive Committee and the Board of Trustees. As of May 2017, the HRS has produced more than 80 publications with other professional organizations. This process manual is produced to publicly and transparently declare the standards by which the HRS develops clinical practice documents, which include clinical practice guidelines, expert consensus statements, scientific statements, clinical competency statements, task force policy statements, and proceedings statements. The foundation for this process is informed by the Institute of Medicine's standards for developing trustworthy clinical practice guidelines; the new criteria from the National Guidelines Clearinghouse, effective June 2014; SCDC member discussions; and a review of guideline policies and methodologies used by other professional organizations. Copyright © 2017 Heart Rhythm Society. Published by Elsevier Inc. All rights reserved.

Three Cases of Hashtags Used as Learning and Professional Development Environments

Science.gov (United States)

Veletsianos, George

2017-01-01

Hashtags offer exciting opportunities for professional development, teaching, and learning. However, their use reflects users' needs and desires. To illustrate and problematize the ways hashtags are used in professional development settings, this study reports on users' participation patterns, users' roles, and content contributed to three unique…

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

Science.gov (United States)

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

2016-01-01

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

A marriage of continuance: professional development for mathematics lecturers

Science.gov (United States)

Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike

2015-06-01

In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their "ROGs". We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department.

MOOCs as a Professional Development Tool for Librarians

Directory of Open Access Journals (Sweden)

Meghan Ecclestone

2013-11-01

Full Text Available This article explores how reference and instructional librarians taking over new areas of subject responsibility can develop professional expertise using new eLearning tools called MOOCs. MOOCs – Massive Open Online Courses – are a new online learning model that offers free higher education courses to anyone with an Internet connection and a keen interest to learn. As MOOCs proliferate, librarians have the opportunity to leverage this technology to improve their professional skills.

FY 1986 report on the committee of the Coal Gasification Committee; 1986 nendo sekitan gaska iinkai hon'iinkai hokokusho

Energy Technology Data Exchange (ETDEWEB)

NONE

1987-03-01

The paper reported on activities of the committee of the Coal Gasification Committee in FY 1986. In the 1st Committee Meeting, after selecting the chairperson, report/discussion were made about the outline of the FY 1986 coal gasification technology development plan. The distributed data were the outline of the development of an entrained bed coal gasification power plant, outline of the development of a 40t/d fluidized bed coal gasification plant, outline of the design of a 1,000t/d 100,000KW-class demonstrative plant, outline of the development of coal utilization hydrogen production technology, and outline of the development of high-calorie gas production technology. In the 2nd Committee Meeting, report/discussion were made about activities of each section of the committee and the state of progress of the development of coal gasification technology. The distributed data were those on the development of an entrained bed coal gasification power plant, development of a 40t/d fluidized bed coal gasification plant, design of a 1,000t/d 100,000KW-class demonstrative plant, and development of coal utilization hydrogen production technology (design/construction of pilot plant, study using small equipment). (NEDO)

Advancing the Practice of CRCs: Why Professional Development Matters.

Science.gov (United States)

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.

Framework for 21st Century School Nursing Practice: Framing Professional Development.

Science.gov (United States)

Allen-Johnson, Ann

2017-05-01

The NASN Code of Ethics upholds that it is the responsibility of the school nurse to maintain competency and pursue personal and professional growth. Designing professional development activities that are relevant and support the needs of the school nurse can be a challenge. The Framework for 21st Century School Nursing Practice provides a model rooted in evidence-based standards of practice that can be utilized to assess an existing professional development program and identify gaps in learning opportunities. Nurse leaders can use the Framework for 21st Century Nursing Practice to provide a roadmap toward a professional development program that will be meaningful to school nurse staff, help restore or maintain joy in their practice, and allow them to achieve the goal of advancing the well-being, academic success, and lifelong achievement and health of students.

Professional Development Needs of Online Teachers

Science.gov (United States)

Roy, Mamta; Boboc, Marius

2016-01-01

Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online…

Enabling professional development in mental health nursing: the role of clinical leadership.

