WorldWideScience

Sample records for professionals develop policies

  1. Policy alienation of public professionals: The development of a scale

    NARCIS (Netherlands)

    L.G. Tummers (Lars)

    2009-01-01

    textabstractToday, many public professionals feel estranged from the policy programs they implement. That is, they experience ‘policy alienation’. This is of concern as, for satisfactory implementation, some identification with the policy is required. We develop a quantitative scale to measure

  2. Professional Development Policy in a Small Rural Education System.

    Science.gov (United States)

    Maxwell, T. W.

    1991-01-01

    Professional development policy of a small, rural education system in New South Wales (Australia) allows control of staff development at system, school, and individual levels; and identifies a rationale and aim, assumptions, principles of procedure, and characteristics of a healthy professional learning environment. These features guide…

  3. Technology and Early Childhood Professional Development: A Policy Discussion.

    Science.gov (United States)

    McMaken, Jessica; Kauerz, Kristie; DeCesare, Dale; Hale, Genevieve

    In July 2002, Knowledge Works Foundation and the Education Commission of the States assembled key stakeholders to focus on the policy opportunities, needs, and challenges of utilizing technology for coordinated early childhood professional development across the nation. This report summarizes the presentations and discussions held at the meeting…

  4. 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…

  5. Involving Stakeholders in Determining Professional Development Center Attendance Policies.

    Science.gov (United States)

    Good, Jennifer

    2003-01-01

    This action research project targeted teacher absenteeism at professional development events, findings no significant patterns in time of day, location, workshop topic, and teaching level. Instead, a pattern of chronic absenteeism for some individuals was noted. An action plan included increased marketing, communication with individual no-show…

  6. Interrogating the Continuing Professional Development Policy Framework in Ethiopia: A Critical Discourse Analysis

    Science.gov (United States)

    Akalu, Girmaw Abebe

    2016-01-01

    The continuing professional development (CPD) of teachers has increasingly come to be considered an important component of teacher policy reforms throughout much of the world. As part of its comprehensive school improvement and teacher development programmes, Ethiopia has recently developed a national policy framework on CPD for teachers. Arguing…

  7. Professional Development Policy and Politics across International Contexts: From Mutuality to Measurability?

    Science.gov (United States)

    Hardy, Ian; Ronnerman, Karin; Furu, Eli Moksnes; Salo, Petri; Forsman, Liselott

    2010-01-01

    This article reveals how educational policies and policy contexts in Sweden, Norway, Finland and Australia establish the circumstances which enable and constrain individual and collective teacher professional development as praxis. We provide insights into existing partnerships between universities and schools, and, municipalities and the state as…

  8. The Human Factor: Training and Professional Development as a Policy Tool

    Directory of Open Access Journals (Sweden)

    Lucian CIOLAN

    2014-11-01

    Full Text Available In this paper, we try to make a case for the risky approach of many decision-makers and pol- icy specialists to overuse authority and regula- tion-based tools, while neglecting the ones more focused on human capacity and persuasion. Especially in fields like education, we consider that the human factor should be at the core of any policy mix, and a tool like training and pro- fessional development should gain a more visible and persistent role in policy interventions. Firstly, we try to analyze the distribution of policy tools on the authority-complexity axes. The value we see in the mapping of policy tools is that it can be used for investigating and positioning the activity of a specific governing body or central gover- nance. Thus, a fundamental question remains as to what really influences the choice of policy tools or instruments, as a basis for better understand- ing the rationales behind a specific policy mix. We argue that policy failure could be ex- plained in many cases by the incapacity to ad- dress in a consistent and professional way the human capacities needed for implementation. Thus, training and professional development are, at least, poorly used from the perspective of the potential they have. As an argument, we tried to look at training and professional development in the specific area of teachers in pre-university education in Romania, situating it in the broader context of European policies in lifelong learning and participation of adults in continuing educa- tion and training, but also in the local policy en- vironment. The results of the research led us to the conclusion that educational policies should be among the first in the broader spectrum of public policies valuing and emphasizing learning, through training and professional development of the stakeholders involved in policy change together with adding more value to the Human Factor in educational policies

  9. The Impact of Changing Policies about Technology on the Professional Development Needs of Early Years Educators in England

    Science.gov (United States)

    Ingleby, Ewan

    2015-01-01

    This paper considers the implications of UK policy approaches to ICT (Information Communication Technology) in education by exploring the views of early years (0-8 years) educators about their ICT CPD (continuing professional development) needs. UK policy approaches to ICT may be visualised as a "house that Jack built." The policies are…

  10. 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

  11. 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.

  12. Professional Development: Assuring Quality in E-Learning Policy and Practice

    Science.gov (United States)

    Mansvelt, Juliana; Suddaby, Gordon; O'Hara, Duncan; Gilbert, Amanda

    2009-01-01

    Purpose: The paper reports on findings of research into the institutional and individual influences on engaging in professional development (PD), reflecting on how PD might be made available in ways which could support quality in e-learning. Design/methodology/approach: The paper presents findings of a research project exploring factors…

  13. An Evaluation of the Effectiveness of Policy Communication in the Professional Development Centre's Training Programs.

    Science.gov (United States)

    Rudasill, Susann E.

    In the face of rising juvenile violent crime rates and media talk of waste, abuse, fraud, and ineffectiveness within the Florida Department of Health and Rehabilitative Services (HRS), the state recommended the adoption of a family-focused approach in client intervention strategy. The Florida Atlantic University Professional Development Centre…

  14. Older persons and compromised decisional capacity: the role of public policy in defining and developing core professional competencies.

    Science.gov (United States)

    Kapp, Marshall B

    2014-01-01

    Issues frequently arise concerning the cognitive and emotional ability of older individuals to make certain legally significant decisions. In confronting these issues, the professional involvement of both attorneys and physicians (and other health care professionals), acting both individually and collaboratively, is desirable. This article describes the possible contributions of public policy in developing, through fostering innovations in medical and legal education, core competencies for physicians and attorneys that are essential to improving interprofessional collaboration on behalf of older individuals suspected of being compromised in their ability to make certain significant decisions. Additionally, ideas are suggested to address certain aspects of the current policy environment that may inhibit attorneys and physicians from optimal interprofessional interaction in this sphere.

  15. Nurses' attitudes and experiences surrounding palliative sedation: components for developing policy for nursing professionals.

    Science.gov (United States)

    Patel, Bansari; Gorawara-Bhat, Rita; Levine, Stacie; Shega, Joseph W

    2012-04-01

    Nurses play an integral role in providing care for patients with end of life (EOL) symptoms refractory to conventional treatments and that may necessitate palliative sedation (PS). A paucity of research on nurses' attitudes, knowledge, and experience with PS exists, despite nurses being instrumental in evaluating its appropriateness and carrying out the care plan. The objective of the study was to elicit nurses' perspectives and conceptualizations of knowledge and skills needed to administer PS in order to inform development of a hospital policy that addresses identified concerns. Four focus groups were conducted with nurses likely to have had exposure to PS (oncology, intensive care, and hospice) at an academic medical center. Focus groups were audiotaped, transcribed verbatim, and coded for salient themes. Grounded theory principles were used for the analysis. Among the four focus groups (n=31), 87% were female, 58% between the ages of 36 and 55, and more than 40% reported 10-plus years of providing patient care. Five domains emerged as important in developing a PS policy: 1) ability to define PS; 2) criterion for using PS; 3) skill set for administering PS; 4) policy and procedural guidelines; and 5) education on PS and EOL care. Nurses identified knowledge, skills, and guidelines as key considerations for implementing PS. Comprehensive policies along with adequate training are needed to expand the availability of PS in acute care hospitals and hospice programs.

  16. Education practitioners' understanding of professional development ...

    African Journals Online (AJOL)

    The committee of Teacher Education Policy (COTEP) considers the professional development of practitioners as one way to improve the quality of professional practice. An analysis of the literature on professional development in education ...

  17. Inter-organizational relations for regional development: an expansion policy promoted by the federal network of professional education, science & technology

    Directory of Open Access Journals (Sweden)

    Cleidson Nogueira Dias

    2014-12-01

    Full Text Available This research paper examines the importance of inter-organizational network management as a government policy tool to promote regional development. This pattern requires Federal Government intervention so as to compensate for the imbalance that this causes and to guarantee that economic growth resulting from government actions leads to development in all regions of the country, thereby avoiding the traditional mechanisms of wealth concentration. For this, a methodology of content analysis was used based on a relevant public policy aimed at promoting development within Brazil and by analyzing the data collected in relation to the current theory related to strategy, local development and inter-organizational networks in general.  The analysis results show that, when the policy studied in this work, applied in the federal network of professional education, science & technology, was implemented the networks had a positive influence on the outcome of the policy objectives and represented an extremely powerful support tool, being one of the most important factors to boost development.

  18. Professional Standards and Performance Evaluation for Principals in China: A Policy Analysis of the Development of Principal Standards

    Science.gov (United States)

    Liu, Shujie; Xu, Xianxuan; Grant, Leslie; Strong, James; Fang, Zheng

    2017-01-01

    This article presents the results of an interpretive policy analysis of China's Ministry of Education Standards (2013) for the professional practice of principals. In addition to revealing the evolution of the evaluation of principals in China and the processes by which this policy is formulated, a comparative analysis was conducted to compare it…

  19. Professional Veterinary Programs' Perceptions and Experiences Pertaining to Emotional Support Animals and Service Animals, and Recommendations for Policy Development.

    Science.gov (United States)

    Schoenfeld-Tacher, Regina M; Kogan, Lori R

    Given the unique nature of programs in professional veterinary medicine (PVM), the increasing numbers of students requesting accommodations for emotional support animals (ESAs) in higher education settings is of growing interest to student affairs and administrative staff in PVM settings. Since the legislation pertaining to this type of support animal differs from the laws governing disability service animals, colleges and universities now need to develop new policies and guidelines. Representatives from a sample of 28 PVM programs completed a survey about the prevalence of student requests for ESAs and service animals. PVM associate deans for academic affairs also reported their perceptions of this issue and the challenges these requests might pose within veterinary teaching laboratories and patient treatment areas. Responses indicated that approximately one third of PVM programs have received requests for ESAs (32.1%) in the last 2 years, 17.9% have had requests for psychiatric service animals, and 17.9% for other types of service animals. Despite this, most associate deans reported not having or not being aware of university or college policies pertaining to these issues. Most associate deans are interested in learning more about this topic. This paper provides general recommendations for establishing university or PVM program policies.

  20. Professional Development. Issue Brief

    Science.gov (United States)

    Keleher, Julia

    2017-01-01

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

  1. Policy alienation of public professionals: the effects

    NARCIS (Netherlands)

    L.G. Tummers (Lars)

    2008-01-01

    textabstractNowadays, many public professionals face identification problems towards public policies they have to implement; that is, they experience policy alienation. We conceptualize policy alienation, starting from the sociological concept of alienation and showing how this can be used in the

  2. Barriers to the participation of people with psychosocial disability in mental health policy development in South Africa: a qualitative study of perspectives of policy makers, professionals, religious leaders and academics.

    Science.gov (United States)

    Kleintjes, Sharon; Lund, Crick; Swartz, Leslie

    2013-03-11

    This paper outlines stakeholder views on environmental barriers that prevent people who live with psychosocial disability from participating in mental health policy development in South Africa. Fifty-six semi-structured interviews with national, provincial and local South African mental health stakeholders were conducted between August 2006 and August 2009. Respondents included public sector policy makers, professional regulatory council representatives, and representatives from non-profit organisations (NPOs), disabled people's organisations (DPOs), mental health interest groups, religious organisations, professional associations, universities and research institutions. Respondents identified three main environmental barriers to participation in policy development: (a) stigmatization and low priority of mental health, (b) poverty, and (c) ineffective recovery and community supports. A number of attitudes, practices and structures undermine the equal participation of South Africans with psychosocial disability in society. A human rights paradigm and multi-system approach is required to enable full social engagement by people with psychosocial disability, including their involvement in policy development.

  3. Evaluating professional development

    CERN Document Server

    Guskey, Thomas R

    2000-01-01

    This is a practical guide to evaluating professional development programs at five increasing levels of sophistication: participants' reaction to professional development; how much participants learned; evaluating organizational support and change; how participants use their new knowledge and skills; and improvements in student learning.

  4. 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…

  5. Just in Time and Future-Proofing? Policy, Challenges and Opportunities in the Professional Development of Part-Time Teachers

    Science.gov (United States)

    Beaton, Fran

    2017-01-01

    Part-time teachers form a growing proportion of the global Higher Education (HE) workforce. Their backgrounds can vary from Graduate Teaching Assistants (GTAs) teaching for the first time, to practitioners bringing workplace experience into HE and sessional teachers, all with differing professional development needs. This paper builds on previous…

  6. Owning your professional development.

    Science.gov (United States)

    Pilcher, Jobeth

    2012-01-01

    Professional development encompasses more than simply attending continuing education courses or returning to school for advanced degrees. It can also refer to looking up an unfamiliar diagnosis, changing your practice based on new evidence, and networking with peers about professional issues. Professional growth also involves having curiosity, wanting to provide the best possible care for your patients, and exuding excellence as a nurse. It is about investing in yourself! In doing so, you are not only growing as a professional but also promoting the image of nursing. Several national initiatives, such as Magnet and the Institute of Medicine's (IOM 's) Future of Nursing Report, are available to help improve and transform health care, and also to hopefully help motivate us.1 However, the impetus for professional development needs to come from within each individual nurse.

  7. A quantitative professionalism policy in a community pharmacy introductory pharmacy practice experience.

    Science.gov (United States)

    Shtaynberg, Jane; Rivkin, Anastasia; Shah, Bupendra; Rush, Sharon

    2013-12-16

    To determine whether implementing a quantitative professionalism policy would lead to improved behaviors in an introductory pharmacy practice experience (IPPE) and to evaluate students' attitudes about professionalism expectations in the IPPE. A policy using quantitative parameters for assessing unprofessional behaviors was developed and implemented in the community pharmacy IPPE after discrepancies were identified in the way professional expectations were assessed. The quantitative professionalism policy reduced the number of assignments submitted post deadline (p<0.05). There was no change in students' attitudes towards professional behaviors after the implementation of the policy. The quantitative professionalism policy was effective in changing some of the students' professional behaviors in an IPPE.

  8. Teacher professional development

    CSIR Research Space (South Africa)

    Botha, Adèle

    2014-12-01

    Full Text Available Knowledge (PCK) Technological Pedagogical Knowledge (TPCK) Technological Pedagogical Content Knowledge (TPACK) Contexts Figure 3-1: The TPACK framework for educator knowledge (Koehler & Mishra, 2009) Teacher Professional Development  91 Table...

  9. 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...

  10. Developing a Professionalism Plan

    Directory of Open Access Journals (Sweden)

    Heather Pautler, PharmD

    2013-01-01

    Full Text Available Professionalism is a way of being which underlies all the responsibilities of a pharmacist and associated general and professional abilities. The Student Affairs Committee was charged with developing a college-wide professionalism plan to meet the Accreditation Council for Pharmacy Education (ACPE Standards 15.1 and 23. This plan was developed concurrently with a new curriculum. The plan was developed systematically with the following goals: 1 create a definition of professionalism, 2 determine outcomes of the plan, 3 identify existing components which should be continued and new components to be added, 4 ensure existing and new components are linked to outcomes and 5 develop a continuous assessment process for the plan. The proposed plan consists of curricular, co-curricular and extra-curricular activities designed to help students gain experience in three professionalism pillars: Competence, Connection and Character, as defined by Brown et al in “Taxonomy of Professionalism”. While knowledge and skills will be enhanced, the focus of development will be on student virtues, values and attitudes—that what they do defines who they are. The goal is to help students develop as people and professionals who value the high ideals expected of a pharmacist.

  11. Professional development of distance education professionals ...

    African Journals Online (AJOL)

    Erna Kinsey

    Professional development of distance education professionals (DEPs) at TSA: a profile of functions. J.F. van Koller. Institute for Staff Development, Technikon SA, Private Bag X6, Florida, 1710 South Africa jvcoller@tsa.ac.za. This article deals with the development of a profile of the functions and required competencies of ...

  12. Managing School-Based Professional Development Activities

    Science.gov (United States)

    Cheng, Eric C. K.

    2017-01-01

    Purpose: The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy.…

  13. Professional Environment for Teacher Professional Development

    Science.gov (United States)

    Zascerinska, Jelena

    2010-01-01

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

  14. Transforming Professional Development to Professional Learning

    Science.gov (United States)

    Stewart, Chelsea

    2014-01-01

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

  15. Professional Development Plus: Rethinking Professional Learning

    Science.gov (United States)

    Hudak, Michele

    2013-01-01

    The purpose of professional development is to enhance educator practices so that students may achieve at high levels. Too often, professional development tends to be too broad, general, or unrelated to problems of practice that teachers face in their own classrooms. This action research project builds upon the scholarly research that recognizes…

  16. Leave and professional development benefits

    National Research Council Canada - National Science Library

    Martyniak, Cathleen; Keith, Brian

    2009-01-01

    ...; and professional development leaves such as dedicated research time and sabbaticals. Other professional development topics include financial support and relief from duties for conference attendance...

  17. Bibliography for Professional Development.

    Science.gov (United States)

    Fehr, Helen, Comp.

    Information published between 1953 and 1970 on the American Indian is included in this annotated bibliography. The bibliography is designed to aid professional development in the field of education and attempts to categorize and separate fields of interest. Major topics are culture, education, ethnology, folklore, art, housing, history, language,…

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

    Science.gov (United States)

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

    2014-01-01

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

  19. Information professionals: core competencies and professional development

    Directory of Open Access Journals (Sweden)

    Flávia Ferreira

    2007-01-01

    Full Text Available Introduction. We discuss the concept of core competencies applied to policies for teaching and training information professionals, particularly librarians. Method. Sixty graduates of the Institute were employed as information professionals. These sixty were asked to attribute degrees of importance to specific items associated with knowledge and skills that, within the scope of this research, were considered core competencies for meeting the demands of their jobs. Participants were also asked to cite knowledge they acquired in school and knowledge they use in exercising their profession, the skills that they consider necessary but that they did not gain in school, and the difficulties they encounter in exercising their profession and for which they were not sufficiently well prepared. Analysis. Both quantitative and qualitative data analyses were performed. The data were tabulated using Access and several reports and cross-tabulations were generated. Results. The results suggest a gulf between knowledge and skills acquired in library school and those that are required by the job market. In particular, participants lacked the skills they needed to work with information and communication technologies. Conclusion. The concept of core competencies is increasingly taken into account by the productive sector of the economy. The educational system ought to keep up with this change. The empirical research described shows that there is a need to establish advanced and modern policies for the education of librarians, participants in the market for information professionals.

  20. The European Federation of Organisations for Medical Physics Policy Statement No. 10.1: Recommended Guidelines on National Schemes for Continuing Professional Development of Medical Physicists.

    Science.gov (United States)

    Christofides, Stelios; Isidoro, Jorge; Pesznyak, Csilla; Cremers, Florian; Figueira, Rita; van Swol, Christiaan; Evans, Stephen; Torresin, Alberto

    2016-01-01

    Continuing Professional Development (CPD) is vital to the medical physics profession if it is to embrace the pace of change occurring in medical practice. As CPD is the planned acquisition of knowledge, experience and skills required for professional practice throughout one's working life it promotes excellence and protects the profession and public against incompetence. Furthermore, CPD is a recommended prerequisite of registration schemes (Caruana et al. 2014) and is implied in the Council Directive 2013/59/EURATOM (EU BSS) and the International Basic Safety Standards (BSS). It is to be noted that currently not all national registration schemes require CPD to maintain the registration status necessary to practise medical physics. Such schemes should consider adopting CPD as a prerequisite for renewing registration after a set period of time. This EFOMP Policy Statement, which is an amalgamation and an update of the EFOMP Policy Statements No. 8 and No. 10, presents guidelines for the establishment of national schemes for CPD and activities that should be considered for CPD. Copyright © 2016. Published by Elsevier Ltd.

  1. Continuing professional development of doctors.

    Science.gov (United States)

    Singh, Tejinder

    2017-01-01

    After graduating from medical school, all doctors need to undertake some training activities lifelong to maintain, update or develop their knowledge, skills and attitudes towards their professional practice. Continuing professional development (CPD) refers to continuing development of medical and non- medical competencies including professionalism, and interpersonal, managerial and communication skills. There is no single correct way of doing CPD. Most learning in CPD is self-directed and based on one's own learning needs. Effective CPD is characterized by the presence of three factors: a clear reason why a particular CPD needs to be undertaken, learning activities appropriate to identified needs and follow- up on learning. There are several models for CPD. However, the onus is on doctors to show that they continue to maintain appropriate professional standards after training. Here, regulation becomes essential for revalidation, monitoring and to provide the necessary impetus to make CPD mandatory. In India, the credit point system is followed by some states, but the policy to link credit hours with renewal of registration thereafter is not uniform. While the present system is able to monitor time devoted to CPD, it encourages people to gather certificates of attendance at sessions without relevance to or real interest in the subject. The quality and relevance of CPD activities matter more than the quantity of hours. Eventually, we need to move away from credit point counting towards a process of self-accreditation and reflection. Each individual will have to find appropriate methods, learn, document and present evidence that learning has happened, and show that it has been applied in practice. As a profession, we need to encourage a culture where doctors do not view CPD and recertification as a threat. Doctors will need to understand that they are accountable to their patients, and should prioritize and build CPD into their practice.

  2. English Language Teachers’ Professional Development and Identities

    Directory of Open Access Journals (Sweden)

    Alberto Mora

    2014-04-01

    Full Text Available This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use of a series of three interviews and other qualitative data collection methods, the article demonstrates the intimate and intricate connection between teachers’ identities and their professional development. Education implications for policy makers and practitioners are discussed.

  3. Exploration of US men's professional sport organization concussion policies.

    Science.gov (United States)

    Cochrane, Graham Dean; Owen, Matthew; Ackerson, Joseph D; Hale, Matthew H; Gould, Sara

    2017-05-01

    Concussion policies are increasingly being developed and adopted among professional sports organizations. We sought to compare the policies of the National Hockey League (NHL), the National Basketball Association (NBA), the National Football League (NFL), and Major League Baseball (MLB). Our objective was to summarize each policy and evaluate the extent to which each policy is organization-specific and/or consistent with medical guidelines. We visited websites for the NHL, NBA, NFL, and MLB. We searched media articles reporting concussion policy. We utilized only publically available data. We collected information on each league's approach to the definition of concussion, education provided about concussion, baseline testing requirements, minimum return to play time and return to play protocol. We found that concussion policies vary across these organizations. Most organizations utilize the Concussion in Sport Group (CISG) definition (2013) to define concussion. The NFL and NBA mandate preseason education. All organizations require some type of baseline testing. All organizations require sideline evaluation after suspected concussion. The NFL and MLB require Sport Concussion Assessment Tool (SCAT) testing for sideline evaluation of suspected concussion. MLB is the only organization to require minimum time before return to play. There is a return to play protocol in place for each organization. The NFL and MLB require independent neurologic consultation as part of their return to play protocol. There is variability in concussion policy among the professional sports organizations. The most pronounced variation from the CISG consensus statement is the variability in the minimum time to return to play. Further, the rules of the individual sports have a role in how concussion policy can be designed and implemented. Professional sports set an example for thousands of recreational sports enthusiasts so their publically available policies on concussion have a large impact.

  4. 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

  5. Developing professional competence

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2015-01-01

    The purpose of university programs for professionals is to qualify the students to act competently in a subsequent job situation. Practical experiences as well as comprehensive research studies have shown that only a limited part of what is learned during the coursework is applied in the subsequent...... professional practice. There is too little transfer from the training programs to application in the workplace. Based on Danish research the relation between school and professional work, between scholastic knowledge and practical knowledge, is analyzed. Guideline for a new and more efficient curricula...

  6. Professional Development of Officers Study. Volume 1.

    Science.gov (United States)

    1985-02-21

    side It neoeeeoop and Idehu•dI by blok nulmber). Officer Development Periods, Warrior Spirit, Mentor, Professional Values, ducation and Training...ndlows•:: study. We conclude that PDOS recommended Sreflection, research and inquiry, policies contain no unfair sexual bias. 7. The manpower investment

  7. 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.…

  8. Work lives of professionals : Policies, professional associations, managers and clients

    NARCIS (Netherlands)

    L.G. Tummers (Lars); V.J.J.M. Bekkers (Victor); A.J. Steijn (Bram)

    2008-01-01

    textabstractAt the moment, there is an intense debate going on concerning professionals and professionalism in the public sector. Research shows that public professionals are experiencing increasing pressures as they have to take into account several output performance norms, and these often

  9. Definition of Professional Development

    Science.gov (United States)

    Learning Forward, 2015

    2015-01-01

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

  10. D3.4: Recommendations for common policy across the EU regarding professional development as an element of quality in ECEC and child wellbeing for all. Final report

    DEFF Research Database (Denmark)

    Jensen, Bente; Iannone, Rosa Lisa

    on European ECEC quality and child development (D3.1); 2) a meta-review of extant European studies that examine the impact of professional development on child outcomes, conducted as a meta-analysis (D3.2); and 3) results from a comprehensive review of innovative approaches to professional development in ECEC...... is constantly evolving, involving new challenges and new requirements, work content and expectations also change from year to year. In order for ECEC as a whole to be able to meet European objectives of strengthening child outcomes for all, enhanced and continued professional development (both pre......Executive summary This report’s discussion and recommendations build on Workpackage 3’s (WP3) work within CARE, including: 1) a review of the systems of professional development, pre-service and in-service across 10 European countries and the impact that structural and processual shifts have...

  11. 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…

  12. 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…

  13. Developing professionalism: dental students' perspective.

    Science.gov (United States)

    Ashar, Abid; Ahmad, Amina

    2014-12-01

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

  14. Policy Alienation: Analyzing the experiences of public professionals with new policies

    NARCIS (Netherlands)

    L.G. Tummers (Lars)

    2012-01-01

    textabstractCurrently, there is an intense debate on the pressures public professionals face in service delivery. Many professionals show increasing discontent toward policies they have to implement. In healthcare, psychologists, psychiatrists and psychotherapists demonstrated against plans of the

  15. Explaining willingness of public professionals to implement new policies: A policy alienation framework

    NARCIS (Netherlands)

    L.G. Tummers (Lars)

    2010-01-01

    textabstractNowadays, public professionals are often unwilling to implement new policies. We analyse this problem using an interdisciplinary approach, combining public administration and change management literature. From public administration, we use the policy alienation concept, consisting of

  16. Policy on professional support in return-to-work: Occupational health professionals' experiences in a Canadian setting.

    Science.gov (United States)

    Maiwald, Karin; Meershoek, Agnes; de Rijk, Angelique; Nijhuis, Frans J N

    2015-01-01

    In Canada and other countries, sickness-based absences among workers is an economic and sociological problem. Return-to-work (RTW) policy developed by both employer and worker' representatives (that is, bipartite policy) is preferred to tackle this problem. The intent was to examine how this bipartite agreed-upon RTW policy works from the perspective of occupational health professionals (those who deliver RTW services to workers with temporary or permanent disabilities) in a public healthcare organization in Canada. In-depth interviews were held with 9 occupational health professionals and transcribed verbatim. A qualitative, social constructivist, analysis was completed. The occupational health professionals experienced four main problems: 1) timing and content of physicians' medical advice cannot be trusted as a basis for RTW plans; 2) legal status of the plans and thus needing workers' consent and managers' approval can create tension, conflict and delays; 3) limited input and thus little fruitful inference in transdisciplinary meetings at the workplace; and yet 4) the professionals can be called to account for plans. Bipartite representation in developing RTW policy does not entirely delete bottlenecks in executing the policy. Occupational health professionals should be offered more influence and their professionalism needs to be enhanced.

  17. Professional mobile application development

    CERN Document Server

    McWherter, Jeff

    2012-01-01

    Create applications for all major smartphone platforms Creating applications for the myriad versions and varieties of mobile phone platforms on the market can be daunting to even the most seasoned developer. This authoritative guide is written in such as way that it takes your existing skills and experience and uses that background as a solid foundation for developing applications that cross over between platforms, thereby freeing you from having to learn a new platform from scratch each time. Concise explanations walk you through the tools and patterns for developing for all the mobile platfo

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

    Science.gov (United States)

    Osmond-Johnson, Pamela

    2017-01-01

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

  19. 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.

  20. Professional Sitecore Development

    CERN Document Server

    West, John

    2012-01-01

    The first book on the shelf to cover Sitecore development Sitecore is the leading provider of .NET CMS software and, as such, helps businesses increase revenue and decrease costs. This authoritative guide walks you through the process of creating a Sitecore web site. You'll discover how to handle the initial installation, take a look at the .Net development process, learn how to use the APIs, and finally deploy the site. Using a linear approach, this book guides you through the entire Sitecore process from start to finish. Introduces you to the process of creating a Sitecore web site so you ca

  1. Professional Tizen application development

    CERN Document Server

    Jaygarl, HoJun; Kim, YoonSoo; Choi, Eunyoung; Bradwick, Kevin; Lansdell

    2014-01-01

    Create powerful, marketable applications with Tizen for the smartphone and beyond  Tizen is the only platform designed for multiple device categories that is HTML5-centric and entirely open source. Written by experts in the field, this comprehensive guide includes chapters on both web and native application development, covering subjects such as location and social features, advanced UIs, animations, sensors and multimedia. This book is a comprehensive resource for learning how to develop Tizen web and native applications that are polished, bug-free and ready to sell on a range of smart dev

  2. Caring in Nursing Professional Development.

    Science.gov (United States)

    Martin, Mary Brigid

    2015-01-01

    Caring science has been identified and examined in the discipline of nursing for over 40 years. Within this period, the topic has been analyzed and studied resulting in theories, models, books, and articles published nationally and internationally. Although advancements have been made in caring knowledge development, opportunities to integrate caring science into all aspects of nursing abound, including the specialty of nursing professional development. The focus of this article is to present ways in which nursing professional development specialists may incorporate caring science into practice, using Ray's (2010) Transcultural Caring Dynamics in Nursing and Health Care model as an exceptional exemplar for understanding, awareness, and choice for nurses and patients.

  3. Repositioning Professionalism: Teachers, Mentors, Policy and Praxis

    Science.gov (United States)

    Ingleby, Ewan; Tummons, Jonathan

    2012-01-01

    This article reflects on the interplay between the recommended policy of providing mentors for PCET ITT (Post-Compulsory Education and Training Initial Teacher Training) students and the praxis or application of this policy. The findings are based on questionnaire data that has been gathered from 80 PCET ITT students and their mentors alongside…

  4. Population policies and development.

    Science.gov (United States)

    Stamper, B M

    1984-01-01

    This article critically examines 4 conceptual frameworks for Third World population policies: the family planning approach, beyond family planning measures, the development hypothesis and transition theory, and the distributive hypothesis and fertility. Although family planning is a basic human right and can lead to lower levels of population and improved maternal-child health, this approach alone does not always have a meaningful demographic impact. If high fertility is economically rational from the family viewpoint, the demand for family planning services will remain marginal. Other policies seek to go beyond the family planning approach and to directly influence the demand for reproductive control through provision of old age support, monetary incentives for reduced fertility or stringent and coercive measures. However, such policies can have adverse distributional effects and directly penalize the children of large families. The demographic transition theory lacks a measurable and specifiable causation mechanism, giving it little predictive value. It may be that economic growth increases fertility in the short run and reduces fertility only over the long run through indirect effects. The key issue is how the rate of growth is distributed across the population. The development and demographic transition hypothesis focuses mainly on aggregate economic and social measures rather than on their underlying distributions. The distributive hypothesis implies policies that promote a greater level of investment in human capital, with a wide distributional emphasis. Diffused investment in human capital is believed to indirectly influence the desire to control fertility. It is concluded that all 4 conceptual frameworks for analyzing fertility-related policies for the Third World are inadequate or seriously flawed. They are not pragmatic, do not identify or assign weights to the crucial causal variables, fail to specify thresholds or critical minimum levels, discount

  5. Explaining the willingness of public professionals to implement new policies: A policy alienation framework

    NARCIS (Netherlands)

    L.G. Tummers (Lars)

    2011-01-01

    textabstractNowadays, many public policies focus on economic values, such as efficiency and client choice. Public professionals often show resistance to implementing such policies. We analyse this problem using an interdisciplinary approach. From public administration, we draw on the policy

  6. Policy alienation: A comparative case study of public professionals implementing policy programs

    NARCIS (Netherlands)

    L.G. Tummers (Lars); V.J.J.M. Bekkers (Victor); A.J. Steijn (Bram)

    2008-01-01

    textabstractNowadays, many public professionals feel estranged from the policy programs they implement. This is worrisome, as for a successful implementation, some identification with the policy is required. In this article, we frame these identification problems in terms of policy alienation, based

  7. EXplaining The Willingness Of Public Professionals To Implement Public Policies: Content, Context, And Personality Characteristics

    NARCIS (Netherlands)

    L.G. Tummers (Lars); A.J. Steijn (Bram); V.J.J.M. Bekkers (Victor)

    2012-01-01

    textabstractThe willingness of public professionals to implement policy programmes is important for achieving policy performance. However, few scholars have developed and tested systematic frameworks to analyze this issue. In this study, we address this by building and testing an appropriate

  8. 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

  9. Professional Assistance in Implementing School Health Policies

    Science.gov (United States)

    Boot, Nicole; van Assema, Patricia; Hesdahl, Bert; de Vries, Nanne

    2010-01-01

    Purpose: The purpose of this study was to evaluate the role of a school health promotion (SHP) advisor in the implementation of the six steps of the Dutch "Schoolbeat" approach, aimed at establishing health promotion policies and activities in secondary schools. Design/methodology/approach: In total, 80 school board members, and 18…

  10. Professional role identity in shaping community nurses' reactions to nursing policy.

    Science.gov (United States)

    Elliott, Lawrie; Kennedy, Catriona; Raeside, Robert

    2015-05-01

    To establish the extent to which professional role identity shapes community nurses' reactions before the implementation of a policy that sought to introduce a generic role. Many countries seek to alter community nurse roles to address changes in population health and health workforce. We know little about the influences that might shape nurses' reaction to these policies before their implementation and our theoretical understanding is poorly developed at this point in the policy-making cycle. Self completed cross-sectional survey of 703 community nurses before the introduction of a generic Community Health Nurse role in Scotland. The minority (33%) supported the new role. The professional role identity of those who were supportive differed significantly from those who did not support the policy or were uncertain of it. It is possible that the new policy acted to increase the value of the professional role identity of those who were supportive and conversely devalued the professional role identity of those who were unsupportive or uncertain of it. Professional role identity should be considered by policy makers in any country seeking to introduce policies that aim to radically change the role of community nurses and that this is acknowledged at an early stage in the policy-making cycle. © 2013 The Authors. Journal of Nursing Management published by John Wiley & Sons Ltd.

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

    Directory of Open Access Journals (Sweden)

    Donald Freeman

    2016-10-01

    Full Text Available 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 is a multi-country series of national studies that examine public-sector English language teachers’ experiences of professional development. The studies document 1 the learning opportunities provided in the national context, 2 how teachers view participating in these opportunities, and 3 what they believe they take from them. Drawing on data from the first phase of the study (#1 above, this paper examines the provision of professional development to ELT teachers in the ‘independent’ (public school sector in Qatar between 2012 and 2015. Of the 150 events offered during this period, 50% concerned teaching methodology. The university/training center sector provided the bulk of professional development (79% of events. The professional development offerings presented teachers with a view of English language teaching as: highly focused on methodological expectations and skills; driven by a set of policy priorities around managing the learning environment, assessment, and standards; in which methodological knowledge and skills are seen as the currency of a teaching identity.

  12. 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.

  13. Professional development for science teachers.

    Science.gov (United States)

    Wilson, Suzanne M

    2013-04-19

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

  14. Education Policy Borrowing: Professional Standards for School Leaders in China

    Science.gov (United States)

    Wei, Wei

    2017-01-01

    Realizing there is a global policy convergence that emphasizes the standardized key qualities of and expectations for "successful" school leaders, this article provides an in-depth analysis on the initiation of the "Professional Standards for Compulsory Schools Principals" (Ministry of Education of the People's Republic of…

  15. Artists’ Autonomy and Professionalization in a New Cultural Policy Landscape

    Directory of Open Access Journals (Sweden)

    Marita Flisbäck

    2015-08-01

    Full Text Available Using literature on the professions, the article explores how a new political model for funding and steering may affect professional autonomy. Professional groups’ efforts to independently practice their profession during times of political change are elaborated. The professional group in questions is artists, the context is Sweden, and the new model is called the Collaborative Cultural Model. This model entails a shift in the funding and realization of cultural policy from the national to the regional level. From a situation in which civil servants with specific culture knowledge were involved, politicians, representatives of civil society, civil servants and artists are now to work together to create a regional culture plan. In the article, two different outcomes of the new model are discussed as possible. It can lead to de-professionalization process, particularly if the policy on keeping outside influences at “arm’s length” weakens. On the other hand, negotiations between different actors could result in artists’ knowledge becoming more prominent and receiving more recognition than previously. This, in turn, could promote professional artists’ status.Keywords: Cultural policy, public funding, autonomy, artistic (deprofessionalization, dominated and dominating 

  16. Developing Professionalism in Business School Undergraduates

    Science.gov (United States)

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

    2014-01-01

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

  17. Continuing Professional Development in the quantity surveying ...

    African Journals Online (AJOL)

    Continuing Professional Development in the quantity surveying profession: Quantity surveyors' perceptions. Juan Olwagen, Roy Cumberlege, Ian Moss. Abstract. This research study was conducted in order to investigate Continuing Professional Development (CPD) in the South African quantity surveying profession.

  18. Policy Development Fosters Collaborative Practice

    DEFF Research Database (Denmark)

    Meyer, Daniel M; Kaste, Linda M; Lituri, Kathy M

    2016-01-01

    This article provides an example of interprofessional collaboration for policy development regarding environmental global health vis-à-vis the Minamata Convention on Mercury. It presents an overview of mercury and mercury-related environmental health issues; public policy processes and stakeholde...... requiring dental engagement for interprofessional policy development include education, disaster response, HPV vaccination, pain management, research priorities, and antibiotic resistance.......This article provides an example of interprofessional collaboration for policy development regarding environmental global health vis-à-vis the Minamata Convention on Mercury. It presents an overview of mercury and mercury-related environmental health issues; public policy processes and stakeholders......; and specifics including organized dentistry's efforts to create global policy to restrict environmental contamination by mercury. Dentistry must participate in interprofessional collaborations and build on such experiences to be optimally placed for ongoing interprofessional policy development. Current areas...

  19. 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 &…

  20. 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…

  1. Combining apps targeting professionals and senior citizens to improve housing accessibility and influence housing provision policies

    DEFF Research Database (Denmark)

    Helle, Tina; Iwarsson, Susanne; Lunn, Tine Bieber

    2015-01-01

    Two separate apps that address the increasingly important issue of accessible housing for senior citizens have been developed in different project settings. One of the apps was developed to facilitate the process for professional raters to assess housing accessibility in the context of individual...... and influence housing provision policies....

  2. Establishing a lasting solution to collection development policy ...

    African Journals Online (AJOL)

    Providing the best blend of national audiovisual archiving resources representative of the national film and sound archival collection is a challenging professional obligation in drafting collection development policies for audiovisual archivists in developing countries. Being tasked to develop a collection policy means to ...

  3. Teacher Professional Development and Appraisal

    Directory of Open Access Journals (Sweden)

    Kushtarbek Kimshanov

    2016-06-01

    Full Text Available Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development.  Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015. Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2, 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

  4. Improving Teachers' Assessment Literacy through Professional Development

    Science.gov (United States)

    Koh, Kim H.

    2011-01-01

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

  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.

  6. Leadership and professional workforce development.

    Science.gov (United States)

    Buckley, Peter F; Madaan, Vishal

    2008-03-01

    On an average, 4% of medical students from medical schools in the United States choose psychiatry as an option. Although in recent years psychiatry residency match statistics have improved, in general terms it is less competitive to enter this specialty. Most psychiatrists practice as generalists, either in private practice or in the public mental health system. There are marked shortages in child psychiatry and in upcoming new subspecialties. There are ongoing efforts to enhance the core competency of psychiatrists-in-training, with particular emphasis on research literacy to foster lifelong learning skills and (for some) to stimulate interest in a research career track. This article chronicles the trajectory of workforce development and professional growth in psychiatry.

  7. Professional culture of Kazakhstan’s youth as the basis of national development

    OpenAIRE

    Tanabayeva, A.

    2015-01-01

    Culture Youth of Kazakhstan, namely professional competence and culture are one of the important tasks of youth policy. The article described what purpose has this policy and what the priorities for the development of a society and the state.

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

    Science.gov (United States)

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

    2012-10-01

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

  9. Aid, social policy, and development

    DEFF Research Database (Denmark)

    Addison, Tony; Niño-Zarazúa, Miguel; Tarp, Finn

    This paper discusses past and current social policy strategies in the international aid architecture. From the 1990s, aid strategy and policy shifted to put a stronger emphasis on human development. This accelerated with the Millennium Development Goals and will continue under the Sustainable...... Development Goals, which have even more ambitious targets. The paper also assesses some of the concerns associated with the ‘Paris-style’ aid modalities, and discusses major challenges for the future global development agenda....

  10. Applying Intersubjectivity for Professional Development

    Directory of Open Access Journals (Sweden)

    Uvaldina Montoya Janecek

    2016-03-01

    Full Text Available This is an intersubjective review of Loewen, G. V. (2012. Hermeneutic Pedagogy: Teaching and learning as dialogue and interpretation. Alcoa, TN, USA. Old Moon Academic Press. The four authors of the review used a reflective-reflexive, dialogic process to interpret and analyze Loewen’s text. Their review is presented in a dialogue format that resulted after analyzing a much longer set of narrative data.[1][1] Editorial Note: This is a very unusual review! There are four points of interest that make this review an interesting read. The first one concerns the subject of the review: the book on hermeneutics. The second point is the form of the review: it is dialogue between the authors presented in its development. The third point of interest is the personal nature of the contents: the authors masterly show how their work on the review of the book penetrates their lives thus showing the real life with its changes, happiness, sadness, struggles and tribulations. The last point of interest that makes this review worth to be read  is the pioneering character of the work behind this review. Glenda Moss used this review as a tool for professional development for the colleagues in her department. In my humble opinion, this review is the result of the very courageous, pioneering and inspirational work! (Mikhail Gradovski

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

    Science.gov (United States)

    Hipp, Kristine Kiefer; Huffman, Jane Bumpers

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

  12. 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…

  13. Local Social Media Policies Governing Teachers' Professionally Oriented Participation Online: A Content Analysis

    Science.gov (United States)

    Rodesiler, Luke

    2017-01-01

    In light of recent scholarship about teachers leveraging social media to support their continuing professional development, this article documents an investigation of school board policies governing teachers' use of social media. Focusing on 30 traditional public school systems within a 10-county region in the Midwestern United States, the author…

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

    Science.gov (United States)

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

    2015-01-01

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

  15. Advancing Work Practices Through Online Professional Development

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    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....