Science.gov (United States)

Ennis, G; Happell, B; Reid-Searl, K

2015-10-01

Clinical leadership is acknowledged as important to the nursing profession. While studies continue to identify its significance in contributing to positive outcomes for consumers, the role that clinical leadership has in enabling and supporting professional development in mental health nursing is poorly understood. This study utilized a grounded theory methodology to explore the characteristics clinicians consider important for clinical leadership and its significance for mental health nursing in day-to-day clinical practice. Individual face-to-face, semi-structured interviews were conducted with nurses working in mental health settings. Participants described the important role that clinical leaders play in enabling professional development of others through role modelling and clinical teaching. They describe how nurses, whom they perceive as clinical leaders, use role modelling and clinical teaching to influence the professional development of nursing staff and undergraduate nursing students. Attributes such as professionalism and honesty were seen, by participants, as enablers for clinical leaders in effectively and positively supporting the professional development of junior staff and undergraduate nurses in mental health nursing. This paper examines clinical leadership from the perspective of mental health nurses delivering care, and highlights the important role of clinical leaders in supporting professional development in mental health nursing. © 2015 John Wiley & Sons Ltd.

Development and Factor Structure of the Helping Professional Wellness Discrepancy Scale

Science.gov (United States)

Blount, Ashley J.; Lambie, Glenn W.

2018-01-01

The authors present the development of the Helping Professional Wellness Discrepancy Scale (HPWDS). The purpose of this article is threefold: (a) present a rationale for the HPWDS; (b) review statistical analyses procedures used to develop the HPWDS; and (c) offer implications for counselors, other helping professionals, and future research.

"We Always Want to Get Better": Teachers' Voices on Professional Development

Science.gov (United States)

Parise, Leigh M.; Finkelstein, Carla; Alterman, Emma

2015-01-01

Through the Innovative Professional Development (iPD) Challenge, the Bill & Melinda Gates Foundation has invested in helping school districts and networks redesign their professional development systems to serve educators better and improve student performance. MDRC's evaluation of the iPD Challenge involves case studies and multiple rounds of…

Continuing Professional Development for a Diverse VET Practitioner Workforce. Occasional Paper

Science.gov (United States)

Tyler, Mark; Dymock, Darryl

2017-01-01

This occasional paper provides a stocktake of recent developments in continuing professional development for VET practitioners. It explores issues such as industry currency, the debate around a professional association for VET and the Certificate IV in Training and Assessment as the minimum qualification for VET practitioners. Through synthesising…

How Professional Organizations Can Help Meet the Professional Development Needs of Middle School Business and Technology Educators

Science.gov (United States)

Crews, Tena B.

2007-01-01

Middle school business and technology educators were surveyed to examine how professional organizations could meet their professional development needs. A 26 percent response rate (n = 148) was received from middle school educators in 37 states. This research was designed to identify the business and technology courses being taught at the middle…

School nurse summer institute: a model for professional development.

Science.gov (United States)

Neighbors, Marianne; Barta, Kathleen

2004-06-01

The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and spring. Coalition building is an important tool to enhance the influence of the school nurse in improving the health of individuals, families, and communities. School nurses and nursing educators with expertise in the specialty of school nursing could replicate this model in their own regions.

Clinical laboratory technologist professional development in Camagüey

Directory of Open Access Journals (Sweden)

Mercedes Caridad García González

2015-05-01

Full Text Available The paper describes the results of research aimed at assessing the current conditions related to clinical laboratory technologist professional development. A descriptive cross study covering the period between November 2013 and January 2014 is presented. Several techniques for identifying and hierarchically arranging professional developmental related problems were used to study a sample at the Faculty of Health Technology of the Medical University “Carlos Juan Finlay”. The study involved heads of teaching departments and methodologists of health care technology specialties; moreover a survey and a content test were given graduate clinical laboratory technicians. The authors reached at the conclusion that clinical laboratory technologist professional development is limited and usually underestimate the necessities and interests of these graduates. Likewise, a lack of systematization and integration of the biomedical basic sciences contents and the laboratory diagnosis is noticeable.

Management of developing swimming performance in National Paralympic Committee of Indonesia

Directory of Open Access Journals (Sweden)

Nonik Rahmawati

2018-05-01

Full Text Available The main objective of this study is to understand and analyze structural organization of NPC (National Paralympic Committee of Indonesia on managing swimming performance,recruitment system, infrastructure management, funding management and implementation of the exercise management on managing swimming performance. This study was conducted at Head Office of NPC Indonesia and Kartasura Swimming Pool, Central Java Province. This studyis made in qualitative manner and presented in descriptive approach. The data collection is conducted by doing observation, document analysis, and interviews. The results of the management of developing swimming performance in NPC (National Paralympic Committee of Indonesia are summarized as follows: 1 there are general chairman, the head of the achievement division, the head of the sports department, coach manager and then directed to the coach coordinator and coach’s assistant in the organizational structure 2 recruitment of the organization is held by choosing people who concerned about NPC of Indonesia, recruitment of coach is held without any special tests, which is selected by: giving priority to athletes who have ever won medals and have experienced in coaching, while recruitment of athletes is held by using special test by NPC of Indonesia, 3 facilities, in the form of swimming’s support tools, are given gradually by Ministry of Youth and Sports Affairsby submitting proposals. Meanwhile, facility such as swimming pool still depends on renting Kartasura Swimming Pool, 4 the funding is obtained from Ministry of Youth and Sports Affairs without any sponsorship, 5 training program is held by giving suitable program in general preparation, special preparation, pre match, and also considering athletes’ physical condition, technique, and mental status. Training program can be developed according to the condition of each athlete. Based on the analysis, it can be concluded that management of developing swimming

Professional Development of the Teachers from the Angle of School Managers

OpenAIRE

Mirascieva, Snezana

2012-01-01

The paper focuses on the problem of teachers' professional development and its relation to school management. The professional development of teachers is a common phrase that has actuality among educational experts. The role of the teacher in the development and progress of the community is determined by the teacher’s development. The teacher will monitor changes in the community, will apply new scientific knowledge, develop practice applying new teaching strategies and media depends on its d...

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

Science.gov (United States)

Chien, Chin-Wen

2013-01-01

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

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

Science.gov (United States)

McGregor Petgrave, Dahlia M.

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

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

Science.gov (United States)

Kratzke, Cynthia

2017-01-24

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

Development Professionals at Religiously Based Nonprofit Organizations

Directory of Open Access Journals (Sweden)

Jim Pinder

2012-09-01

Full Text Available The study of why a fundraising professional would choose to leave his or her employer is critical to the ongoing success of religiously based nonprofit organizations as they work to achieve their mission. Without continuity in the donor relationship, donors will likely leave the organization or become disenfranchised. This study focuses on development professionals at Seventh-Day Adventist institutions across North America. The results of this study are applicable to other religiously based nonprofit organizations. The present article reveals the reasons affecting employee retention and proposes approaches to mitigate the loss of valuable employees. Data were gathered using a structured online survey and analyzed for its descriptive outcomes.

Collaborative Professional Development in Higher Education: Developing Knowledge of Technology Enhanced Teaching

Science.gov (United States)

Jaipal-Jamani, Kamini; Figg, Candace; Gallagher, Tiffany; Scott, Ruth McQuirter; Ciampa, Katia

2015-01-01

This paper describes a professional development initiative for teacher educators, called the "Digital Pedagogies Collaboration," in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of faculty members around technology enhanced…

Continuing Professional Development in the quantity surveying ...

African Journals Online (AJOL)

1991-01-01

Jan 1, 1991 ... The research established that quantity surveyors regarded handing in their CPD ... Surveying, Walter Sisulu University, PO Box 1421, East London, 5200, South Africa. ... Keywords: Continuing professional development, quantity surveying, perception .... In spite of this opportunity enshrined in the Act, the.

Research and professional development of teacher educators

NARCIS (Netherlands)

Lunenberg, Mieke; Willemse, Martijn

2006-01-01

Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher

Science teachers’ foreground for continued professional development

DEFF Research Database (Denmark)

Daugbjerg, Peer

2015-01-01

There is a lack of studies that are dedicated to qualify our understanding of the significance of lived experiences as well as foregrounds for science teachers’ participation in professional development. Seven Danish science teachers were interviewed and observed. Three of these teachers exemplify...