  16. Opening Pandora's Box: Texas Elementary Campus Administrators Use of Educational Policy and Highly Qualified Classroom Teachers Professional Development through Data-Informed Decisions for Science Education

    Science.gov (United States)

    Brown, Linda Lou

    2009-01-01

    Federal educational policy, "No Child Left Behind Act of 2001", focused attention on America's education with conspicuous results. One aspect, "highly qualified classroom teacher" and "principal" (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed…

  17. 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.

  18. Instructional Coaching as High-Quality Professional Development

    Science.gov (United States)

    Desimone, Laura M.; Pak, Katie

    2017-01-01

    In response to policy initiatives calling for the implementation of evidence-based classroom practice, instructional coaches are frequently utilized as providers of professional development (PD). Despite the demand for instructional coaches, there is little empirical evidence that coaching improves teacher practice. We address this limitation by…

  19. Presentatie: Professional development of university teachers

    OpenAIRE

    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.

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

    Science.gov (United States)

    Musikul, Kusalin

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

  1. 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.

  2. Educating for Professional Identity Development

    NARCIS (Netherlands)

    C.P. Tan (Chin Peil)

    2014-01-01

    markdownabstract__Abstract__ In preparing students for their role in their respective communities, vocational and professional education should provide for learning experiences that acculturate them to become the new and bona fide practitioners. In addition to acquiring pre-requisite knowledge

  3. 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,…

  4. Professional Development for Water Quality Control Personnel.

    Science.gov (United States)

    Shepard, Clinton Lewis

    This study investigated the availability of professional development opportunities for water quality control personnel in the midwest. The major objective of the study was to establish a listing of educational opportunities for the professional development of water quality control personnel and to compare these with the opportunities technicians…

  5. Professional Development: A Learning Centered Model.

    Science.gov (United States)

    Geller, William W.

    A professional development model is proposed that is based on learning outcomes derived from Bloom's Taxonomy of Intellectual Inquiry. Professional development is depicted as a sequence of learning components: (1) broadened knowledge and comprehension; (2) improved application of that knowledge; and (3) an analysis, synthesis, and evaluation of…

  6. 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…

  7. Professional Development: Perceptions of Benefits for Principals

    Science.gov (United States)

    Blaik Hourani, Rida; Stringer, Patricia

    2015-01-01

    Schools in Abu Dhabi are going through change and reform. Abu Dhabi Education Council (ADEC) has initiated professional development for principals to facilitate change and school improvement. This paper explores principals' perception on the benefits of professional development received in light of managing school change and reforms.…

  8. 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…

  9. 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…

  10. An Innovative Model for Professional Development

    Science.gov (United States)

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

    2016-01-01

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

  11. 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

  12. Aid, Social Policy, and Development

    DEFF Research Database (Denmark)

    Addison, Tony; Niño-Zarazúa, Miguel; Tarp, Finn

    2015-01-01

    Development Goals (MDGs) and will continue under the Sustainable Development Goals (SDGs), which have even more ambitious targets. The paper also assesses some of the concerns associated with the ‘Paris-style’ aid modalities, and discusses major challenges for the future global development agenda.......This paper discusses past and current social policy strategies in the international aid architecture as an introduction to the UNU-WIDER Special Issue. Beginning in the 1990s, aid strategy and policy shifted to put a stronger emphasis on human development. This accelerated with the Millennium...

  13. 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…

  14. Africa Development: Editorial Policies

    African Journals Online (AJOL)

    Marnia Lazreg, City University of New York, USA. Takyiwaa Manuh, IAS, University of Ghana. Jomo Kwame Sunderan, Assistant Secretary General, UNO, NY. Nouria Ramaoun, CRASC, Oran, Algérie. Lloyd Sachikonye, Institute of Development Studies, Zimbabwe. Fatou Sow, Université Cheikh Anta Diop, Dakar, Senegal.

  15. Going smoke-free: attitudes of mental health professionals to policy change.

    Science.gov (United States)

    Magor-Blatch, L E; Rugendyke, A R

    2016-06-01

    WHAT IS KNOWN ON THE SUBJECT?: While smoking rates within the general population in Australia are dropping, 32% of Australians with a mental illness smoke, increasing to 73% among those with severe or chronic mental illness. In Australia and elsewhere, smoking bans within mental health facilities have been implemented. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: We surveyed 98 mental health professionals in Australia to gather information on attitudes toward smoke-free policies in mental health/psychiatric units within Australia. While previous research has sought information on agreement or disagreement with smoking-bans, very little research has been conducted focusing on attitudes held by mental health professionals towards smoke-free policies. This study utilized a mixed-methods approach in which the qualitative data provides a rich source of information to assist in developing programmes or interventions to influence attitudes and therefore change behaviours of mental health professionals. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: This paper can be useful in providing a better understanding of the theories linking smoking and mental illness, and the common 'myths' which influence attitudes to smoking cessation in clinical populations. Results will influence the development of training and education resources for mental health practitioners, and particularly for nursing staff working within psychiatric facilities, in relation to smoking cessation. Importantly, this issue has implications in the areas of policy planning and development, education relating to smoking behaviour and smoking cessation programmes, together with holistic health care. Introduction Mental health units in Australia and internationally are increasingly implementing smoke-free policies. Due to the high prevalence of smoking among clinical populations, this has become an important research area. Purpose of study This study explored the attitudes of mental health professionals toward smoke

  16. DEVELOPING STATE POLICIES SUPPORTIVE OF BIOENERGY DEVELOPMENT

    Energy Technology Data Exchange (ETDEWEB)

    Kathryn Baskin

    2004-07-28

    Working within the context of the Southern States Biobased Alliance (SSBA) and with officials in each state, the Southern States Energy Board (SSEB) is identifying bioenergy-related policies and programs within each state to determine their impact on the development, deployment or use of bioenergy. In addition, SSEB will determine which policies have impacted industry's efforts to develop, deploy or use biobased technologies or products. As a result, SSEB will work with the Southern States Biobased Alliance to determine how policy changes might address any negative impacts or enhance positive impacts. In addition to analysis of domestic policies and programs, this project will include the development of a U.S.-Brazil Biodiesel Pilot Project. The purpose of this effort is to promote and facilitate the commercialization of biodiesel and bioenergy production and demand in Brazil.

  17. DEVELOPING STATE POLICIES SUPPORTIVE OF BIOENERGY DEVELOPMENT

    Energy Technology Data Exchange (ETDEWEB)

    Kathryn Baskin

    2005-01-31

    Working within the context of the Southern States Biobased Alliance (SSBA) and with officials in each state, the Southern States Energy Board (SSEB) is identifying bioenergy-related policies and programs within each state to determine their impact on the development, deployment or use of bioenergy. In addition, SSEB will determine which policies have impacted industry's efforts to develop, deploy or use biobased technologies or products. As a result, SSEB will work with the Southern States Biobased Alliance to determine how policy changes might address any negative impacts or enhance positive impacts. In addition to analysis of domestic policies and programs, this project will include the development of a U.S.-Brazil Biodiesel Pilot Project. The purpose of this effort is to promote and facilitate the commercialization of biodiesel and bioenergy production and demand in Brazil.

  18. DEVELOPING STATE POLICIES SUPPORTIVE OF BIOENERGY DEVELOPMENT

    Energy Technology Data Exchange (ETDEWEB)

    Kathryn Baskin

    2004-10-31

    Working within the context of the Southern States Biobased Alliance (SSBA) and with officials in each state, the Southern States Energy Board (SSEB) is identifying bioenergy-related policies and programs within each state to determine their impact on the development, deployment or use of bioenergy. In addition, SSEB will determine which policies have impacted industry's efforts to develop, deploy or use biobased technologies or products. As a result, SSEB will work with the Southern States Biobased Alliance to determine how policy changes might address any negative impacts or enhance positive impacts. In addition to analysis of domestic policies and programs, this project will include the development of a U.S.-Brazil Biodiesel Pilot Project. The purpose of this effort is to promote and facilitate the commercialization of biodiesel and bioenergy production and demand in Brazil.

  19. DEVELOPING STATE POLICIES SUPPORTIVE OF BIOENERGY DEVELOPMENT

    Energy Technology Data Exchange (ETDEWEB)

    Kathryn Baskin

    2005-04-30

    Working within the context of the Southern States Biobased Alliance (SSBA) and with officials in each state, the Southern States Energy Board (SSEB) is identifying bioenergy-related policies and programs within each state to determine their impact on the development, deployment or use of bioenergy. In addition, SSEB will determine which policies have impacted industry's efforts to develop, deploy or use biobased technologies or products. As a result, SSEB will work with the Southern States Biobased Alliance to determine how policy changes might address any negative impacts or enhance positive impacts. In addition to analysis of domestic policies and programs, this project will include the development of a U.S.-Brazil Biodiesel Pilot Project. The purpose of this effort is to promote and facilitate the commercialization of biodiesel and bioenergy production and demand in Brazil.

  20. Inquiry identity and science teacher professional development

    Science.gov (United States)

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

    2016-06-01

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

  1. Toward a Definition of Professional Development Schools.

    Science.gov (United States)

    Dolly, John P.; Oda, E. Aiko

    1997-01-01

    In attempting to define professional development schools (PDSs), this paper describes the origins of PDSs, which grew out of recognition by research universities that prospective teachers needed professional sites where they could be introduced to models of excellence in all facets of public education. The paper examines what good PDSs should…

  2. 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 ...

  3. 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…

  4. 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;…

  5. State policies for geothermal development

    Energy Technology Data Exchange (ETDEWEB)

    Sacarto, D.M.

    1976-01-01

    The most prominent geothermal resources in the USA occur in fifteen Gulf and Western states including Alaska and Hawaii. In each state, authority and guidelines have been established for administration of geothermal leasing and for regulation of development. Important matters addressed by these policies include resource definition, leasing provisions, development regulations, water appropriation, and environmental standards. Some other policies that need attention include taxation, securities regulations, and utility regulations. It is concluded that conditions needed for the geothermal industry to pursue large-scale development are consumer (utility) confidence in the resource; equitable tax treatment; prompt exploration of extensive land areas; long and secure tenure for productive properties; prompt facility siting and development; and competitive access to various consumers. With these conditions, the industry should be competitive with other energy sectors and win its share of investment capital. This publication reviews for the states various technical, economic, and institutional aspects of geothermal development. The report summarizes research results from numerous specialists and outlines present state and Federal policies. The report concludes generally that if public policies are made favorable to their development, geothermal resources offer an important energy resource that could supply all new electric capacity for the fifteen states for the next two decades. This energy--100,000 MW--could be generated at prices competitive with electricity from fossil and nuclear power plants. An extensive bibliography is included. (MCW)

  6. A Quantitative Professionalism Policy in a Community Pharmacy Introductory Pharmacy Practice Experience

    OpenAIRE

    Shtaynberg, Jane; Rivkin, Anastasia; Shah, Bupendra; Rush, Sharon

    2013-01-01

    Objective. To determine whether implementing a quantitative professionalism policy would lead to improved behaviors in an introductory pharmacy practice experience (IPPE) and to evaluate students’ attitudes about professionalism expectations in the IPPE.

  7. Illicit drug policy in Spain: the opinion of health and legal professionals.

    Science.gov (United States)

    Rossi, Paola; Blay, Ester; Costela, Víctor; Torrens, Marta

    2018-01-01

    The high frequency of criminal behaviour and related legal problems associated with substance addiction generates a field of interaction between legal and healthcare systems. This study was developed as a multicentre project to investigate the opinions of professionals from legal and healthcare systems about policies on illegal drugs and their implementation in practice. A multiple choice questionnaire designed ad hoc was administered to a sample of 230 professionals from legal and healthcare fields working in the cities of Barcelona, Granada and Bilbao. The questionnaire included sociodemographic and work-related data, and assessed interviewees' information about the response to drug-related crime and opinion on drug policy issues. This article presents the results from Spain. The main results showed that both groups of professionals value alternative measures to imprisonment (AMI) as useful tools to prevent offenses related to drug use and claim a broader application of AMI. They also evaluated positively the regulations on cannabis use in effect. Though the attitude of healthcare professionals towards the application of AMI is more permissive, both groups favour restricting these sanctions in cases of recidivism. Both groups show mild satisfaction with the current addiction healthcare system and express dissatisfaction with actual drug policies in Spain.

  8. 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.

  9. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

    User

    Pp. 161-177). Iyunade .... The statistics for 2008 is 1724. Teachers' Continuing Professional Development as Correlates of Sustainable UBE. .... implementation while instilling in them virtues of dedication, loyalty, commitment, discipline and ...

  10. Opinions on Continuing Professional Development | Kavinya ...

    African Journals Online (AJOL)

    Abstract. Is the development of professional competencies for medical personnel careers a necessary step in the improvement of quality medical services in the country? Malawi Medical Journal Vol. 20 (1) 2008 pp. 30-30 ...

  11. The Logic of Policy Development

    DEFF Research Database (Denmark)

    Nedergaard, Peter; Lynggaard, Kennet

    2009-01-01

    With the point of departure in the otherwise extensive knowledge on reform and routine within the Common Agricultural Policy (CAP) of the European Union (EU), this paper argues that: (1) in order to fully appreciate the insights provided we need to look into the complementary nature of ideational...... of policy development that may be used for other areas of study, which both draws on the insights into bargaining processes as offered by rational choice institutional theory and the insight into arguing processes as offered by constructivist approaches....

  12. 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.

  13. 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.

  14. Policy alienation of public professionals : Application in a New Public Management context

    NARCIS (Netherlands)

    L.G. Tummers (Lars); V.J.J.M. Bekkers (Victor); A.J. Steijn (Bram)

    2009-01-01

    textabstractAbstract Today, many public professionals feel estranged from the policy programmes they implement; that is, they experience ‘policy alienation’. This is of concern as, for satisfactory implementation, some identification with the policy is required. We conceptualise policy alienation

  15. African Indigenous Knowledge and Development Policy ...

    African Journals Online (AJOL)

    Healthy and genuine development policies in Africa must be founded upon the principles and patterns of African civilisation. The greatest cause of distortion in African development policies is the fact that policy makers have crafted development policies for Africa out of the principles and patterns of Western civilisation.

  16. Rethinking macroeconomic policies for development

    Directory of Open Access Journals (Sweden)

    Deepak Nayyar

    2011-09-01

    Full Text Available The global economic crisis has created an opportunity to rethink macroeconomics for development. Such rethinking is both necessary and desirable. It is essential to redefine macroeconomic objectives so that the emphasis is on fostering employment creation and supporting economic growth instead of the focus on price stability alone. It is just as important to rethink macroeconomic policies which cannot simply be used for the management of inflation and the elimination of macroeconomic imbalances, since fiscal and monetary policies are powerful and versatile instruments in the pursuit of development objectives. In doing so, it is essential to the overcome the constraints embedded in orthodox economic thinking and recognize the constraints implicit in the politics of ideology and interests.

  17. Consensus development for healthcare professionals

    Science.gov (United States)

    Kea, Bory; Sun, Benjamin C.

    2015-01-01

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

  18. Peer, professional, and public: an analysis of the drugs policy advocacy community in Europe.

    Science.gov (United States)

    O'Gorman, Aileen; Quigley, Eoghan; Zobel, Frank; Moore, Kerri

    2014-09-01

    In recent decades a range of advocacy organisations have emerged on the drugs policy landscape seeking to shape the development of policy at national and international levels. This development has been facilitated by the expansion of 'democratic spaces' for civil society participation in governance fora at national and supranational level. However, little is known about these policy actors - their aims, scope, organisational structure, or the purpose of their engagement. Drug policy advocacy organisations were defined as organisations with a clearly stated aim to influence policy and which were based in Europe. Data on these organisations was collected through a systematic tri-lingual (English, French and Spanish) Internet search, supplemented by information provided by national agencies in the 28 EU member states, Norway and Turkey. In order to differentiate between the diverse range of activities, strategies and standpoints of these groups, information from the websites was used to categorise the organisations by their scope of operation, advocacy tools and policy constituencies; and by three key typologies - the type of advocacy they engaged in, their organisational type, and their advocacy objectives and orientation. The study identified over two hundred EU-based advocacy organisations (N=218) which included civil society associations, NGOs, and large-scale alliances and coalitions, operating at local, national and European levels. Three forms of advocacy emerged from the data analysis - peer, professional and public policy. These groups focused their campaigns on practice development (harm reduction or abstinence) and legislative reform (reducing or strengthening drug controls). The findings from this study provide a nuanced profile of civil society advocacy as a policy community in the drugs field; their legitimacy to represent cases, causes, social values and ideals; and their focus on both insider and outsider strategies to achieve their goals. The level of

  19. Professional Flash Lite Mobile Development

    CERN Document Server

    Anderson, J G

    2010-01-01

    Discover how to create Flash Lite mobile apps from the ground up. Adobe Flash is an ideal choice for developing rich interactive content for "Flash-enabled" mobile devices; and with this book, you'll learn how to create unique applications with Flash Lite. Through a series of code samples and extensive example applications, you'll explore the core concepts, key features, and best practices of the Flash Lite player. Coverage reveals various ways to develop Flash mobile content, create applications with a cross-platform programming framework based on the Model, View and Controller conc

  20. Soccer Skill Development in Professionals

    NARCIS (Netherlands)

    Huijgen, B. C. H.; Elferink-Gemser, M. T.; Post, W. J.; Visscher, C.

    The purpose of this study was to investigate the relationship between the development of the technical skill dribbling during ages 14-18 and adulthood playing level. The results gained insight in the required level of the technical skill dribbling during adolescence to be capable of becoming a

  1. Explaining willingness of public professionals to implement public policies: Content, context and personality characteristics

    NARCIS (Netherlands)

    A.J. Steijn (Bram); L.G. Tummers (Lars); V.J.J.M. Bekkers (Victor)

    2009-01-01

    textabstractCurrently, there is an intense debate on pressures facing public professionals. This debate often focuses on the (un)willingness of professionals - such as teachers and physicians - to implement new policies. In explaining this willingness, scholars often looked at the policy content,

  2. Unpeeling the Onion: Language Planning and Policy and the ELT Professional.

    Science.gov (United States)

    Ricento, Thomas K.; Hornberger, Nancy H.

    1996-01-01

    Examines the processes involved in language planning and policy and the role of English language teaching professionals in deciding and promoting language policies as well as how these professionals affect changes in their local contexts. Conclusions indicate that linguistic self-determinism is viable and desirable because it promotes social…

  3. Collection Development Policies in Community College Libraries.

    Science.gov (United States)

    Mesling, Chris Fowler

    2003-01-01

    Emphasizes the need for collection development policy in community college academic libraries. Highlights areas of resource sharing, community analysis, and collection assessment. Also provides an overview of how to create a collection for development policy, and recommends books on writing such policy. Includes model policy statements. (NB)

  4. Book Clubs as Professional Development Opportunities for Preservice Teacher Candidates and Practicing Teachers: An Exploratory Study

    Science.gov (United States)

    Burbank, Mary D.; Kauchak, Don; Bates, Alisa J.

    2010-01-01

    The issue of professional development is receiving increased attention, as educators and policy makers are realizing the centrality of teachers to school reform and improvement. This paper describes research on book clubs as a mechanism for professional development and discusses how different study group configurations (i.e., preservice teacher…

  5. Aligning Evaluation Results and Professional Development: Driving Systemic Human Capital Management Reform

    Science.gov (United States)

    Behrstock-Sherratt, Ellen; Jacques, Catherine

    2012-01-01

    This brief provides district and other educational leaders with research-based information on aligning professional development policies with teacher evaluations to drive more comprehensive human capital management. First, this brief describes an aligned evaluation and professional development system. Next, it discusses existing models and…

  6. 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…

  7. Professional Development for Rural School Assistant Principals

    Science.gov (United States)

    Enomoto, Ernestine K.

    2012-01-01

    Given rural school administrators' challenges and the need to support their leadership development, this qualitative study describes how one rural school district delivered professional development through a university-school partnership to prepare its assistant principals for their work. Methods: Eight assistant principals from nine schools…

  8. Dietitians' perceptions of the continuing professional development ...

    African Journals Online (AJOL)

    Evaluation concepts guided the development of a conceptual framework and the design of provisional questionnaire items. Following revision of the ..... Pistorius G J. Report: Medical and Dental Professions Board – Continuing professional development. 2003. 25. Bulletin. CPD Pilot Project starts with medical technologists, ...