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

Energy Technology Data Exchange (ETDEWEB)

Willcuts, Meredith H. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

2009-04-01

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, participated 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.

[Educational model to develop trustworthy professional activities].

Science.gov (United States)

Hamui-Sutton, Alicia; Varela-Ruiz, Margarita; Ortiz-Montalvo, Armando; Torruco-García, Uri

2015-01-01

The reorganization of the national health system (SNS), enforces reflection and transformation on medical education in clinical contexts. The study presents an educational model to develop entrusted professionals activities (MEDAPROC) to train human resources in health with reliable knowledge, skills and attitudes to work in the shifting scenario of the SNS. The paper discusses international and national documents on skills in medicine. Based on the analysis of 8 domains, 50 skills and 13 entrusted professional activities (RPA) proposed by the Association of the American Medical College (AAMC) we propose a curriculum design, with the example of the undergraduate program of Gynecology and Obstetrics, with the intention to advance to internship and residency in a continuum that marks milestones and clinical practices. The pedagogical design of MEDAPROC was developed within three areas: 1) proposal of the AAMC; 2) curricular content of programs in pre and postgraduate education 3) organization of the daily agenda with academic mechanisms to develop the competencies, cover program items and develop clinical practice in deliberate learning activities, as well as milestones. The MEDAPROC offers versatility, student mobility and curricular flexibility in a system planed by academic units in diverse clinical settings.

Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

Science.gov (United States)

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.

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

Science.gov (United States)

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.

The Model of Designing an Individual Program of Professional Development of Pedagogue-Psychologists According to the Requirements of the Professional Standard (Experience of Cheboksary, Chuvash Republic

Directory of Open Access Journals (Sweden)

Udina T.N.

2017-11-01

Full Text Available The approaches to design of individual program of professional development of Pedagogue-psychologist that were developed within the framework of the pilot site for approbation and introduction of the professional standard "Pedagogue-psychologist” in Cheboksary of the Chuvash Republic in 2015-2017 are outlined. Attention is drawn to the important role of territorial methodological services accompanying the professional development of psychology teachers in ensuring their transfer to "effective contracts". The article describes: an approximate special program for accompanying the professional development of psychological educators in accordance with the requirements of the professional standard; variants of the organization of the process of designing an individual program for the professional development of Pedagogue-psychologist; an approximate model for designing an individual program of professional development of Pedagogue-psychologist.

Saudi Continuous Professional Development and Leadership Skills Awareness

Science.gov (United States)

Alsughayyer, Arwa

2016-01-01

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

Evaluation of the Professional Development Program on Web Based Content Development

Science.gov (United States)

Yurdakul, Bünyamin; Uslu, Öner; Çakar, Esra; Yildiz, Derya G.

2014-01-01

The aim of this study is to evaluate the professional development program on web based content development (WBCD) designed by the Ministry of National Education (MoNE). Based on the theoretical CIPP model by Stufflebeam and Guskey's levels of evaluation, the study was carried out as a case study. The study group consisted of the courses that…

78 FR 29135 - HIT Standards Committee Advisory Meeting

Science.gov (United States)

2013-05-17

... DEPARTMENT OF HEALTH AND HUMAN SERVICES HIT Standards Committee Advisory Meeting AGENCY: Office of...: HIT Standards Committee. General Function of the Committee: To provide recommendations to the National... Federal Health IT Strategic Plan, and in accordance with policies developed by the HIT Policy Committee...

Teacher Research as a Robust and Reflective Path to Professional Development

Science.gov (United States)

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…

Making Professional Development Flexible: A Case Study.

Science.gov (United States)

Forsyth, Rachel

2002-01-01

Presents a case study of an online course that was designed for staff professional development at Manchester Metropolitan University (United Kingdom). Discusses the flexibility of online courses; course design; activities for short online workshops; evaluation methods for course evaluation; and results of participant questionnaires. (LRW)

Learning Networks for Professional Development & Lifelong Learning

NARCIS (Netherlands)

Brouns, Francis; Sloep, Peter

2009-01-01

Brouns, F., & Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation of the Learning Network Programme for a Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and

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

Science.gov (United States)

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

2018-01-01

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

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

Science.gov (United States)

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.

Learning Design for Sustainable Educational and Professional Development

DEFF Research Database (Denmark)

Godsk, Mikkel; Bjælde, Ole Eggers; Caspersen, Michael E.

2015-01-01

This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transformi...... modules. Both DiLD and the STREAM model have proven to be effective for encouraging educators across all career steps to embrace the potential of educational technology in science higher education and for improving teaching and learning.......This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transforming...

Te Kotahitanga: Culturally Responsive Professional Development for Teachers

Science.gov (United States)

Bishop, Russell; Berryman, Mere

2010-01-01

Te Kotahitanga is a research and professional development project that aims to support teachers to raise the achievement of New Zealand's indigenous Maori students in public/mainstream classrooms. An Effective Teaching Profile, developed from the voices of Maori students, their families, principals and some of their teachers, provides direction…

The higher school teaching staff professional development system creation on the adaptive management principles

Directory of Open Access Journals (Sweden)

Borova T.A.

2012-03-01

Full Text Available The article deals with theoretical analysis of the higher school teaching staff professional development system creation on the adaptive management principles. It is determined the background and components of the higher school teaching staff professional development adaptive management system. It is specified the mechanisms for higher school teaching staff professional development adaptive management: monitoring and coaching. It is shown their place in the higher school teaching staff professional development system on the adaptive management principles. The results of the system efficiency are singled out.

Challenges facing procurement professionals in developing economies: Unlocking value through professional international purchasing

Directory of Open Access Journals (Sweden)

Marian Tukuta

2015-04-01

Objectives: The purpose of this article was to examine the critical role played by the procurement function in business and to reveal the challenges faced by procurement professionals in developing economies as well as to suggest solutions to these challenges. Method: A sequential literary analysis was used, complemented by cross-country qualitative data gathered from one hundred diverse procurement practitioners from Botswana, Namibia and Zimbabwe. These were primarily participants in a series of procurement workshops run by the researchers from January to June 2014. Results: Findings suggested that limited recognition, increasing unethical behaviour, poor supplier service delivery, poor regulatory environment, varying supplier standards and poor corporate governance are the main challenges faced by the procurement profession in these countries. Conclusion: The study’s findings imply that there is limited understanding regarding the role procurement plays in both government and non-government institutions in developing economies. The article suggests solutions which procurement professionals and organisations can implement in order to unlock the potential value in the procurement function.

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

Science.gov (United States)

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…

Exploring Elements That Support Teachers Engagement in Online Professional Development

Science.gov (United States)

Prestridge, Sarah; Tondeur, Jo

2015-01-01

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

Dance Educator Enrichment Program (DEEP): A Model for Professional Development

Science.gov (United States)

Sofras, Pamela Anderson; Emory-Maier, Ambre

2005-01-01

In 2001, North Carolina Dance Theatre, The University of North Carolina at Charlotte, and the Charlotte-Mecklenburg School system joined forces to create a multidimensional, professional development program for dance professionals (teachers and artists) in the public schools called, The Dance Educator Enrichment Program (DEEP). DEEP was designed…

COLLECTIVE PROFESSIONAL DEVELOPMENT FOR THE INTEGRATION OF ICT IN HIGHER EDUCATION

DEFF Research Database (Denmark)

Castro Guzman, Willy

integration, and the teacher professional development as means to promote adoption. With the recognition of the potential of ICT in education, the study reflects the appropriateness of the dominant traditional approach to the first and second-order barriers to technology and attempts to overcome......In this thesis, I explore, analyse and reflect on the individual practice of adoption and the collective practice of integration of technology in teaching and learning in a Higher Education Institution. The study addresses the connections between ICT adoption in Education, the barriers of ICT...... the tradition of Cultural-Historical Activity Theory and brings significant changes in comparison with more traditional approaches in professional development to ICT adoption. The results of the intervention supports the idea of the need for changes in professional development to develop the professors’ agency...