  9. Reflexive Professionalism: Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy

    Science.gov (United States)

    Bourke, Theresa; Ryan, Mary Elizabeth; Lidstone, John

    2013-01-01

    The nature and value of "professionalism" has long been contested by both producers and consumers of policy. Most recently, governments have rewritten and redefined professionalism as compliance with externally imposed "standards." This has been achieved by silencing the voices of those who inhabit the professional field of…

  10. 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…

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

    Science.gov (United States)

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

    2002-01-01

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

  12. Professional career development for male nurses.

    Science.gov (United States)

    Yang, Cheng-I; Gau, Meei-Ling; Shiau, Shu-Jen; Hu, Wei-Herng; Shih, Fu-Jin

    2004-12-01

    The aim of this paper is to report a study to: (a) explore Taiwanese male nurses' motivations for becoming a nurse; (b) reveal their professional developmental process in nursing; (c) understand the difficulties hindering their professional development from both professional and gender aspects; and (d) identify the strategies they use to cope with these difficulties. Hindered by historical, cultural, economic and warfare factors, the proportion of male nurses in Taiwan remains low. Taiwanese male nurses' career development process has not been well investigated yet. A descriptive qualitative research design was used, with a convenience sample of 15 male nurses (mean age 30.8 years) with a Bachelor's degree in Nursing Science. Data were collected by semi-structured interviews and analysed by content analysis. Taiwanese male nurses' entrance into the nursing profession involved three phases: pre-study, study and employment. The difficulties encountered during career development were related to the gender expectations of patients and the general public. The nurses received support more from superiors than from colleagues. The strategies they used included (a) improving their professional knowledge and skills to obtain higher levels of satisfaction and better opportunities for promotion; (b) thinking aggressively about job promotion; (c) choosing specialist departments as appropriate environments for graduate study and personal growth; and (d) changing their professional track for personal growth. Based on the nature of nursing work and clinical experiences, Taiwanese male nurses believed that nursing was a profession suitable for both men and women. Their preparation for career development started at the pre-study phase. The major strategies they used were related to a strong desire for personal growth and professional promotion. Finally, a conceptual framework was developed to depict this complex phenomenon.

  13. Stimulating professional development and teaching strategies of honors teachers

    NARCIS (Netherlands)

    Liliane Eggens; Drs. Elles Kazemier; Inge Wijkamp

    2013-01-01

    Professional development of teachers in honors programs. Presentation, Honors Conference: Learning to innovate – Evoking professional excellence in higher education, Hogeschool van Rotterdam. Rotterdam, 5 oktober 2013 Focus: Development of honors teaching strategies Research: Professional

  14. Working with soils: soil science continuing professional development

    Science.gov (United States)

    Hannam, Jacqueline; Thompson, Dick

    2017-04-01

    The British Society of Soil Science launched the Working with Soils professional competency programme in 2011. This was in response to concerns from practitioners and professionals of a significant skills gap in various sectors that require soil science skills. The programme includes one and two day courses that cover the qualifications, knowledge and skills required of a professional scientist or engineer conducting a range of contract work. All courses qualify for continuing professional development points with various professional practice schemes. Three courses cover the foundations of soil science namely; describing a soil profile, soil classification and understanding soil variability in the field and landscape. Other tailored courses relate to specific skills required from consultants particularly in the planning process where land is assessed for agricultural quality (agricultural land classification). New courses this year include soil handling and restoration that provides practitioners with knowledge of the appropriate management of large volumes of soil that are disturbed during development projects. The courses have so far successfully trained over 100 delegates ranging from PhD students, environmental consultants and government policy advisors.

  15. Developing Professional Ethics for Social Educators and Early Childhood Educators in Denmark

    DEFF Research Database (Denmark)

    Ribers, Bjørn

    2016-01-01

    Over the last two decades, Danish labour unions have been working continuously on developing professional ethical codes and guidelines for social educators and early childhood and youth educators in Denmark. The majority of empirical research projects studying ethical dimensions of social work...... empirical research results on ethical issues in the professional practice and in the education of welfare professionals. The paper discusses the current state of professional ethics in childhood and youth work and debates the constellation between educational policies, the political process of developing...... professional ethical codes and the continuing changes in the organisation of the Danish welfare state, which vehemently influence the welfare professions....

  16. Commodities and Switzerland: Development Policy Challenges and Policy Options

    Directory of Open Access Journals (Sweden)

    Werner Thut

    2013-09-01

    Full Text Available EDITOR’S NOTEThis paper, written in December 2012, is a contribution to the ‘Policy Debate’ section of the International Development Policy. In this section, academics, policy makers and practitioners engage in a dialogue on global development challenges. Papers are copy-edited but not peer-reviewed. Instead, an initial thematic contribution is followed by critical comments and reactions from different stakeholders. This paper by Werner Thut is followed by reactions and analysis from a non-profit policy institute (Alexandra Gillies, Revenue Watch Institute, New York, ‘Crafting a Strategic Response to the Commodity-Development Conundrum’, a Southern scholar (Prof. Humberto Campodonico, Universidad Nacional Mayor de San Marcos, Lima ‘Going Beyond Transparency and Good Governance’ | ‘Más allá de la transparencia y una buena gobernanza’ and a representative of the trading sector (Stéphane Graber, Secretary General of Geneva Trading & Shipping Association – ‘Reassessing the Merchants’ Role in a Globalized Economy’.PAPER’S ABSTRACTSwitzerland is one of the world’s largest commodity trading hub. The author, senior policy adviser at the Swiss Agency for Development and Cooperation (SDC, reviews experiences and policy options related to commodity trading from a development policy perspective. While this sector has become of strategic importance to Switzerland’s economy, it also entails a number of risks. On the other hand, Swiss development cooperation efforts focus on several resource-rich countries, whose mineral and agricultural commodities are traded via Switzerland. How can Switzerland assist these countries to reap the benefits of their natural resource wealth? This paper looks at development policy aspects of commodity trading in relation to Swiss foreign and domestic policy. It examines ongoing policy debates in Switzerland and discusses development policy options.

  17. Development of Teaching Objectives in Professional Ethics

    Science.gov (United States)

    Klimes, Rudolf E.

    1978-01-01

    Described is the process involved in the development of teaching objectives for a university graduate course in professional ethics, limited to the human service professions of education, business administration, social work, and the ministry. A model of the five-step process is presented, and a bibliography is provided. (JMD)

  18. 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…

  19. 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…

  20. Professional Development in Environmental and Sustainability ...

    African Journals Online (AJOL)

    PROFESSIONAL DEVELOPMENT IN ENVIRONMENTAL AND SUSTAINABILITY EDUCATION. 75. Lack of content and pedagogical knowledge. Regardless of their teaching experience, which ranged from one year to 25 years, each participant indicated in their reflective journals that they felt lacking in the pedagogical.

  1. Teachers' Beliefs and Continuing Professional Development

    Science.gov (United States)

    de Vries, Siebrich; van de Grift, Wim J. C. M.; Jansen, Ellen P. W. A.

    2013-01-01

    Purpose: Teachers' continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers' beliefs about learning and teaching influence their instructional decisions, this study…

  2. Quality Professional Development for Secondary Science Teachers

    Science.gov (United States)

    Mchazlett, Dwight Henry, Jr.

    2015-01-01

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

  3. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

    User

    Abstract. The study examined the correlates of teachers' continuing professional development on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study.

  4. Learning Strategies at Work and Professional Development

    Science.gov (United States)

    Haemer, Hannah Deborah; Borges-Andrade, Jairo Eduardo; Cassiano, Simone Kelli

    2017-01-01

    Purpose: This paper aims to investigate the prediction of current and evolutionary perceptions of professional development through five learning strategies at work and through training and how individual and job characteristics predict those strategies. Design/methodology/approach: Variables were measured in a cross-sectional survey, with 962…

  5. 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

  6. The value of continuous professional development: Teachers ...

    African Journals Online (AJOL)

    The central argument is that in the presentation of workshops for teachers, presenters should focus on the principles underlying continuous professional development (CPD), since teachers are likely to be more willing to attend workshops if they are worth the time spent and the sacrifices made. In a workshop, on supporting ...

  7. 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…

  8. Teachers' professional development: Awareness of literacy practices ...

    African Journals Online (AJOL)

    This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of literacy practices and ...

  9. Measuring Characteristics of Teacher Professional Development

    Science.gov (United States)

    Soine, Karen M.; Lumpe, Andrew

    2014-01-01

    The primary purpose of the study was to create and psychometrically test an instrument which measured teachers' perceptions of characteristics of professional development. The sample consisted of elementary teachers from five school districts in Washington State participating in a district improvement initiative. Results of exploratory factor…

  10. Development of Professional Identity in SMEs.

    Science.gov (United States)

    Puurula, Arja; Lofstrom, Erika

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

  11. 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

  12. Collaborative Planning for Urban Professional Development Schools.

    Science.gov (United States)

    Pasch, Suzanne H.; Pugach, Marleen C.

    1990-01-01

    Describes events leading to the establishment of four urban professional development schools (PDS) by the University of Wisconsin-Milwaukee and the Milwaukee Public Schools. School sites, university/school district interaction, preservice student activities, and schoolwide change projects are described. Results of a survey of site teachers on PDS…

  13. programme to the professional development of teachers

    African Journals Online (AJOL)

    skills and values required to take action for the environment. .... teachers themselves) that professional development that occurs outside the classroom .... Methodology. The research was focused within the interpretive paradigm and followed a qualitative research approach. This article reports on the findings of focus group ...

  14. Professional Skills Acquisition and Human Capital Development ...

    African Journals Online (AJOL)

    This study delved into University of Port Harcourt (UPH) and Rivers State University of Science and Technology (RSUST) lecturers' approaches to professional development. Lecturers in the faculties of education in the universities constituted the target population from which a random sample of 120 respondents was ...

  15. Instructional Architect Teacher Professional Development Handouts

    OpenAIRE

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

    2009-01-01

    Three handouts for the teacher professional development workshops on the Instructional Architect (IA). Starting spring 2009 the face-to-face workshop was changed to be three different days of learning about how to use the IA, inquiry based and problem based learning, evaluation of IA projects with a rubric, and creating IA projects.

  16. 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…

  17. Preservice Teachers' Microblogging: Professional Development via Twitter

    Science.gov (United States)

    Carpenter, Jeffrey

    2015-01-01

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

  18. 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…

  19. 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

  20. Teachers' Cognitions Regarding Continuing Professional Development

    Science.gov (United States)

    Wyatt, Mark; Oncevska Ager, Elena

    2017-01-01

    It is increasingly recognized that opportunities for continuing professional development (CPD) are needed to support teaching as lifelong learning, and that if these incorporate a nurturing bottom-up approach, this is more likely to lead to teacher empowerment. However, top-down approaches, including formal courses and workshops on predetermined…

  1. Identifying and Applying for Professional Development Funding.

    Science.gov (United States)

    Hyden, Christel; Escoffery, Cam; Kenzig, Melissa

    2015-07-01

    Participation in ongoing professional development can be critical for maintaining up-to-date knowledge in your field, as well as preparing for promotions and job changes. Career development activities may include formal classroom education, web-based courses, on-the-job training, workshops and seminars, professional conferences, and self-study programs. Developing a career development plan, cultivating a team to support your goals, and actively pursuing continuing education and skill-building opportunities are important across all career stages. However, the financial cost of these opportunities can often place them beyond reach. In this commentary, we summarize several potential sources for career development funding as well as best practices for completing the application process. © 2015 Society for Public Health Education.

  2. 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.

  3. A Systematic Review (SR) of the Effective Continuing Professional Development (CPD) Training of Welfare Professionals

    DEFF Research Database (Denmark)

    Torgerson, Carole; Nielsen, Chantal Pohl; Gascoine, Louise

    2017-01-01

    The quality of the professional development of education and welfare professionals working with children and young people (for example, pre-school teachers or ‘pedagogues’, school teachers, teaching assistants, social workers, psychologists, police officers etc.) is of key importance to policy...... as demonstrated by pre-tests in the outcomes of interest but excluding studies using an instrumental variable approach), including studies using regression discontinuity design. We will search substantively for studies in the fields of education, social welfare and crime and justice....... makers and practitioners in these fields. The general wellbeing of a country’s citizens and the provision of better opportunities in terms of educational and social welfare outcomes (for example, participation in higher education and reduction of anti-social behaviour) have been linked to the quality...

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

    Science.gov (United States)

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

    2011-01-01

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

  5. Exploring women primary teachers’ understandings of professional learning : putting together past experiences, present demands and policy influences

    OpenAIRE

    Rae, Ann Jacqueline

    2012-01-01

    Internationally the contribution that teachers’ learning can make in bringing about change in education, by improving outcomes for young people, is a topic of ongoing interest. Influenced by discourses of professionalism, in Scotland education policy has developed over time to support and structure teacher learning throughout the teaching career. However, the lived experience of being a teacher is a socially constructed act located in multiple realities. Policy in action may, o...

  6. 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…

  7. Conceptualizing and Evaluating Professional Development for School Leaders

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    Williams, Randi

    have implications for educators, policy makers, and developers of professional development. Future research is needed to add to the small body of literature about STEM professional development, specifically research to fully understand the structure of STEM professional development and how this differs for other areas of learning.

  9. Mentor teachers' perceptions of their own professional development within a secondary science professional development school

    Science.gov (United States)

    Kreamer, Sherry Maureen

    Mentor teachers' perceptions of their professional development within a secondary science professional development school were studied using grounded theory within a postmodern lens. The driving questions which framed this study were: How do mentor teachers' perceive their own professional development in the context of an emerging secondary science Professional Development School? How is mentor professional development supported or inhibited in this secondary science PDS? How do mentor teachers' perceive teaching science through inquiry in the context of this secondary science Professional Development School? In what ways do mentor teachers view themselves as participants in a community of learners within the PDS context? Seven secondary science mentor teachers were purposefully selected as participants based on their commitment to mentor a pre-service science education intern for one school year. The primary sources of data were two semi-structured interviews, one taken early in the school year, and the other taken near or at the end of the school year. Other sources of data were participant mentor journal entries, focus group notes, written mentor responses to an inquiry prompt and professional development prompt, and the Secondary Science Professional Development Handbook which the participant/focus group generated. These additional data sources were used to help reach consensus as well as add richness to the study. Data were analyzed initially using the grounded theory qualitative software ATLASti (1997), to discover codes and patterns of connectivity. Results of initial analysis were compared with subsequent data analysis, and member check for clarification and consensus. Mentors in this study identified six dimensions which influenced their professional development. Five of these enhanced their practice. These were: benefits, roles, goals, preparation, and support. Participants also identified barriers which inhibited their professional growth. The most

  10. Professional development of international classroom lecturers

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    With a rapidly growing number of students learning and lecturers teaching through a language other than their own first language, there is equally a growing need to consider how lecturers are trained to teach in the international classroom where students have a range of different linguistic...... they provide professional development programmes for the teachers of their international study programmes. Only a small part of them did, and the majority of the programmes were optional. At the same time many lecturers are uncertain as to how they could or should deal with the challenges of the multilingual...... and weaknesses) and discuss their applicability in a wider context. Key words: Professional development; International classroom; English Medium Instruction, Opportunities and challenges Simon, Eszter & Gabriela Pleschová (eds).2013. Teacher Development in Higher Education. Existing Programs, Program Impact...

  11. A health app developer's guide to law and policy: a multi-sector policy analysis.

    Science.gov (United States)

    Parker, Lisa; Karliychuk, Tanya; Gillies, Donna; Mintzes, Barbara; Raven, Melissa; Grundy, Quinn

    2017-10-02

    Apps targeted at health and wellbeing sit in a rapidly growing industry associated with widespread optimism about their potential to deliver accessible and cost-effective healthcare. App developers might not be aware of all the regulatory requirements and best practice principles are emergent. Health apps are regulated in order to minimise their potential for harm due to, for example, loss of personal health privacy, financial costs, and health harms from delayed or unnecessary diagnosis, monitoring and treatment. We aimed to produce a comprehensive guide to assist app developers in producing health apps that are legally compliant and in keeping with high professional standards of user protection. We conducted a case study analysis of the Australian and related international policy environment for mental health apps to identify relevant sectors, policy actors, and policy solutions. We identified 29 policies produced by governments and non-government organisations that provide oversight of health apps. In consultation with stakeholders, we developed an interactive tool targeted at app developers, summarising key features of the policy environment and highlighting legislative, industry and professional standards around seven relevant domains: privacy, security, content, promotion and advertising, consumer finances, medical device efficacy and safety, and professional ethics. We annotated this developer guidance tool with information about: the relevance of each domain; existing legislative and non-legislative guidance; critiques of existing policy; recommendations for developers; and suggestions for other key stakeholders. We anticipate that mental health apps developed in accordance with this tool will be more likely to conform to regulatory requirements, protect consumer privacy, protect consumer finances, and deliver health benefit; and less likely to attract regulatory penalties, offend consumers and communities, mislead consumers, or deliver health harms. We

  12. Environmental Education Policy Development in Zimbabwe: An ...

    African Journals Online (AJOL)

    National environmental education policy is essential for guiding and coordinating environmental education activities within a country. The Zimbabwean Environmental Education Policy development process took place between 2000 and 2001.This paper looks at stages in the policy development process, the factors that ...

  13. 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.

  14. 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)…

  15. Desired professional development pathways for clinical pharmacists.

    Science.gov (United States)

    Shord, Stacy S; Schwinghammer, Terry L; Badowski, Melissa; Banderas, Julie; Burton, Michael E; Chapleau, Christopher A; Gallagher, Jason C; Matsuura, Gregory; Parli, Sara E; Yunker, Nancy

    2013-04-01

    The 2012 American College of Clinical Pharmacy (ACCP) Certification Affairs Committee was charged with developing guidelines for the desired professional development pathways for clinical pharmacists. This document summarizes recommendations for postgraduate education and training for graduates of U.S. schools and colleges of pharmacy and describes the preferred pathways for achieving, demonstrating, and maintaining competence as clinical pharmacists. After initial licensure within the state or jurisdiction in which the pharmacist intends to practice, completion of an accredited PGY1 pharmacy residency is recommended to further develop the knowledge and skills needed to optimize medication therapy outcomes. An accredited PGY2 pharmacy residency should be completed if a pharmacist wishes to seek employment in a specific therapeutic area or practice setting, if such a residency exists. Clinical pharmacists intending to conduct advanced research that is competitive for federal funding are encouraged to complete a fellowship or graduate education. Initial certification by the Board of Pharmacy Specialties (BPS) or other appropriate sponsoring organizations should be completed in the desired primary therapeutic area or practice setting within 2 years after accepting a position within the desired specific therapeutic area or practice setting. Clinical pharmacists subsequently will need to meet the requirements to maintain pharmacist licensure and board certification. Traineeships, practice-based activities, and certificate programs can be used to obtain additional knowledge and skills that support professional growth. Pharmacists are strongly encouraged to adopt a lifelong, systematic process for professional development and work with ACCP and other professional organizations to facilitate the development and implementation of innovative strategies to assess core practice competencies. © 2013 Pharmacotherapy Publications, Inc.

  16. 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...... 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...... the effectiveness of the intervention, a mixed methods design has been employed. This included a series of questionnaires, observations and interviews that were used to capture teacher reflections and new enactments, teacher collaboration and student learning. Findings reveal a positive correlation between...

  17. 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.

  18. Continuing professional development for educational psychologists

    OpenAIRE

    2015-01-01

    M.Ed. The aim of this study was to describe the most prominent needs for Continuing Professional Development (CPD) amongst Educational Psychologists in South Africa, in order to provide guidelines for further provision of CPD activities. This was done by implementing a questionnaire in a cross-sectional survey. The questionnaire was mailed to an initial sample of 1000 (out of 1100) registered Educational Psychologists, whose details were obtained from the Health Professions Council of Sout...

  19. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challenges that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of Design Based Research, likewise the teachers’ classroom interventions....

  20. Teacher Professional Development: International Perspectives and Approaches

    OpenAIRE

    Alfredo Bautista; Rosario Ortega-Ruíz

    2015-01-01

    Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect o...

  1. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions....

  2. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challenges that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest that th...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of Design Based Research, likewise the teachers’ classroom interventions....

  3. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest that t...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions....

  4. 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.

  5. Take Charge of Your Personal and Professional Development

    Science.gov (United States)

    Goble, Carla B.; Horm, Diane M.

    2010-01-01

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

  6. 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…

  7. 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

  8. Assessing the professional development needs of experienced nurse executive leaders.

    Science.gov (United States)

    Leach, Linda Searle; McFarland, Patricia

    2014-01-01

    The objective of this study was to identify the professional development topics that senior nurse leaders believe are important to their advancement and success. Senior/experienced nurse leaders at the executive level are able to influence the work environment of nurses and institutional and health policy. Their development needs are likely to reflect this and other contemporary healthcare issues and may be different from middle and frontline managers. A systematic way of assessing professional development needs for these nurse leaders is needed. A descriptive study using an online survey was distributed to a convenience sample of nurse leaders who were members of the Association of California Nurse Leaders (ACNL) or have participated in an ACNL program. Visionary leadership, leading complexity, and effective teams were the highest ranked leadership topics. Leading change, advancing health: The future of nursing, healthy work environments, and healthcare reform were also highly ranked topics. Executive-level nurse leaders are important to nurse retention, effective work environments, and leading change. Regular assessment and attention to the distinct professional development needs of executive-level nurse leaders are a valuable human capital investment.

  9. Developing an Alternative Sabbatical Leave Policy.

    Science.gov (United States)

    Holleman, John J.

    A study was conducted at Vista College to compare the sabbatical leave policy of the Peralta Community College District with those of other districts and to develop alternative policies that would permit a greater number of faculty to obtain sabbatical leaves. Policy statements were received from nine of the twelve districts surveyed, and…

  10. Theories in Social Policy and Development Studies

    DEFF Research Database (Denmark)

    Schmidt, Johannes Dragsbæk

    Theories in Social Policy and Development Studies Presentation for the PhD Seminar - Theories, Concepts and Methods in Development Studies and Sociology......Theories in Social Policy and Development Studies Presentation for the PhD Seminar - Theories, Concepts and Methods in Development Studies and Sociology...