The effects of professional development on science teaching practices and classroom culture

Science.gov (United States)

Supovitz, Jonathan A.; Turner, Herbert M.

2000-11-01

The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject-matter knowledge, connected to specific standards for student performance, and embedded in a systemic context. Using data from a National Science Foundation Teacher Enhancement program called the Local Systemic Change initiative, this study employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. The findings indicate that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative classroom culture. At the individual level, teachers' content preparation also has a powerful influence on teaching practice and classroom culture. At the school level, school socioeconomic status was found to influence practice more substantially than either principal supportiveness or available resources.

Professional development of medical students: problems and promises.

Science.gov (United States)

Wear, D

1997-12-01

Observers and critics of the medical profession, both within and without, urge that more attention be paid to the moral sensibilities, the characters, of medical students. Passing on particular moral values and actions to physicians has always been an essential core of medical training, and this call for renewal is not new in modern medicine. Some of the structures and characteristics of modern medical education, however, often work directly against the professionalism that the education espouses. For example, medical students are socialized into a hierarchy that has broad implications for relations among health care professionals, other health care workers, and patients, and academic medicine has not promoted and taught critical reflection about the values and consequences of this hierarchy. Further, behind the formal curriculum lies the "hidden curriculum" of values that are unconsciously or half-consciously passed on from the faculty and older trainees. Two resources for thinking anew about professional development for medical students are feminist standpoint theory and critical multicultural theory, each of which raises important and fundamental questions about defining the role of medicine in society and the role of the physician in medicine. The author discusses these two theories and their implications for medical education, showing how they can be used to move discussions of professional development into analysis of the widespread social consequences of how a society organizes its health care and into critical reflection on the nature of medical knowledge.

Perceptions of student nurses on the writing of reflective journals as a means for personal, professional and clinical learning development

Directory of Open Access Journals (Sweden)

Hazel T. Mahlanze

2017-10-01

Full Text Available Background: Reflective journals are used by the students to voice their views on the daily activities during clinical placement. Reflective journals are aimed at helping the student to observe and record as many facts about daily practice as the student finds relevant. Reflective journal writing can therefore be used as a tool to evaluate that clinical learning is actually taking place and what challenges students are experiencing which may influence their learning. Findings by Harris (2006:460–461 are encouraging that through journaling students will develop ability to identify and analyse their difficulties, make suggestions for solving problems and ask and pursue questions on their own. Some of the participants confirmed improved values clarification, self-valuing and personal growth. Bulman & Schutz (2008:172 recommends journal writing for recording processes the student observe, copy and internalize in her journey towards professional development. Objectives: This study aimed to determine student nurses' perceptions of reflective journal writing as a means for personal, professional development and clinical learning development. Method: A quantitative and descriptive survey was conducted in September 2013. Forty participants were recruited from second year student nurses of a University of Technology in uMgungundlovu District of KwaZulu-Natal. Purposive convenience sampling strategy was used. A structured questionnaire was designed by the researcher from literature reviewed. The questionnaire was piloted and modified, then used after permission had been granted by the Ethics Committee of the university concerned. The Statistical Package for Social Sciences (SPSS 17 programme was used for data analysis. Results: Results indicated that the participants generally experienced writing of reflective journals to be a valuable tool enhancing personal development, professional growth and clinical learning. A significant number (n = 24

Teachers' professional development: Awareness of literacy practices

African Journals Online (AJOL)

Hennie

professional development and deepen teachers' understanding of literacy practices and teaching. Interviews and ... these disadvantages, linked to both material and human resources, have continued, and in fact become .... given access to literacy usage and variation, but ... English as their LoLT, though it may be their.

Assessing an Academic Library Professional Development Program

Science.gov (United States)

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

2018-01-01

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

Moving toward Teamwork through Professional Development Activities

Science.gov (United States)

Fitzgerald, Meghan M.; Theilheimer, Rachel

2013-01-01

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