  11. 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

  12. Professional WordPress design and development

    CERN Document Server

    Williams, Brad; Stern, Hal

    2014-01-01

    The highest rated WordPress development and design book on the market is back with an all new third edition. Professional WordPress is the only WordPress book targeted to developers, with advanced content that exploits the full functionality of the most popular CMS in the world. Fully updated to align with WordPress 4.1, this edition has updated examples with all new screenshots, and full exploration of additional tasks made possible by the latest tools and features. You will gain insight into real projects that currently use WordPress as an application framework, as well as the basic usage a

  13. The Development of Professional Learning Community in Primary Schools

    Science.gov (United States)

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

    2015-01-01

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

  14. Professional development workshops for physics education research

    Science.gov (United States)

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

    2017-01-01

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

  15. TRAINING AND PROFESSIONAL DEVELOPMENT WITHIN CCI MARAMUREŞ

    Directory of Open Access Journals (Sweden)

    Vasile Berlingher

    2012-01-01

    Full Text Available Professional training is a complex process whose main elements are forming and perfecting the employees. In practice these two notions are interwoven and difficult to delimit.Nowadays training occurs as a lifelong process. And training is only part of the complete formation an individual can benefit from during his lifetime. We can also mention the self-formation an individual can ensure through continual auto-instruction, through documentation, through the own professional experience, through parallel education (mass-media, contact with the social environmentLife can no longer be divided into two periods: the first in which you learn and the second in which you strive to use and apply what you have learned. Human existence represents a single period during which, at every moment, one learns what is most useful, according to the real necessities of the situations one finds itself in, and taking into account the already acquired knowledge and the knowledge foreseen to be necessary.Professional training of employees is the responsibility of the organisation and of the employees alike. This process is a strong yet delicate instrument of enterprise development.This is why this process has to be desired by both the organisation and the employee in order to be useful to both parties.

  16. Tobacco and alcohol sales in community pharmacies: policy statements from U.S. professional pharmacy associations.

    Science.gov (United States)

    Corelli, Robin L; Chai, Tiffany; Karic, Alda; Fairman, Melinda; Baez, Karina; Hudmon, Karen Suchanek

    2014-01-01

    To characterize the extent to which state and national professional pharmacy associations have implemented formal policies addressing the sale of tobacco and alcohol products in community pharmacies. To determine existence of tobacco and alcohol policies, national professional pharmacy associations (n = 10) and state-level pharmacy associations (n = 86) affiliated with the American Pharmacists Association (APhA) and/or the American Society of Health-System Pharmacists (ASHP) were contacted via telephone and/or e-mail, and a search of the association websites was conducted. Of 95 responding associations (99%), 14% have a formal policy opposing the sale of tobacco products in pharmacies and 5% have a formal policy opposing the sale of alcohol in pharmacies. Of the associations representing major tobacco-producing states, 40% have a formal policy against tobacco sales in pharmacies, significantly more than the 8% of non-tobacco state associations with such policies. Among national professional pharmacy associations, only APhA and ASHP have formal policy statements opposing the sale of both tobacco and alcohol in pharmacies. Most state-level professional pharmacy associations affiliated with these two national organizations have no formal policy statement or position.

  17. Effective elements of science teacher professional development

    Science.gov (United States)

    Zientek, Amy

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

  18. Continuing professional development needs of teachers in schools for competence-based vocational education: A case study from The Netherlands

    NARCIS (Netherlands)

    Prof. Dr. Rob F. Poell; Dr. Audrey Seezink

    2010-01-01

    Purpose - The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which

  19. Kepler Mission IYA Teacher Professional Development Workshops

    Science.gov (United States)

    Devore, E. K.; Harman, P.; Gould, A. D.; Koch, D.

    2009-12-01

    NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to and after the launch. The professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar trainings. Each event was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. The workshops combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. Kepler's Education and Public Outreach program is jointly conducted by the SETI Institute and Lawrence Hall of Science at UC Berkeley in close coordination with the Kepler Mission at NASA Ames Research Center. The IYA Kepler Teacher Professional Development workshops were supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops. Teachers participate in human orrery.

  20. Policy development: a more formal systems approach process

    CSIR Research Space (South Africa)

    Greeff, AP

    2011-09-01

    Full Text Available Policy developers in corporate and governance roles are often developing policies by means of policy development cycles that typically resemble a system life cycle approach. Although policy development cycles often vary, depending on the applicable...

  1. Digital and multimedia forensics justified: An appraisal on professional policy and legislation

    Science.gov (United States)

    Popejoy, Amy Lynnette

    Recent progress in professional policy and legislation at the federal level in the field of forensic science constructs a transformation of new outcomes for future experts. An exploratory and descriptive qualitative methodology was used to critique and examine Digital and Multimedia Science (DMS) as a justified forensic discipline. Chapter I summarizes Recommendations 1, 2, and 10 of the National Academy of Sciences (NAS) Report 2009 regarding disparities and challenges facing the forensic science community. Chapter I also delivers the overall foundation and framework of this thesis, specifically how it relates to DMS. Chapter II expands on Recommendation 1: "The Promotion and Development of Forensic Science," and focuses chronologically on professional policy and legislative advances through 2014. Chapter III addresses Recommendation 2: "The Standardization of Terminology in Reporting and Testimony," and the issues of legal language and terminology, model laboratory reports, and expert testimony concerning DMS case law. Chapter IV analyzes Recommendation 10: "Insufficient Education and Training," identifying legal awareness for the digital and multimedia examiner to understand the role of the expert witness, the attorney, the judge and the admission of forensic science evidence in litigation in our criminal justice system. Finally, Chapter V studies three DME specific laboratories at the Texas state, county, and city level, concentrating on current practice and procedure.

  2. Infusing Neuroscience into Teacher Professional Development

    Science.gov (United States)

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

    2015-01-01

    Bruer (1997) 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 affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers – the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers. PMID:26139861

  3. 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...... how present experience contributes to aspired career foregrounds. Birger’s focus on the academic basis of the in-service program reflects his aspiration to become a teacher educator. Poul is focused on improving his present teaching and aspires to keep on teaching science. Karl is focused on how...

  4. European projects as Continuous Professional Development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    the impact it has had on partner representatives’ awareness of the key issues related to the teaching and learning in the multilingual and multicultural learning space. Moreover, it demonstrates to which extent they have changed their behavior as a result of what they, personally, have learned while working......Recent years have seen an increased awareness of the need for Continuous Professional Development (CPD) of academic staff teaching international programmes to diverse student audiences. At the same time, many academic units are under pressure from the university leadership teams to demonstrate...

  5. [Strategic professional development for the development of competencies].

    Science.gov (United States)

    Argüello López, Ma Teresa

    2005-01-01

    At the present time, knowledge is one of the most important values in organizations, changing into intellectual capital through its members. The responsibility conceded to professional development obliges us to reflect on its function and its practices, seeking new forms and focuses which guarantee the development of competence in both individuals and organizations by means of concentrating on concrete results.

  6. An Australian Perspective on Teacher Professional Development in Supercomplex Times

    OpenAIRE

    Lorraine M. Ling; Noella M. Mackenzie

    2015-01-01

    Professional Development is one of many terms given to the in-service education and training of teachers. In this paper, the authors address the kinds of professional development currently offered in Australia and compare it with the kinds of professional development teachers may require to deal with an era of supercomplexity, where there is uncertainty, insecurity and an unknown and unknowable future. Professional development is seen as involving multiple stakeholders and the influence of go...

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

    Science.gov (United States)

    Alicea-Munoz, Emily

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

  8. 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.

  9. Governance and Development: Changing EU Policies

    NARCIS (Netherlands)

    W. Hout (Wil)

    2010-01-01

    textabstractAbstract This introductory article to the special issue on European Union, development policies and governance discusses how notions of ('good') governance have come to dominate development discourses and policies since the mid-1990s. The article argues that governance was part of the

  10. 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,…

  11. 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…

  12. 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…

  13. Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers

    Science.gov (United States)

    Polly, Drew; Martin, Christie S.; McGee, Jennifer R.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

    2017-01-01

    This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers' beliefs, content knowledge, instructional practices, and their students' achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on…

  14. 34 CFR 200.60 - Expenditures for professional development.

    Science.gov (United States)

    2010-07-01

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

  15. 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…

  16. 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…

  17. An Integrated Professional Development Model for Effective Teaching

    Science.gov (United States)

    Kuijpers, J. M.; Houtveen, A. A. M.; Wubbels, Th.

    2010-01-01

    This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. Existing models from two largely independent approaches to professional development of…

  18. 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,…

  19. Using the Principles of Differentiated Instruction to Improve Professional Development

    Science.gov (United States)

    Lentz, Daniel E.

    2014-01-01

    The purpose of this study was to create a model of Differentiated Professional Development (DPD) that is a more effective method of professional development due to the addition of the principles of differentiated instruction (DI). The DPD model was created by combining previous studies on effective elements of professional development with the…

  20. The Logic of Policy Development

    DEFF Research Database (Denmark)

    Lynggaard, Kennet; Nedergaard, Peter

    Since the 1980s, the Common Agricultural Policy (CAP) of the European Union (EU) has been subject to a series of reform attempts, namely in 1984, 1988, 1992, 1999 and 2003. Numerous studies have sought to explain the causes and consequences of these reforms. The studies can broadly categorised de...

  1. Professional development of teachers: Critical success factors

    Directory of Open Access Journals (Sweden)

    G.M. Steyn

    2005-07-01

    Full Text Available Professional development (PD has attracted a great deal of attention in recent years. Despite research findings, the development of many PD programmes often rests on faulty assumptions of such research or even no research at all. The purpose of this article is threefold: to explain why some PD programmes have been unsuccessful; to outline key factors that may influence the effective implementation of PD and to explain the importance of contextual factors like environment, internal conditions and individual considerations as the major sources of momentum for PD in schools. Specific categories that are high-lighted include the following: learning styles of educators, educator commitment, transformational leadership, out-of-school conditions, in-school conditions and requirements of PD programmes. The design of PD requires a new way of thinking and interacting and, most importantly, should be a step towards improved learner performance.

  2. Teacher's Professional Development from Vygotskian Optique

    Directory of Open Access Journals (Sweden)

    Karim Shabani

    2012-07-01

    Full Text Available Vygotsky's concept of ZPD (Zone of Proximal Development has been recently applied to the context of language teacher education by a number of researchers (e.g. Ohta, 2005; Singh & Richards, 2006; Nassaji & Cumming, 2000. Besides Vygotsky's notion of ZPD, this paper relies on two associated theories from outside the TESOL discipline namely; Valsiner's (1997 Zone theory and Blanton, Westbrook and Carter’s (2008illusionary zone (IZto  provide a broad picture of the most influential variables facilitating or constraining teacher's professional development or, as specifically defined here, his ZPD progression. Several excerpts in the form of teacher comments taken from different qualitative studies in the related literature are given to lay evidence for the effect, if any, of the raised variables. Finally, the paper concludes with some practical tips for the pre/in-service language teachers as to how to keep their evolving ZPD dynamic in their long-life language teaching profession.

  3. Teachers' professional development: Awareness of literacy practices

    Directory of Open Access Journals (Sweden)

    Berit Lundgren

    2015-02-01

    Full Text Available This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of literacy practices and teaching. Interviews and observations with eight teachers were conducted to understand their literacy practices. The result indicates that sustainable development is a process that takes time. Furthermore, the study shows that the teachers relate to students' context and own experiences as a means of introducing a topic. While some teachers try to give the students access to cognitively demanding tasks, most tasks and events in the classrooms are cognitively undemanding and context-embedded. The importance of offering teachers examples of varied literacy practices and of making classroom literacy practice visible is noted.

  4. Guest speakers in a professional development seminar series.

    Science.gov (United States)

    Zorek, Joseph A; Katz, Norman L; Popovich, Nicholas G

    2011-03-10

    To evaluate the impact guest speakers have on student development in a professional development seminar series. Over a 5-semester period, presentations were given by 18 guest speakers as part of a professional development seminar series. A 28-item survey instrument was constructed and administered to 68 students to assess the impact of the guest speakers on the students' professional development. Forty-six (68%) students completed the survey instrument, and the results demonstrated the value of the guest speakers, most notably in the areas of career development and professional responsibility. Exposing pharmacy students to guest speakers from varied pharmacy career paths positively impacted students' knowledge of career options and professional development.

  5. Professional Anomalies: Diversity policies policing ethnic minority police officers

    NARCIS (Netherlands)

    Cankaya, S.

    2015-01-01

    This paper discusses how diversity policies within organizations contribute to paradoxical outcomes in face-to-face interactions. The findings are the result of a long-term ethnographic study on the processes of in- and exclusion of ethnic minority police officers in the Netherlands between 2007-

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    King, Fiona

    2016-01-01

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

  8. Efficacy of Professional Development Schools in Developing Countries: Panama

    Science.gov (United States)

    Brown, Gordon; Shaklee, Beverly

    2014-01-01

    This article attempts to describe the creation and implementation of the first Professional Development School (PDS) model of teacher education in Panama. The authors set the context within brief histories of international education and PDSs and provide operational definitions of the critical terminology. To be sure, the scope and scale of the…

  9. Professional Development and the Impact on Teacher Growth and Development

    Science.gov (United States)

    Segura, Sherry K.

    2016-01-01

    This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of culturally and linguistically diverse students. This study included a series of in-depth interviews with three teacher leaders. The goal was to obtain consent from them to participate in this…

  10. Government policies on sustainable development in Namibia

    OpenAIRE

    Tarr, P.; Blackie, R.

    1999-01-01

    This paper examines the evolution, since 1990, of key government policies on sustainable development in Namibia. Namibia’s approach has been largely homegrown, responding to issues that are of concern to the Namibian public and policy-makers. The most successful policies have been those that have either been based on strong community-level institutions such as conservancies, or on high-quality scientific analysis, such as the management of fisheries and Environmental Assessment...

  11. 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…

  12. Codification and Validation of Professional Development Questionnaire of Teachers

    Science.gov (United States)

    Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

    2016-01-01

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

  13. 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…

  14. A QUEST for sustainable continuing professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2017-01-01

    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...... 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...... experiencing changes in collaboration and classroom practice. Furthermore there seems to be a delayed correlation between schools with the most sustained PLC activities and student outcomes. Factors supporting sustainability are discussed, these include scaffolding the teachers’ collaborative inquiries...

  15. Information security policy development for compliance

    CERN Document Server

    Williams, Barry L

    2013-01-01

    Although compliance standards can be helpful guides to writing comprehensive security policies, many of the standards state the same requirements in slightly different ways. Information Security Policy Development for Compliance: ISO/IEC 27001, NIST SP 800-53, HIPAA Standard, PCI DSS V2.0, and AUP V5.0 provides a simplified way to write policies that meet the major regulatory requirements, without having to manually look up each and every control. Explaining how to write policy statements that address multiple compliance standards and regulatory requirements, the book will he

  16. 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.

  17. Human Capital Development Policies: Enhancing Employees Satisfaction

    Science.gov (United States)

    Wan, Hooi Lan

    2007-01-01

    Purpose--The aim of this article is to gain insight into some of the human capital development (HCD) policies that enhance employee satisfaction. A salient focus of the study is to assess whether employees in globalised foreign-owned MNCs are likely to be more satisfied with the HCD policies than with the practices employed by locally owned MNCs.…

  18. Policy Analyst | IDRC - International Development Research Centre

    International Development Research Centre (IDRC) Digital Library (Canada)

    The incumbent represents PPG on internal and external working groups that support corporate learning and policy analysis. ... intranet site and keeps abreast of the state of the art in the field of research for development, planning, and policy by drawing on relevant journals and participating in local, national and international ...

  19. MONETARY POLICY AND ECONOMIC DEVELOPMENT: LESSONS ...

    African Journals Online (AJOL)

    are mainly transmitted through the banking system, any policy that lacks the necessary ingredients that affect ... monetary policy on economic development of Nigeria between the pre-deregulated and post-deregulated ... macroeconomic variables such as domestic prices, employment, balance of payment equilibrium and ...

  20. Teachers' Continuing Professional Development Programmes in the Kingdom of Saudi Arabia

    Science.gov (United States)

    Alghamdi, Ahmed Hassan; Li, Li

    2011-01-01

    This article aims to review the historical development of continuing professional development programmes (CPDPs) for teachers, as well as the policies and objectives of such programmes in the Kingdom of Saudi Arabia (KSA) from the inception of these programmes until now. Styles of CPDPs that the Education Training Centres (ETCs) offer are…

  1. Dual-Mode Teacher Professional Development: Challenges and Re-Visioning Future TPD in Indonesia

    Science.gov (United States)

    Widodo, Ari; Riandi

    2013-01-01

    This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify…

  2. The uptake of Continuing Professional Development (CPD) by Ghanaian radiographers

    Energy Technology Data Exchange (ETDEWEB)

    Gawugah, James N.K., E-mail: jgawugah@hotmail.com [School of Allied Health Sciences, College of Health Sciences, P.O. Box KB 143, Korle-Bu, Accra (Ghana); Jadva-Patel, Hansa; Jackson, Marcus T. [Kingston University and St. George' s Hospital Medical School, Faculty of Health and Social Care Science, School of Radiography, Penrhyn Road, Kingston Upon Thames, Surrey KT1 2EE (United Kingdom)

    2011-11-15

    Continuing professional development (CPD) currently gains a priority within healthcare professions all over the globe. It is playing important roles in achieving improved quality care delivery. Healthcare practitioners are expected to continuously undertake CPD to maintain, enhance and improve quality of service delivery to meet the consumers' expectations. CPD offers practitioners the opportunity to retain and enhance the basic knowledge and skills through their working life; thus enhancing competency within one's professional range of practice. In Ghana, awareness of CPD participation has not been created among healthcare practitioners to enable them engage in effective CPD activities in order to improve their knowledge and skills. Purpose: To examine the level of radiographers' participation in CPD activities in Ghana. Method: A 21-item questionnaire was constructed to collect data from 80 participants drawn from among radiographers currently practising in the radiology/X-ray departments of the ten regional hospitals in Ghana. The questionnaire comprised of 3 sections: demographics, CPD and education specific sections. Out of 80 questionnaires administered, 42 were completed and returned representing 52.5%. Out of the percentage, 74% were males and 26% females. The findings highlight that majority (44%) of the participants are currently within the age group of 31-40 years, while 2% is/are 60 or more years. The article also reveals that the radiographers have access to few peer review journals which serve as sources of information on contemporary issues in radiography and CPD learning activities. Again, a generally poor level of CPD awareness among the Ghanaian radiographers has been established. Lack of effective recording of learning and CPD activities have also been revealed. Conclusion: The article concludes by recommending CPD policy guidelines; a regulatory body to register all healthcare professionals under one body to ensure effective CPD

  3. AGU Launches Web Site for New Scientific Integrity and Professional Ethics Policy

    Science.gov (United States)

    Townsend, Randy

    2013-03-01

    AGU's Scientific Integrity and Professional Ethics policy, approved by the AGU Board of Directors and Council in December 2012, is now available online on a new Web site, http://ethics.agu.org. As the Web site states, the policy embodies a "set of guidelines for scientific integrity and professional ethics for the actions of the members and the governance of the Union in its internal activities; in its public persona; and most importantly, in the research and peer review processes of its scientific publications, its communications and outreach, and its scientific meetings."

  4. Stemming the Impact of Health Professional Brain Drain from Africa: A Systemic Review of Policy Options.

    Science.gov (United States)

    Zimbudzi, Edward

    2013-06-25

    Africa has been losing professionally trained health workers who are the core of the health system of this continent for many years. Faced with an increased burden of disease and coupled by a massive exodus of the health workforce, the health systems of many African nations are risking complete paralysis. Several studies have suggested policy options to reduce brain drain from Africa. The purpose of this paper is to review possible policies, which can stem the impact of health professional brain drain from Africa. A systemic literature review was conducted. Cinahl, Science Direct and PubMed databases were searched with the following terms: health professional brain drain from Africa and policies for reducing impact of brain drain from Africa. References were also browsed for relevant articles. A total of 425 articles were available for the study but only 23 articles met the inclusion criteria. The review identified nine policy options, which were being implemented in Africa, but the most common was task shifting which had success in several African countries. This review has demonstrated that there is considerable consensus on task shifting as the most appropriate and sustainable policy option for reducing the impact of health professional brain drain from Africa.

  5. Stemming the impact of health professional brain drain from Africa: a systemic review of policy options

    Directory of Open Access Journals (Sweden)

    Edward Zimbudzi

    2013-06-01

    Full Text Available Africa has been losing professionally trained health workers who are the core of the health system of this continent for many years. Faced with an increased burden of disease and coupled by a massive exodus of the health workforce, the health systems of many African nations are risking complete paralysis. Several studies have suggested policy options to reduce brain drain from Africa. The purpose of this paper is to review possible policies, which can stem the impact of health professional brain drain from Africa. A systemic literature review was conducted. Cinahl, Science Direct and PubMed databases were searched with the following terms: health professional brain drain from Africa and policies for reducing impact of brain drain from Africa. References were also browsed for relevant articles. A total of 425 articles were available for the study but only 23 articles met the inclusion criteria. The review identified nine policy options, which were being implemented in Africa, but the most common was task shifting which had success in several African countries. This review has demonstrated that there is considerable consensus on task shifting as the most appropriate and sustainable policy option for reducing the impact of health professional brain drain from Africa.

  6. Continuing professional development and ICT: target practice.

    Science.gov (United States)

    Eaton, K A; Reynolds, P A

    2008-07-26

    Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly.

  7. 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.

  8. 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.

  9. Teachers' perceptions of Twitter for professional development.

    Science.gov (United States)

    Davis, Kerry

    2015-01-01

    The aim of this study was to determine how school teachers in the United States (US) perceived using Twitter as a means for professional development, engagement in communities of practice, and any benefits or drawbacks to participating in Twitter. This qualitative research utilized an embedded case design with three sources of data: (a) three consecutive months of tweet data from late 2011 archived on the host website, relating to #EdChat, a weekly online chat in Twitter about education issues; (b) interviews with 19 school teachers in the US who participated in the #EdChat online discussions in Twitter; and (c) Twitter bio and Tweet data of the 19 teachers interviewed. All data were entered into NVIVO (QSR International Pty. Ltd., Doncaster, Australia) for content thematic coding, and The Communities of Practice and Connectivist Conceptual Framework was used to inform this analysis. The researchers' interpretations were verified with participants, and data triangulated across all sources to strengthen confidence in the results. Five main themes and 17 subthemes emerged from the data across all sources. The main themes were teachers' perceptions of sharing knowledge and resources, Twitter promoting a sense of belonging, Twitter providing meaningful professional development, and teachers' views on the technical benefits and drawbacks of using Twitter. Regardless of years teaching, subject area, or age, educators perceived Twitter as providing an online forum to reflect upon practice, exchange knowledge and experience, and be in the presence of supportive colleagues. While participants experienced the pace and volume of information as being overwhelming at times, educators developed skills to managing this and perceived discussions to be learner-centered and supportive. Teachers valued the sense of community and learning that they reported were not otherwise available in their own physical workplace. Overall, participants perceived that the benefits of participation

  10. The roles of policy and professionalism in the protection of processed clinical data: a literature review.

    Science.gov (United States)

    de Lusignan, Simon; Chan, Tom; Theadom, Alice; Dhoul, Neil

    2007-04-01

    Routinely collected clinical data is increasingly used for health service management, audit, and research. Even apparently anonymised data are subject to data protection. The relevant principles were set out in a treaty of the Council of Europe and subsequent policy has been based on these. However, little has been written about implementing policy and the role of health informaticians in this process. To define the elements of an effective implementation policy; the role of the health informatician in protecting processed clinical data. We performed a literature review of bibliographic databases, a manual search of the major medical informatics associations' websites, relevant working groups and an affiliated journal. Fifty-four papers relevant to implementation were identified. The effective implementation of policy requires consideration of technical, organisational, personnel and professional issues. However, there is no clearly defined formula for successful implementation of data protection policy. Patients and professionals need a system they can trust, and processes that can be easily incorporated into everyday practice. The lack of a core generalisable theory or strong professional code in health informatics limits the ability of the health informaticians to implement policy.

  11. 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.

  12. Incorporating Geospatial Technology into Teacher Professional Development

    Science.gov (United States)

    Sproles, E. A.; Songer, L.

    2009-12-01

    The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geospatial Teaching Across the Curriculum (Geo-STAC) is a collaborative program that provides high school teachers with mentored professional development workshops in geospatial thought and technology. The seminars, led by community college faculty, give high school teachers the ability to incorporate geospatial technology into coursework across the curriculum — in Science, Technology, Engineering, and Math (STEM) and non-STEM disciplines. Students participating in the hands-on lessons gain experience in web-based and desktop Geographic Information Systems (GIS). The goals of the workshop are for teachers to: (1) understand the importance of geospatial thinking; (2) learn how to employ geospatial thinking in each discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and, (5) implement a Web-based GIS lesson. Additionally, Geo-STAC works with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and, (3) visit the community college GIS lab and experience using desktop GIS. Geo-STAC actively disseminates this collaborative model to colleges to community colleges and high schools across the country.

  13. Instrumental client relationship development among top-ranking service professionals

    NARCIS (Netherlands)

    Taminiau, Y.T.A.; Ferguson, J.E.; Moser, C.

    2016-01-01

    Informal client contact forms a crucial part of the daily routine of service professionals, in particular among top-ranking professionals working for consultancy and accountancy firms. In this paper, we investigate how 34 service professionals develop informal client contact, by studying their

  14. 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…

  15. Development of Professional Identity through Socialization in Graduate School

    Science.gov (United States)

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

    2014-01-01

    Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and…

  16. A Discriminant Analysis of Gender and Counselor Professional Identity Development

    Science.gov (United States)

    Healey, Amanda C.; Hays, Danica G.

    2012-01-01

    This quantitative study examined professional identity development and orientation for 489 counseling practitioners, educators, and trainees as predicted by participant-identified sex and engagement in professional activities. Differences between male and female participants regarding aspects of professional identity were evaluated. Discriminant…

  17. Nurses’ Views on Need for Professional Development in Nepal

    Directory of Open Access Journals (Sweden)

    Geeta Kamal Shrestha

    2010-09-01

    Full Text Available INTRODUCTION: This study explores the nurses' views on need for professional development and barriers in Nepal. METHODS: This is a qualitative content analysis study conducted among nurses from different health institutes. In-depth interviews and focus group discussions were used to obtain their views on need of professional development and major barriers against professional development in Nepal. Eleven nurses for in-depth interviews and three groups of six nurses each for focus group discussions were selected purposefully from Kathmandu University Hospital, Dhulikhel and Tribhuban University Teachng Hospital, Kathmnadu. RESULTS: Five themes emerged from qualitative data. "Continuing professional development", "supportive management", "nursing leadership", "recognition and respect" and "professional networking" were considered as essential factors for professional development. Lack of "commitment by the nurses", "female gender professional" and "lack of autonomy" were felt as barriers for the nursing professioanl development. CONCLUSIONS: Continuing professional development and supportive working environment are crucial to make nursing profession more dynamic and appealing in Nepal. Keywords: continuing professional development, professional development, supportive managment

  18. The taxonomy of professionalism: reframing the academic pursuit of professional development.

    Science.gov (United States)

    Brown, Daniel; Ferrill, Mary J

    2009-07-10

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

  19. Professionalism in general practice: development of an instrument to assess professional behaviour in general practitioner trainees.

    NARCIS (Netherlands)

    Camp, K. van de; Vernooy-Dassen, M.J.F.J.; Grol, R.P.T.M.; Bottema, B.J.A.M.

    2006-01-01

    INTRODUCTION: The aim of this study is to develop a new tool to assess professional behaviour in general practitioner (GP) trainees: the evaluation of professional behaviour in general practice (EPRO-GP) instrument. METHODS: Our study consisted of 4 phases: (1) development of a model of

  20. Criteria for Continuing Professional Development of Technology Teachers' Professional Knowledge: A Theoretical Perspective

    Science.gov (United States)

    Engelbrecht, Werner; Ankiewicz, Piet

    2016-01-01

    Continuing professional teacher development (CPTD) is generally accepted as an indispensable tool for the professional development of technology teachers. The current theoretical framework for CPTD comprises a variety of models. However, criteria underpinning these models are not explicit. If, in turn, the criteria were explicit, it could serve as…

  1. 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…

  2. Public health professionals as policy entrepreneurs: Arkansas's childhood obesity policy experience.

    Science.gov (United States)

    Craig, Rebekah L; Felix, Holly C; Walker, Jada F; Phillips, Martha M

    2010-11-01

    In response to a nationwide rise in obesity, several states have passed legislation to improve school health environments. Among these was Arkansas's Act 1220 of 2003, the most comprehensive school-based childhood obesity legislation at that time. We used the Multiple Streams Framework to analyze factors that brought childhood obesity to the forefront of the Arkansas legislative agenda and resulted in the passage of Act 1220. When 3 streams (problem, policy, and political) are combined, a policy window is opened and policy entrepreneurs may advance their goals. We documented factors that produced a policy window and allowed entrepreneurs to enact comprehensive legislation. This historical analysis and the Multiple Streams Framework may serve as a roadmap for leaders seeking to influence health policy.

  3. Mediating Artifact in Teacher Professional Development

    Science.gov (United States)

    Svendsen, Bodil

    2015-07-01

    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 facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers' perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts. The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.

  4. Evaluation of pharmacist continuing professional development portfolios.

    Science.gov (United States)

    Tofade, Toyin S; Hedrick, John N; Dedrick, Stephen C; Caiola, Stephen M

    2013-06-01

    The purpose of this study was to conduct a random continuing professional development (CPD) portfolio audit to assess the portfolios of pharmacists who completed CPD training in the state of North Carolina and reported adopting it in place of the annual 15-hour continuing education (CE) requirement when applying for re-licensure. The NC Board of Pharmacy (NCBOP) staff randomly selected 30 pharmacists to provide CPD portfolio documentation to the Board electronically or in paper format. This documentation included their completed learning plan, a learning activity worksheet for each completed activity, and the Accreditation Council on Pharmacy Education (ACPE) universal activity number for the CPD training program attended. The Task Force used a multicomponent audit tool to assess each portfolio. Eighty percent of portfolios had at least 15 hours of learning reported. Portfolio assessments indicated an average of 5 learning objectives per individual. Based on the scale of 1 to 5, the Measurable and Specific sections of the objectives scored the lowest with an average score of 3 on both sections. An overall assessment of "adequate" or "comprehensive" was noted for 60% of the portfolios. Pharmacists completing CPD training are capable of following the CPD process with some potential challenges in documentation. Information submitted to the board of pharmacy is considered sufficient for license renewal purposes.

  5. Tensions between Teaching Sexuality Education and Neoliberal Policy Reform in Quebec's Professional Competencies for Beginning Teachers

    Science.gov (United States)

    Parker, Dan; McGray. Robert

    2015-01-01

    This research draws into question the effects that neoliberal policy reforms--with an emphasis on individual and measurable "competencies"--has on new teachers teaching sexuality education in Quebec. While we examine professional competencies that teachers can use to define their mandate for teaching sexuality education as a beginning…

  6. How Do Professional Mutual Recognition Agreements Affect Higher Education? Examining Regional Policy in North America

    Science.gov (United States)

    Sa, Creso; Gaviria, Patricia

    2011-01-01

    Professional mutual recognition agreements (MRAs) are one of the policy instruments employed in global and regional trade agreements to facilitate the mobility of skilled labour. While such agreements have been noted in the literature examining cross-border academic mobility, little is known about how they impact higher education. This paper…

  7. Simulations for the Discipline Specific and Professional Education of Foreign Policy Graduates

    Science.gov (United States)

    Kelton, Maryanne; Kingsmill, Verity

    2016-01-01

    Increasingly universities aim to provide students with opportunities to graduate with skills ready to perform in the workplace. However, workplace-based opportunities for students enrolled in foreign policy subjects are more limited due to the diplomatic and sensitive political nature of the professional work. Thus there exists a need for higher…

  8. 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.

  9. The Quality of Teaching and Professional Development of Teachers: A Portuguese Study

    Science.gov (United States)

    Herdeiro, Rosalinda; Costa e Silva, Ana Maria

    2013-01-01

    This paper is part of a research study undertaken with Portuguese teachers. The main objective is to understand the impact of recent educational legislation on the quality of teaching and the professional development of teachers. In this context the following research questions were formulated: "Do the education policies of the government…

  10. Dialogic Feedback as Divergent Assessment for Learning: An Ecological Approach to Teacher Professional Development

    Science.gov (United States)

    Charteris, Jennifer

    2016-01-01

    Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an…

  11. SUSTAINABLE DEVELOPMENT AND FISCAL POLICIES

    Directory of Open Access Journals (Sweden)

    NICU MARCU

    2015-12-01

    Full Text Available Nowadays the future is seen from the perspective of sustainable development. Awareness of the planet's limited resources led to the creation of protective barriers, there’s no more desire for development at any cost. However, establishing these barriers is the most difficult task - how much can we pollute, what is the correct level of taxation for pigouvian taxes? State intervention in coordinating these issues is crucial. Through the power of the "invisible hand", the state is the only one that can keep the pollution problem under control. Integrating the concept of social responsibility in the everyday life of the consumer is the most important step for the future

  12. Worldwide Report, Telecommunications Policy, Research, and Development

    Science.gov (United States)

    1985-12-06

    34 carries news, variety shows, Soviet films or foreign movies dubbed in Russian, and a lot of sports. Hanoi football fans can tune in to most major...POLICY, RESEARCH AND DEVELOPMENT CONTENTS ASIA HONG KONG Cable and Wlreless-MCI Pact To Boost U.S. Phone Calls (Hong Kong HONGKONG STANDARD, 9...GUARDIAN, 23 Oct 85) 44 NEAR EAST/SOUTH ASIA INDIA Parliament Panel Urges National Broadcasting Policy (Calcutta THE SUNDAY STATESMAN, 15 Sep 85

  13. Leadership Roles in Standards and Policy Development.

    Science.gov (United States)

    Bleich, Michael R

    2017-05-01

    Leaders are defined by traits, behaviors, roles, and functions, yet little is described about their responsibilities linked to standards and policy development. Presented in this article is a four-point organizational framework (primary, procedural, population-specific, and public) that is useful for establishing patient, institutional, and public policies central to leadership. Leader responsibility for communicating minimum standards is contrasted with setting optimal practice expectations. J Contin Educ Nurs. 2017;48(5):203-205. Copyright 2017, SLACK Incorporated.

  14. Rural Health Care Access and Policy in Developing Countries.

    Science.gov (United States)

    Strasser, Roger; Kam, Sophia M; Regalado, Sophie M

    2016-01-01

    Compared to their urban counterparts, rural and remote inhabitants experience lower life expectancy and poorer health status. Nowhere is the worldwide shortage of health professionals more pronounced than in rural areas of developing countries. Sub-Saharan Africa (SSA) includes a disproportionately large number of developing countries; therefore, this article explores SSA in depth as an example. Using the conceptual framework of access to primary health care, sustainable rural health service models, rural health workforce supply, and policy implications, this article presents a review of the academic and gray literature as the basis for recommendations designed to achieve greater health equity. An alternative international standard for health professional education is recommended. Decision makers should draw upon the expertise of communities to identify community-specific health priorities and should build capacity to enable the recruitment and training of local students from underserviced areas to deliver quality health care in rural community settings.

  15. A case study of continuing teacher professional development ...

    African Journals Online (AJOL)

    Erna Kinsey

    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 ...

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

    Science.gov (United States)

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

    2011-01-01

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

  17. A Teacher Professional Development Model for Teaching Socioscientific Issues

    Science.gov (United States)

    Carson, Katherine; Dawson, Vaille

    2016-01-01

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

  18. 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…

  19. Rural development policy and food industry development

    DEFF Research Database (Denmark)

    Baker, Derek; Abildtrup, Jens; Hedetoft, Anders

    2007-01-01

    Food industry firms in remote areas face a set of constraints, which have motivated the form and function of assistance instruments under various regional and rural development programmes. Recent food industry developments present new challenges to these firms, for which available assistance may...... concrete suggestions for network activities had been made, but overall the development is at an early stage....

  20. Professional self-concept development of special education teachers

    OpenAIRE

    Strniša, Tjaša

    2017-01-01

    This master's degree thesis main problem is focused on professional self-concept of Slovenian special education teachers. I am trying to figure out if the professional self-concept changes due to different stages of a teacher's career. In the theoretical part of the thesis I have defined the term self-concept and focused mainly on teachers' professional self-concept. I present the development of self-concept with Erikson's theory of psychosocial development and how this phenomena is expres...

  1. Faculty development for learning and teaching of medical professionalism.

    Science.gov (United States)

    Al-Eraky, Mohamed M; Donkers, Jeroen; Wajid, Gohar; Van Merrienboer, Jeroen J G

    2015-04-01

    Professionalism must be explicitly taught, but teaching professionalism is challenging, because medical teachers are not prepared to teach this content area. This study aims at designing and evaluating a faculty development programme on learning and teaching professionalism in the Arabian context. Programme development: The study used a participatory design, where four authors and 28 teachers shared the responsibility in programme design in three steps: orientation workshop for teachers, vignette development, and teaching professionalism to students. The workshop provided the cognitive base on the salient attributes of professionalism in the Arabian context. After the workshop, authors helped teachers to develop a total of 32 vignettes in various clinical aspects, portraying a blend of professionalism dilemmas. A battery of seven questions/triggers was suggested to guide students' reflection. The programme was evaluated with regard to its "construct" and its "outcomes". The programme has fulfilled the guiding principles for its design and it has emerged from a genuine professionalism framework from local scholarly studies in the Arabian context. Programme outcomes were evaluated at the four levels of Kirkpatrick's model; reaction, learning, behaviour, and results. The study communicates a number of context-specific issues that should be considered when teaching professionalism in Arabian culture with respect to teachers and students. Three lessons were learned from developing vignettes, as reported by the authors. This study advocates the significance of transforming faculty development from the training discourse of stand-alone interventions to mentorship paradigm of the communities of learning. A three-step approach (orientation workshop, vignettes development, and teaching professionalism) proved effective for faculty development for learning and teaching of professionalism. Professionalism can be taught using vignettes that demonstrate professionalism dilemmas

  2. 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…

  3. 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…

  4. 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…

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

    Science.gov (United States)

    Garner, Arthur L., Jr.

    2011-01-01

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

  6. Teacher frustration and professional development: Causes, consequences and practical implications

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    2017-01-01

    The influence of frustration on the effectiveness of teacher professional development has previously been overlooked. This study of in-service teachers who become frustrated during professional development interventions considers the development of two Danish science teachers. Frustration theory ...... of teacher change. At a practical level, the effectiveness of teacher professional development in advancing teaching is shown to be unpredictable, requiring individualized and timely support......The influence of frustration on the effectiveness of teacher professional development has previously been overlooked. This study of in-service teachers who become frustrated during professional development interventions considers the development of two Danish science teachers. Frustration theory...... is expanded with situated learning theory to illuminate some of the complexities of teacher frustration found in the empirical case. Through multiple new perspectives on the field, the study conceptualizes transformative and regressive frustration to illustrate how frustration operates at the tipping point...

  7. Lesotho's Rural Development Policy: Objectives and Problems ...

    African Journals Online (AJOL)

    Lesotho's rural development policy evolved at the beginning of the second decade of the last century. Initially it was an attempt to shore up the Basotho subsistence economy through efforts directed at protecting the fertility of the soil and to protect animals from diseases. After independence rural development, hitherto an ...

  8. Monetary Policy and Nigeria's Economic Development | Akujuobi ...

    African Journals Online (AJOL)

    This study investigated the impact of monetary policy instruments on theeconomic development of Nigeria, using multiple regression technique. Itwas found that cash reserve ratio was significant in impacting on theeconomic development of Nigeria at both 1% and 5% levels of significance,treasury bill at 5.6%, minimum ...

  9. Relating professionalism and conscientiousness to develop an objective, scalar, proxy measure of professionalism in anaesthetic trainees.

    Science.gov (United States)

    Sawdon, M A; Whitehouse, K; Finn, G M; McLachlan, J C; Murray, D

    2017-03-01

    The concept of professionalism is complex and subjective and relies on expert judgements. Currently, there are no existing objective measures of professionalism in anaesthesia. However, it is possible that at least some elements of professionalism may be indicated by objective measures. A number of studies have suggested that conscientiousness as a trait is a significant contributor to professionalism. A 'Conscientiousness Index' (CI) was developed by collation of routinely collected data from tasks expected to be carried out by anaesthetic trainees such as punctual submission of holiday and 'not-on-call' requests, attendance at audit meetings, timely submission of completed appraisal documentation and sickness/absence notifications. The CI consists of a sum of points deducted from a baseline of 50 for non-completion of these objective and measurable behaviours related to conscientiousness. This was correlated with consultants' formal and informal subjective measures of professionalism in those trainees. Informal, subjective measures of professionalism consisted of a 'Professionalism Index' (PI). The PI consisted of a score developed from consultants' expert, subjective views of professionalism for those trainees. Formal, subjective measures of professionalism consisted of a score derived from comments made by consultants in College Tutor feedback forms on their views on the professionalism of those trainees (College Tutor feedback; CT). The PI and CT scores were correlated against the CI using a Pearson or Spearman correlation coefficient. There was a negative, but not statistically significant, relationship between the CI and formal, subjective measures of professionalism; CT scores (r = -0.341, p = 0.06), but no correlation between CI and consultants informal views of trainees' professionalism; the PI scores (r s  = -0.059, p = 0.759). This may be due the 'failure to fail' phenomenon due to the high stakes nature of raising concerns of

  10. Teaching the teachers: faculty development in inter-professional education.

    Science.gov (United States)

    Davis, Beth P; Clevenger, Carolyn K; Posnock, Samuel; Robertson, Bethany D; Ander, Douglas S

    2015-02-01

    The purpose of this study is to evaluate changes in self-concept for the knowledge, skills and attitudes toward inter-professional teamwork of facilitators who participated in training and an inter-professional team training event. Inter-professional education requires dedicated and educated faculty. A pretest posttest quasi-experimental design was used for the evaluation. Fifty-three facilitators were asked to complete pre-post questionnaires to measure inter-professional team self-concept (IPTSC), assessing self-concept for the knowledge, skills, and attitudes required for performing in an inter-professional team. Post-session scores on inter-professional team knowledge, skills and attitudes were significantly higher (F(1, 31) = 5.59, p = .02). A facilitator development course and participation in the teaching event had a positive impact on perceived knowledge, skills and attitudes toward inter-professional teamwork. Copyright © 2014 Elsevier Inc. All rights reserved.

  11. 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.

  12. The Changing Roles Professional Development Program

    Science.gov (United States)

    A. Hermansen-Baez; N. Wulff

    2010-01-01

    As populations and urbanization expand in the Southern United States, human influences on forests and other natural areas are increasing. As a result, natural resource professionals are faced with complex challenges, such as managing smaller forest parcels for multiple benefits, and wildfire prevention and management in the wildland-urban interface (areas where urban...

  13. Undeniable Insights: The Collaborative Use of Three Professional Development Practices.

    Science.gov (United States)

    Bailey, Kathleen M.; Curtis, Andy; Nunan, David

    1998-01-01

    Describes the experiences of English as a Foreign Language (EFL) university professors who investigated reflective teaching and professional development by practicing what they preached. Over one academic year they taught their EFL classes utilizing three professional development procedures (journal writing, videotaping, and teaching portfolios).…

  14. School Board Member Professional Development and Effects on Student Achievement

    Science.gov (United States)

    Roberts, Kerry L.; Sampson, Pauline M.

    2011-01-01

    Purpose: The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is: does school board member professional development have an effect on student achievement? Design/methodology/approach: The standardized protocol for this study was to send…

  15. 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'…

  16. The Squadron Commander’s Responsibility for Officer Professional Development

    Science.gov (United States)

    2014-02-13

    competency Tactical Expertise Personal Embodies Airman Culture - Ethical Leadership -Followership -Warrior Ethos -Develops Self Communicating ...AIR WAR COLLEGE AIR UNIVERSITY THE SQUADRON COMMANDER’S RESPONSIBILITY FOR OFFICER PROFESSIONAL DEVELOPMENT by Patrick/Sutherland...wing. 4 Abstract Squadron commanders (Sq/CCs), as Air Force leaders, have a duty to help create future leaders. While officer professional

  17. 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…

  18. Professional Development Advice from Past Presidents of ACPA and NASPA.

    Science.gov (United States)

    Cooper, Diane L.; Miller, Theodore K.; Saunders, Sue A.; Chernow, Erin; Kulic, Kevin

    1999-01-01

    Surveys past presidents of ACPA and NASPA (N=25) regarding their advice for individuals beginning their first entry-level position and for seasoned professionals planning to move into Chief Student Affairs Officers (CSAO) positions. Several of the themes that emerged included: pursue opportunities for professional development, develop strong…

  19. Professional Development Which Provides an Icing on the Pedagogical Cake.

    Science.gov (United States)

    Gardner, Jenny

    Because the quality of teachers determines the quality of the school system, teachers must be provided with high-caliber inservice programs. During the 1980s, responsibility for the provision of professional development in Australia shifted to local schools. Under the current National Professional Development Program (NPDP), the Australian…

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

    Science.gov (United States)

    McLaughlin, Colleen, Ed.

    2012-01-01

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

  1. School Nurse Summer Institute: A Model for Professional Development

    Science.gov (United States)

    Neighbors, Marianne; Barta, Kathleen

    2004-01-01

    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…

  2. 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…

  3. A Design Framework for Online Teacher Professional Development Communities

    Science.gov (United States)

    Liu, Katrina Yan

    2012-01-01

    This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three…

  4. Recommendations for Professional Development Necessary for iPad Integration

    Science.gov (United States)

    Fenton, Diana

    2017-01-01

    With the recent adoptions of 1:1 technology initiatives, such as the iPads in schools, it is urgent to provide appropriate professional development opportunities for teachers to maximize student use of the technology. This study provides vital information on the professional development needs of teachers for initial integration of technology with…

  5. Professional Development: The Teacher's Perspective

    Science.gov (United States)

    Brown, Julie Miller

    2013-01-01

    The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured…

  6. The Virtual Extension Annual Conference: Addressing Contemporary Professional Development Needs

    Science.gov (United States)

    Franz, Nancy K.; Brekke, Robin; Coates, Deb; Kress, Cathann; Hlas, Julie

    2014-01-01

    Extension systems are experimenting with new models for conducting professional development to enhance staff competence and other returns on professional development investments. The ISUEO virtual annual conference provides a successful flipped classroom model of asynchronous and synchronous learning events for conducting an Extension annual…

  7. Factors Driving Learner Success in Online Professional Development

    Science.gov (United States)

    Vu, Phu; Cao, Vien; Vu, Lan; Cepero, Jude

    2014-01-01

    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…

  8. 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…

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

    Science.gov (United States)

    Whitworth, Brooke A.; Chiu, Jennifer L.

    2015-01-01

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

  10. 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…

  11. 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…

  12. 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…

  13. Effectiveness of Online Professional Development for Rural Special Educators

    Science.gov (United States)

    Gaumer Erickson, Amy S.; Noonan, Patricia M.; McCall, Zachary

    2012-01-01

    Retaining teachers and accessing professional development have been long-standing struggles for rural school districts, particularly with respect to teachers with special education endorsements. This study examined the effect of asynchronous online professional development in secondary special education and transition for 86 rural special…

  14. The Arctic Climate Modeling Program: Professional Development for Rural Teachers

    Science.gov (United States)

    Bertram, Kathryn Berry

    2010-01-01

    The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

  15. Putting the PLE into PLD: Virtual Professional Learning and Development

    Science.gov (United States)

    Owen, Hazel

    2014-01-01

    The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in…

  16. Considerations for Professional Development Program that guides the teacher to reconceptualize teaching

    Directory of Open Access Journals (Sweden)

    Eduardo Ravanal

    2016-12-01

    Full Text Available The demands for quality education undoubtedly emphasize the role of the teacher, therefore, there must be a contribution to its development from programs that focus on professional requirements and needs as required for quality education. In this context, a system of professional development that emphasizes the updating and improvement of teacher on discipline and teaching techniques as suggested by public policy in Chile, perhaps, is not a plausible solution to promote quality education, due to the technical rationality that guides it. The article seeks to contribute to the discussion on the pedagogical content knowledge as a hub for professional development biology teacher for its high incidence in teaching. Attention is paid to the aspects involved in professional development and professional teaching knowledge as a necessary requirement for teaching. Some considerations for the design of a professional development model to guide teachers to change their personal epistemology for a new conceptualization of pedagogical practice, including proposed: 1 work with teachers from their professional concerns at a cognitive level, contextual and situated, 2 to promote reflection activity that encourages transit between staff, sources, practical and result of teaching domains, 3 to discuss theoretically the new questions to face the difficulties of teaching and re-structure the pedagogical content knowledge of teacher.

  17. EU Policies and African Human Capital Development

    OpenAIRE

    Nyarko, Yaw

    2010-01-01

    European Report on Development Brain Circulation between the European Union (EU) and Sub-Saharan Africa is a crucial ingredient in Human Capital formation in the latter. A major constraint to African development is the very low base of skilled and highly educated workers and professionals. The production of skilled workers has been low, and only recently has seen a dramatic increase. Recent papers by many authors have indicated that a channel for human capital growth has been, ...

  18. Policy alienation of Dutch public sector professionals: an exploratory study : Paper presented at the EGPA conference in Madrid

    NARCIS (Netherlands)

    L.G. Tummers (Lars); V.J.J.M. Bekkers (Victor); A.J. Steijn (Bram)

    2007-01-01

    textabstractNowadays, many public professionals face identification problems towards public policies they have to implement; that is, they experience policy alienation. This is troublesome, as for a proper implementation a minimal level of identification with the public policy is required. We

  19. Elderly and long-term care trends and policy in Taiwan: Challenges and opportunities for health care professionals

    Directory of Open Access Journals (Sweden)

    Hsiu-Hung Wang

    2012-09-01

    Full Text Available The purpose of this article is to address the trends and policy of elderly and long-term care in Taiwan. In response to the increasing demand of an aging society, healthcare professionals play crucial roles in elderly and long-term care and quality assurance of services. This article focuses on the current situation of elderly health care, demands of long-term care, long-term care policy in Taiwan, draft of the Long-term Care Services Act, and draft of the Long-term Care Insurance Act. After the 10-year long-term care project was proposed by the Taiwan government, the supply of health care services and demand for long-term care have created many challenges and opportunities for innovative health professional development. Challenges consist of low old dependency ratio caused by low birth rate, lack of elderly and long-term care related manpower, services and education reform related to long-term care for the future society, and interprofessional collaboration and team work of long-term care. Opportunities include expanding the roles and the career pathways of healthcare professionals, promoting the concepts of active aging and good quality of life, and developing industrial cooperation related to long-term care services. Under these circumstances, healthcare professonals are actively involved in practice, education and research of long-term care services that ensure elderly and disabled people can live a healthier and better life.

  20. The Impact of Professional Development on Beginning Teachers’ Practices in One Secondary School

    Directory of Open Access Journals (Sweden)

    Marjorie Hinds

    2010-01-01

    Full Text Available A case study was conducted in 2004-2005 on the professional development experiences of beginning teachers (1-5 years of experience in an Ontario, Canada secondary school (Grades 7-12 and the impact of those experiences in improving their practices. For comparative purposes, the study included the perspectives of administrators from the same school on the impact of professional development on these teachers. The findings revealed that the literacy training program was successfully implemented at the school and positively affected beginning teachers’ knowledge, instructional strategies, and planning practices. Other findings indicated that beginning teachers needed subject content and instructional strategies, ongoing mentoring, and skills in both classroom management and mapping the curriculum. Based on the findings of the study, a new framework for professional development is suggested. A number of recommendations propose ways of connecting research, policy and practice that could ultimately improve the effectiveness of professional development programs for beginning teachers.   Key words: teacher professional development, beginning teacher, adult learning, self-efficacy, collective efficacy, supervision, organizational policies and culture

  1. OPPORTUNITY FOR TOURISM PROFESSIONAL DEVELOPMENT IN INDONESIA

    OpenAIRE

    Menara Simanjuntak

    2013-01-01

    This study focused on opportunities related to the professional growth of tourism in Indonesia at this time and in the future. The proportion of workers in the tourism sector, including the fourth largest after agriculture, manufacturing and non-manufacturing, tends to grow very fast, because tourists visiting Indonesia will increase sharply in coming years. The purpose of this study is to provide advice to the government, tourism, and educational institutions in Indonesia's tourism industry ...

  2. TTI Phase 2 Institutional Support: Social Policy and Development ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    This funding will enhance the Social Policy and Development Centre's (SPDC) role as a credible public policy institution in Pakistan by strengthening its ability to provide high-quality, influential, and policy-relevant research. About the Social Policy and Development Centre SPDC is a non-profit policy research institute that ...

  3. 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…

  4. Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education Perspective)Professionalism on the Developing Children Creativity (Sociology of Education Perspective)

    OpenAIRE

    Muslimah, Ummi Nurul

    2009-01-01

    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 tre...

  5. [Equality in clinical practice. Proposals for patients, professionals and managers and policies to limit discrimination].

    Science.gov (United States)

    Soler-González, J; Fernández de Sanmamed, M J; Gérvas, J

    2015-01-01

    To make feasible and practical proposals to improve equality in the course of clinical care during the patient-provider encounter. Design: A focus group study was conducted with a qualitative approach from the perspective of reducing health inequalities in the clinic. Setting: A classroom discussion focused on equality in clinical work. Subjects: 98 professionals from several countries. Measurement tools: An analysis of the responses was performed, grouped by themes interpreted by analysts, and restructured to provide consistency and uniformity to responses given. Data were collected using a questionnaire with open answers, allowing free-form answers to three general questions that addressed improving equality from the perspective of the professional themselves, patients, and health policy managers. No saturation horizon of analytical discourses was set, to understand that from this subjective prioritization of opinion there is no possibility that discourses reached saturation. Responses were added to the 3 principal axes, recommending that professionals be aware of their discriminatory ability. Patients were asked to trust their health professionals and that they should be assigned to a professional. It was also proposed that managers provide information systems, help reduce health inequalities, and encourage professional freedom. The paper presents concrete measures to promote improved equality in clinics during the delivery of health care. Copyright © 2014 SECA. Published by Elsevier Espana. All rights reserved.

  6. [National Policy of Humanization and education of health care professionals: integrative review].

    Science.gov (United States)

    Barbosa, Guilherme Correa; Meneguim, Silmara; Lima, Silvana Andréa Molina; Moreno, Vania

    2013-01-01

    The National Policy of Humanization aims at innovations in health production, management and care with emphasis on permanent education for workers in the Unified Public Health System and training of university students in the health care field. This study aimed to know, through an integrative review of the literature, the scientific production about the National Policy of Humanization and education of health care professionals, from 2002 to 2010. Ten articles were analyzed in thematic strand through three axes: humanization and users caring, humanization and the work process, humanization and training. The articles point to the need to overcome the biological conception, valuing cultural aspects of users. The work process is marked by the devaluation of workers and by users deprived of their rights. The training of health professionals is grounded in health services where the prevailing standards are practices that hinder innovative attitudes.

  7. Poverty Reduction through Private Sector Development : Policy ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Poverty Reduction through Private Sector Development : Policy Research on Micro, Small and Medium Enterprises. The Palestinian Authority aims to turn the economy away from its dependence on the public sector toward a diversified free market economy. Small businesses, which make up more that 90% of the total ...

  8. Frontline work and the impact of solidarity: Encounters between children and professionals under Danish preventive health and social policy

    DEFF Research Database (Denmark)

    Møller, Marie Østergaard

    2013-01-01

    using professionals with different disciplinary backgrounds such as teachers, pedagogues and home nurses as the final implementers. However, we know from implementation studies that strong political intentions won’t do it alone. They need to be supported by clear policy goals to minimize bureaucratic...... problems all the way from policy design to the teacher’s desk and the home nurse’s family visit (Wildavsky 1984, Brodkin 2006). In the Danish case, a comparative policy study finds that preventive policy design causes ambivalent policy tools, regulative acts and unspecific political categories (Harrits...... distance between professionals and children sometimes, but not always, caused them to worry more. Why is it that professionals sometimes but not always resist to increase their worry for children based on social distance? I explore this variation through a focus on the professionals solidarity orientations...

  9. Foreign Language Teachers' Professional Development in Information Age

    Science.gov (United States)

    Fan, Xiying; Wu, Gang

    Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers.

  10. Healthcare professionals' and policy makers' views on implementing a clinical practice guideline of hypertension management: a qualitative study.

    Directory of Open Access Journals (Sweden)

    Ping Yein Lee

    Full Text Available Most studies have reported barriers to guideline usage mainly from doctors' perspective; few have reported the perspective of other stakeholders. This study aimed to determine the views and barriers to adherence of a national clinical practice guideline (CPG on management of hypertension from the perspectives of policymakers, doctors and allied healthcare professionals.This study used a qualitative approach with purposive sampling. Seven in depth interviews and six focus group discussions were conducted with 35 healthcare professionals (policy makers, doctors, pharmacists and nurses at a teaching hospital in Kuala Lumpur, Malaysia, between February and June 2013. All interviews were audio-recorded, transcribed verbatim and checked. Thematic approach was used to analyse the data.Two main themes and three sub-themes emerged from this study. The main themes were (1 variation in the use of CPG and (2 barriers to adherence to CPG. The three sub-themes for barriers were issues inherent to the CPG, systems and policy that is not supportive of CPG use, and attitudes and behaviour of stakeholders. The main users of the CPG were the primary care doctors. Pharmacists only partially use the guidelines, while nurses and policy makers were not using the CPG at all. Participants had suggested few strategies to improve usage and adherence to CPG. First, update the CPG regularly and keep its content simple with specific sections for allied health workers. Second, use technology to facilitate CPG accessibility and provide protected time for implementation of CPG recommendations. Third, incorporate local CPG in professional training, link CPG adherence to key performance indicators and provide incentives for its use.Barriers to the use of CPG hypertension management span across all stakeholders. The development and implementation of CPG focused mainly on doctors with lack of involvement of other healthcare stakeholders. Guidelines should be made simple, current

  11. [Healthcare needs, public policies and gender: the perspective of professional practices].

    Science.gov (United States)

    Schraiber, Lilia Blima

    2012-10-01

    This paper examines the relationship between public policies and professional practices with respect to healthcare needs. Taking a theoretical-conceptual approach, practices are defined as acts that are permeated by technical-scientific and socio-historical determinants for the social production of work, and the possibilities for cultural, ethical and political changes were analyzed in order to take critical action regarding gender inequalities. With comprehensive healthcare for men as the reference point, the relevance of a distinction between male and female needs, as partial and not necessarily convergent realities in (re)producing these inequalities, is examined. Likewise, professional practices are examined as partial and distinct realities of policies that establish non-immediate relationships. It is considered that the following are symbolic and practical obstacles to change: the reduction of needs through biomedical normalization; the culture of self-employment and approaches that individualize needs; the traditional gender-based culture that conserves unequal practices for men and women; and the lack of registration of rights as part of professional action. This requires proposals specifically geared to healthcare practices and male needs, in order to achieve greater convergence with policy reforms.

  12. Helping professionals and Border Force secrecy: effective asylum-seeker healthcare requires independence from callous policies.

    Science.gov (United States)

    Dudley, Michael

    2016-02-01

    To examine the Australian Border Force Act (BFA) and its context, its implications for asylum-seeker healthcare and professionals, and contemporary and historical parallels. Prolonged immigration detention and policies aiming to deter irregular migration cause maritime asylum-seekers undeniable, well-publicised harms and (notwithstanding claims about preventing drownings) show reckless indifference and calculated cruelty. Service personnel may be harmed. Such policies misuse helping professionals to underwrite state abuses and promote public numbing and indifference, resembling other state abuses in the 'war on terror' and (with qualification) historical counterparts, e.g. Nazi Germany. Human service practitioners and organisations recently denounced the BFA that forbids disclosure about these matters.Continuing asylum-seeker healthcare balances the likelihood of effective care and monitoring with lending credibility to abuses. Boycotting it might sacrifice scrutiny and care, fail to compel professionals and affect temporary overseas workers. Entirely transferring healthcare from immigration to Federal and/or State health departments, with resources augmented to adequate standard, would strengthen clinical independence and quality, minimise healthcare's being securitised and politicised, and uphold ethical codes. Such measures will not resolve detention's problems, but coupled with independent auditing, would expose and moderate detention's worst effects, promoting changes in national conversation and policy-making. © The Royal Australian and New Zealand College of Psychiatrists 2016.

  13. Viewpoint – Swimming against the Current: Questioning Development Policy and Practice

    Directory of Open Access Journals (Sweden)

    Kurt Mørck Jensen

    2013-06-01

    Full Text Available The water world is dominated by normative policies prescribing what 'good development' is all about. It is a universe of its own where policies live their own lives and feed in and out of each other. As new buzzwords continue to be invented or reinvented, policies continue to maintain their shiny images of how water resources or water supply should be managed. There are many water professionals acting as missionaries in the service of policies but probably fewer professionals acting up against blindfolded policy promotion. It is when water policies are being implemented in the real world that the trouble starts. In spite of their well-intended mission, water policies often suffer shipwreck on the socio-economic and political realities in developing countries. Through cases from India and the Mekong, the author demonstrates what happens when normative water polices are forced out of their comfort zone and into social and political realities. Although policies are made of stubborn material they need to be questioned through continuous analytical insight into developing country realities. But undertaking critical analysis and questioning the wisdom of water policies are easier said than done. It takes a lot of effort to swim against the policy current.

  14. Economic development, climate and values: making policy.

    Science.gov (United States)

    Stern, Nicholas

    2015-08-07

    The two defining challenges of this century are overcoming poverty and managing the risks of climate change. Over the past 10 years, we have learned much about how to tackle them together from ideas on economic development and public policy. My own work in these areas over four decades as an academic and as a policy adviser in universities and international financial institutions has focused on how the investment environment and the empowerment of people can change lives and livelihoods. The application of insights from economic development and public policy to climate change requires rigorous analysis of issues such as discounting, modelling the risks of unmanaged climate change, climate policy targets and estimates of the costs of mitigation. The latest research and results show that the case for avoiding the risks of dangerous climate change through the transition to low-carbon economic development and growth is still stronger than when the Stern Review was published. This is partly because of evidence that some of the impacts of climate change are happening more quickly than originally expected, and because of remarkable advances in technologies, such as solar power. Nevertheless, significant hurdles remain in securing the international cooperation required to avoid dangerous climate change, not least because of disagreements and misunderstandings about key issues, such as ethics and equity. © 2015 The Author(s).

  15. Principal Leadership for Professional Development To Build School Capacity.

    Science.gov (United States)

    Youngs, Peter; King, M. Bruce

    2002-01-01

    Examines extent to which principal leadership for professional development at four urban elementary schools addressed three aspects of school organizational capacity: teachers' knowledge, skills, and disposition; professional community; and program coherence. Finds, for example, that effective principals can sustain high levels of capacity by…

  16. 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…

  17. 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…

  18. Professional Competencies Development of Competitive Bachelors in Machine Engineering

    Science.gov (United States)

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

    2016-01-01

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

  19. 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…

  20. Professional Development. One State's Process in the Articulation Puzzle.

    Science.gov (United States)

    Baptiste, Nancy; Cahill, Betsy

    1996-01-01

    Notes that many states are establishing educational and training systems to form a coordinated early care and education professional development system that allows professionals to access easily advanced levels of education without redundancy of content or expenditure of unnecessary time and money. Discusses New Mexico's establishment of core…

  1. Professional Development of Teacher-Educators towards Transformative Learning

    Science.gov (United States)

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

    2017-01-01

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

  2. Reassembling Teacher Professional Development: The Case for Quality Teaching Rounds

    Science.gov (United States)

    Bowe, Julie; Gore, Jennifer

    2017-01-01

    Conventional professional development, while still in full swing in many places, has been widely maligned for its passive approach to learning, its failure to address local differences, and its often single-event format. While the corrective move to more collaborative models of professional learning has been heralded, few empirical studies to date…

  3. 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…

  4. 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

  5. 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.

  6. Continuing professional development for teachers in South Africa and social learning systems: conflicting conceptual frameworks of learning

    Directory of Open Access Journals (Sweden)

    G.M. Steyn

    2008-07-01

    Full Text Available To transform education in this country, South African teachers need to be appropriately equipped to meet the evolving challenges and needs of the country. The national policy framework for teacher education and development is an attempt to address the need for suitably qualified teachers in South Africa. Its aim is to improve the quality of education by focusing on the professional development of teachers. This article attempts to address the following research problem: Does continuing professional development for teachers (CPDT, as stipulated by the national policy framework, have the potential to contribute to the development of teachers as proposed by social learning systems? The answer to this question has the potential to inform and influence the policy and its implementation. The answer also describes how conceptual frameworks for learning in Wenger’s social learning systems conflict with effective professional development (PD programmes and CPDT.

  7. 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

  8. 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...

  9. Hidden Dimensions in the Professional Development of Mathematics Teachers

    CERN Document Server

    Roesken, B

    2011-01-01

    Professional development is often determined by black and white thinking. Either issues are considered as being good or bad, or statements like teachers should or teachers must are transported. However, it is easily forgotten from which perspective the judgment is taken, surely it is not the teacher's one. Profoundly respecting and cherishing the teachers and their needs, allows for arriving at a vision of professional development that is for and with teachers, instead being simply about them. This book presents the field of mathematics teacher professional development both from a theoretical

  10. 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).

  11. Advancing High-Quality Professional Learning through Collective Bargaining and State Policy: An Initial Review and Recommendations to Support Student Learning

    Science.gov (United States)

    von Frank, Valerie, Ed.

    2010-01-01

    This publication is the result of an 18-month project that brought together teams from six states--Minnesota, New Jersey, New York, North Carolina, Ohio, and Texas--along with their national organizations in a groundbreaking partnership to identify collective bargaining language and policies that support high-quality professional development.…

  12. Biofuels development and the policy regime.

    Science.gov (United States)

    Philp, Jim C; Guy, Ken; Ritchie, Rachael J

    2013-01-01

    Any major change to the energy order is certain to provoke both positive and negative societal responses. The current wave of biofuels development ignited controversies that have re-shaped the thinking about their future development. Mistakes were made in the early support for road transport biofuels in Organisation for Economic Co-operation and Development (OECD) countries. This article examines some of the policies that shaped the early development of biofuels and looks to the future. Copyright © 2012 Elsevier Ltd. All rights reserved.

  13. Teacher Professional Development as a Scientific Problem in Comparative Pedagogics

    Directory of Open Access Journals (Sweden)

    Avshenyuk Natalia

    2014-06-01

    Full Text Available Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.

  14. Developing European guidelines for training care professionals in mental health promotion

    Directory of Open Access Journals (Sweden)

    Greacen Tim

    2012-12-01

    Full Text Available Abstract Background Although mental health promotion is a priority mental health action area for all European countries, high level training resources and high quality skills acquisition in mental health promotion are still relatively rare. The aim of the current paper is to present the results of the DG SANCO-funded PROMISE project concerning the development of European guidelines for training social and health care professionals in mental health promotion. Methods The PROMISE project brought together a multidisciplinary scientific committee from eight European sites representing a variety of institutions including universities, mental health service providers and public health organisations. The committee used thematic content analysis to filter and analyse European and international policy documents, scientific literature reviews on mental health promotion and existing mental health promotion programmes with regard to identifying quality criteria for training care professionals on this subject. The resulting PROMISE Guidelines quality criteria were then subjected to an iterative feedback procedure with local steering groups and training professionals at all sites with the aim of developing resource kits and evaluation tools for using the PROMISE Guidelines. Scientific committees also collected information from European, national and local stakeholder groups and professional organisations on existing training programmes, policies and projects. Results The process identified ten quality criteria for training care professionals in mental health promotion: embracing the principle of positive mental health; empowering community stakeholders; adopting an interdisciplinary and intersectoral approach; including people with mental health problems; advocating; consulting the knowledge base; adapting interventions to local contexts; identifying and evaluating risks; using the media; evaluating training, implementation processes and outcomes. The

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

    Science.gov (United States)

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

    2016-01-01

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

  16. Professional development of teacher-educators towards transformative learning

    NARCIS (Netherlands)

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

    2016-01-01

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

  17. Teachers’ goal orientation profiles and participation in professional development activities

    NARCIS (Netherlands)

    Kunst, E.M.; van Woerkom, M.; Poell, R.F.

    2017-01-01

    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

  18. Expectations of Preschool Teachers About Their Professional Development

    Directory of Open Access Journals (Sweden)

    Lepičnik Vodopivec Jurka

    2013-09-01

    Full Text Available development, focusing on their professional and personal expectations. The first part includes a short presentation of modern trends for an ever-increasing preschool teacher professionalism, which also relates to their own (ever-increasing expectations. That is followed by an analysis based on our empirical study which we carried out on a population of 616 Slovenian and Croatian preschool education students and preschool teachers. Those analyses revealed a series of interesting (expected/unexpected similarities and differences in preschool teachers’ expectations about their professional development based on their background (teacher, student, gender (male, female, status (beginners, established, experienced, and country (Slovenia, Croatia.

  19. 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.

  20. 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.

  1. Enabling adaptive system leadership: teachers leading professional development

    OpenAIRE

    Boylan, Mark

    2016-01-01

    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...

  2. Cascade Training and Teachers' Professional Development.

    Science.gov (United States)

    Hayes, David

    2000-01-01

    Examines the experience of a nationwide inservice teacher development project in Sri Lanka that aims to remedy the potential deficiencies of cascade models of teacher development. Shows how project training and development strategies that are context sensitive, collaborative, and reflexive seek to involve teachers in managing their own…

  3. TTI Phase 2 Institutional Support: Sustainable Development Policy ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    TTI Phase 2 Institutional Support: Sustainable Development Policy Institute. This funding will strengthen the Sustainable Development Policy Institute's (SDPI) role as a credible public policy institution in Pakistan by enhancing its ability to provide high-quality, influential, and policy-relevant research. About the Sustainable ...

  4. China's Developing Arctic Policies: Myths and Misconceptions

    Directory of Open Access Journals (Sweden)

    Marc Lanteigne

    2015-12-01

    Full Text Available The Arctic and Far North regions of the world have grown in importance for China's international interests in recent years, and in 2013 China became an observer state in the Arctic Council. Beijing has sought to develop an Arctic policy based on scientific research and partnerships, including in the areas of environmental studies and climate change issues, as well as development and economic issues. As the Arctic gains more international attention due to the effects of ice melting and the possibility of the region becoming a new source of resources, concerns have been raised about a scramble for riches and economic advantages. China, as a rising political and economic power, has been subject to much scrutiny, especially from the West, about its emerging agenda in the Arctic region. Although China is not an Arctic state, the concerns are based on predictions that Beijing is seeking to play a stronger and perhaps even dominant role in the Arctic, and this has led to many misconceptions about China's Arctic policy. The result has been a "clash of identities" between Chinese and Western perceptions, and in order to understand why these diverging views have appeared, it is necessary to first examine the origins of "myths" about China's regional Arctic policies, and then examine their roles, using constructivist theory, before suggesting ways for both China and the international community to address this divergence.

  5. Professional SharePoint 2013 development

    CERN Document Server

    Alirezaei, Reza; Ranlett, Matt; Hillier, Scot; Wilson, Brian; Fried, Jeff; Swider, Paul

    2013-01-01

    Thorough coverage of development in SharePoint 2013 A team of well-known Microsoft MVPs joins forces in this fully updated resource, providing you with in-depth coverage of development tools in the latest iteration of the immensely popular SharePoint. From building solutions to building custom workflow and content management applications, this book shares field-tested best practices on all aspect of SharePoint 2013 development. Offers a thorough look at Windows Azure and SharePoint 2013Includes new chapters on Application Life Cycle Management, developing apps in ShareP

  6. Developmental State Policy, Educational Development, and Economic Development: Policy Processes in South Korea (1961-1979)

    Science.gov (United States)

    Kim, Ki Su

    2012-01-01

    This paper explores two inter-connected issues--the state's role in educational development and educational contribution to economic development--in the policy processes entailed by the South Korean state's pursuit of economic development during the Park Chung Hi era, 1961-1979. It disputes the statist view that South Korea's economic development…

  7. 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

  8. Teacher Professional Development with an Education for ...

    African Journals Online (AJOL)

    This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews ...

  9. Policy Overview and Options for Maximizing the Role of Policy in Geothermal Electricity Development

    Energy Technology Data Exchange (ETDEWEB)

    Doris, Elizabeth [National Renewable Energy Lab. (NREL), Golden, CO (United States); Kreycik, Claire [National Renewable Energy Lab. (NREL), Golden, CO (United States); Young, Katherine [National Renewable Energy Lab. (NREL), Golden, CO (United States)

    2009-09-01

    This research explores the effectiveness of the historical and current body of policies in terms of increased geothermal electricity development. Insights are provided into future policies that may drive the market to optimize development of available geothermal electricity resources.

  10. Policy factors affecting broadband development in Poland

    DEFF Research Database (Denmark)

    Henten, Anders; Windekilde, Iwona Maria

    2014-01-01

    Poland joined the EU in 2004 and still has one of the Europe’s least developed information societies. Broadband penetration in Poland is still amongst the lowest in the EU and significantly below the EU average. Considering the present state of information technology, the key challenge for Poland...... will gradually change the previous balance of power. The specific problem of the Polish market is its very poor infrastructure development and the lack of competitors on the fixed market. This translates into limited access to services for end users particularly in the rural areas. A much lower level...... and discuss broadband access development in Poland and the policy factors influencing this development as well as to examine national strategies used to stimulate service and infrastructure competition in Poland. There are, indeed, many other factors affecting broadband development such as the income level...

  11. Policy Overview and Options for Maximizing the Role of Policy in Geothermal Electricity Development

    Energy Technology Data Exchange (ETDEWEB)

    Doris, E.; Kreycik, C.; Young, K.

    2009-09-01

    Geothermal electricity production capacity has grown over time because of multiple factors, including its renewable, baseload, and domestic attributes; volatile and high prices for competing technologies; and policy intervention. Overarching federal policies, namely the Public Utilities Regulatory Policies Act (PURPA), provided certainty to project investors in the 1980s, leading to a boom in geothermal development. In addition to market expansion through PURPA, research and development policies provided an investment of public dollars toward developing technologies and reducing costs over time to increase the market competitiveness of geothermal electricity. Together, these efforts are cited as the primary policy drivers for the currently installed capacity. Informing policy decisions depends on the combined impacts of policies at the federal and state level on geothermal development. Identifying high-impact suites of policies for different contexts, and the government levels best equipped to implement them, would provide a wealth of information to both policy makers and project developers.

  12. PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO

    Directory of Open Access Journals (Sweden)

    MARLI ELIZA DALMAZO AFONSO DE ANDRE

    2016-12-01

    Full Text Available This paper presents data from a study that investigated the professional development of teacher educators who work in the Training Centre for Basic Education Professionals (Cefapro in the state of Mato Grosso. They are responsible for the implementation of continuing education in schools. The methodological procedures included a survey with all teacher educators (PF, focus group with five PFs and systematic observation of the performance of a PF. The theoretical framework was based on studies of authors such as Carlos Marcelo (1992; 1996; 1999; 2009, Jacky Beillerot (1996 and Marguerite Altet (2003. The analysis focused on the relationship between Teacher educators and their functions, those prescribed by the Training Policy, as well as those determined by the training needs of teachers in school, understanding that this relationship guides the development of professionalism of this new educational actor.

  13. 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.

  14. Analysis of embedding teacher leadership in professional development

    Science.gov (United States)

    Martinez, Joseph Derek

    This study was an examination of how a teacher leadership role---presenting professional development to colleagues---was encouraged through a science education professional development program, Microcosmos. The professional development program, which focused on microbiology for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project, School of Education, Boston University. It included a multiplier-effect structure which required the participating science teachers to present their own Microcosmos professional development workshop to colleagues subsequent to their receiving instruction at Boston University. A qualitative methodology was used, involving 15 science teachers. The primary data source was semi-structured interviews. Secondary data sources were documents submitted to the program by the teachers and observations of their physical classrooms. The data was examined for evidence of 3 attitudes (acceptance of the program's curriculum and philosophy, an enthusiasm for sharing knowledge, a degree of comfort with the biological content) and 6 behaviors (having self-initiative, having a social personality, being an effective communicator, using community resources, having political savvy, having a desire to learn). There were two major findings. First, after fulfilling the requirement of the NSF grant, 7 of the 9 teachers with no prior experience presenting professional development presented additional professional development to colleagues. The most important attitudes influencing this new capability were: an acceptance of the Microcosmos philosophy and curriculum; and having a degree of comfort with the biological content. The most important behaviors were: having a desire to learn, being an effective communicator, and having self-initiative. Six attributes of the Microcosmos professional development program are described which encouraged this teacher leader role. The second finding was that the 15

  15. Combining apps targeting professionals and senior citizens to improve housing accessibility and influence housing provision policies

    DEFF Research Database (Denmark)

    Helle, Tina; Lunn, Tine Bieber Kirkegaard; Iversen, Mogens Holm

    2015-01-01

    Two separate apps that address the increasingly important issue of accessible housing for senior citizens have been developed in different project settings. One of the apps was developed to facilitate the process for professional raters to assess housing accessibility in the context of individual...... housing adaptations. The other app was developed for senior citizens to raise their awareness of possible accessibility problems in their current dwelling and in other apartments within the available housing stock. Both apps were developed with a high degree of active user involvement in processes...... and desires, and for senior citizens to benefit by getting access to a database of professionally rated dwellings. The ultimate goal is the generation of sound knowledge reflecting the needs and desires of senior citizens and professional requirements regarding accessible housing as a means to inform...

  16. Professional NFC application development for Android

    CERN Document Server

    Coskun, Vedat; Ozdenizci, Busra

    2013-01-01

    A practical guide to developing and deploying Near Field Communication (NFC) applications There has been little practical guidance available on NFC programming, until now. If you're a programmer or developer, get this unique and detailed book and start creating apps for this exciting technology. NFC enables contactless mobile communication between two NFC-compatible devices. It's what allows customers to pay for purchases by swiping their smartphones with Google Wallet, for example. This book shows you how to develop NFC applications for Android, for all NFC operating modes: reader

  17. Professional JavaScript for Web Developers

    CERN Document Server

    Zakas, Nicholas C

    2011-01-01

    A significant update to a bestselling JavaScript book As the key scripting language for the web, JavaScript is supported by every modern web browser and allows developers to create client-side scripts that take advantage of features such as animating the canvas tag and enabling client-side storage and application caches. After an in-depth introduction to the JavaScript language, this updated edition of a bestseller progresses to break down how JavaScript is applied for web development using the latest web development technologies. Veteran author and JavaScript guru Nicholas Zakas shows how Jav

  18. 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.

  19. Key lessons for designing health literacy professional development courses.

    Science.gov (United States)

    Naccarella, Lucio; Murphy, Bernice

    2017-11-02

    Health literacy courses for health professionals have emerged in response to health professionals' perceived lack of understanding of health literacy issues, and their failure to routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture, Ethnicity and Health has delivered an annual health literacy demonstration training course that it developed. Course development and delivery partners included HealthWest Partnership and cohealth. The courses are designed to develop the health literacy knowledge, skills and organisational capacity of the health and community services sector in the western metropolitan region of Melbourne. This study presents key learnings from evaluation data from three health literacy courses using Wenger's professional educational learning design framework. The framework has three educational learning architecture components (engagement, imagination and alignment) and four educational learning architecture dimensions (participation, emergent, local/global, identification). Participatory realist evaluation approaches and qualitative methods were used. The evaluations revealed that the health literacy courses are developing leadership in health literacy, building partnerships among course participants, developing health literacy workforce knowledge and skills, developing ways to use and apply health literacy resources and are serving as a catalyst for building organisational infrastructure. Although the courses were not explicitly developed or implemented using Wenger's educational learning design pedagogic features, the course structure (i.e. facilitation role of course coordinators, providing safe learning environments, encouraging small group work amongst participants, requiring participants to conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement, imagination and alignment. Wenger's educational learning design framework can inform the design of future key

  20. 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.

  1. European projects as Continuous Professional Development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    . The IntlUni Erasmus Academic Network (2012-15) is a case in point. A different perspective would be to focus on the impact such a project has for the CPD of the experts directly involved. Based on a survey conducted 15 months after the completion of the IntlUni project, this paper analyses and demonstrates...... a positive impact of the development activities that they engage in, more than anything because of the resources allocated to – or spent on – such projects. While CPD may be organized as regular courses, workshops, etc., much development actually happens in other less formalized contexts. In development...... projects such as those financially supported by the EU Erasmus+ and other programmes, focus is on the concrete outcomes and how they have impacted on developments in higher education institutions or have otherwise been exploited. This is to be demonstrated in so-called Impact and exploitation reports...

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

    Science.gov (United States)

    Lawton, Aoife; Manning, Padraig; Lawler, Fiona

    2017-03-01

    In this feature, guest writer Aoife Lawton discusses the outcomes of an information skills workshop delivered at a continuing professional development conference for health and social care professionals in Ireland. The primary aim of the study was to evaluate perceptions of the effectiveness of the workshop. The study provides details of how, through collaborative partnership, the workshop was developed and delivered. Application of an adapted version of the Kirkpatrick model of evaluation is presented alongside details of what impact the event had on the attendees both immediately after the workshop and 3 months post-workshop. The authors also reflect on the benefits delivery of the workshops had for professional health library practice and service improvement. H. S. © 2017 Health Libraries Group.

  3. Supporting Teachers' Understandings of Function through Online Professional Development

    Science.gov (United States)

    Silverman, Jason

    2017-01-01

    This article explores one segment of an extended research and development project that was conducted to better understand the ways online teacher professional development can support teachers' development of deep and connected mathematical understandings. In particular, this article discusses teachers' understandings of the concept of…

  4. NPS Executive Education and Professional Development Programs Annual Report 2016

    OpenAIRE

    2016-01-01

    The Naval Postgraduate School (NPS) has strong executive education and professional development (EE/PD) programs that extend the reach of its graduate programs to mid- or senior-grade professionals who are unable to take the time out of their careers to attend degree programs, or who need targeted information at their locations on their time schedules. In addition to degree and certificate courses offered for credit, Schools, Centers, Departments, Institutes and other organizations of NPS pro...

  5. 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.

  6. Health care professionals implementing a smoke-free policy at inpatient psychiatric units.

    Science.gov (United States)

    Grant, Lyle G; Oliffe, John L; Johnson, Joy L; Bottorff, Joan L

    2014-12-01

    Smoke-free grounds policies (SFGPs) were introduced to inpatient psychiatric hospital settings to improve health among patients, staff, and visitors. We conducted an ethnographic study in Northern British Columbia, Canada, to describe how the implementation of SFGPs is affected by institutional cultures. Data reported here included participant observation, document review, informal discussions (n = 11), and interviews with health care professionals (HCPs; n = 19) and staff (n = 2) at two hospitals. We used iterative and inductive processes to derive thematic findings. Findings related to HCPs illustrate how local contexts and cultural factors affect SFGP implementation. These factors included individual beliefs and attitudes, the influence of group norms, leadership and consensus building, and locale-specific norms. Strong, consultative leadership, in which leaders solicited input from and long-term support of people most directly responsible for policy implementation, was key to success. © The Author(s) 2014.

  7. 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

  8. Organisational development in general practice: lessons from practice and professional development plans (PPDPs

    Directory of Open Access Journals (Sweden)

    Hocking Paul

    2000-12-01

    introducing expert external facilitation were clear: evaluations of internal group processes were possible, strategic issues could be raised and explored and financial probity ensured. These areas are much more difficult to examine when only internal stakeholders are engaged in a planning process. Conclusions It is not possible to introduce practice and professional development plans (organisational development and organisational learning projects in a publicly funded health care system without first addressing existing educational and management structures. Existing systems are based on educational credits for attendance and emerging accountability frameworks (criteria checklists for clinical governance. Moving to systems that are less summative and more formative, and based on the philosophies of continual quality improvement, require changes to be made in the relevant support systems in order achieve policy proposals.

  9. Organisational development in general practice: lessons from practice and professional development plans (PPDPs).

    Science.gov (United States)

    Elwyn, G; Hocking, P

    2000-01-01

    : evaluations of internal group processes were possible, strategic issues could be raised and explored and financial probity ensured. These areas are much more difficult to examine when only internal stakeholders are engaged in a planning process. It is not possible to introduce practice and professional development plans (organisational development and organisational learning projects) in a publicly funded health care system without first addressing existing educational and management structures. Existing systems are based on educational credits for attendance and emerging accountability frameworks (criteria checklists) for clinical governance. Moving to systems that are less summative and more formative, and based on the philosophies of continual quality improvement, require changes to be made in the relevant support systems in order achieve policy proposals.

  10. MANAGING ENVIRONMENTAL POLICY FOR TOURISM DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Margarita Matlievska

    2013-01-01

    Full Text Available Based on variety of impacts that tourism poses over national economies, each country is interested in supporting its development. Moreover, everyone urges measures for increasing the number of tourists who are eager in meeting their travel and tourism preferences. Since the motive for tourism flows lies in natural or cultural background, it is necessary to find solutions for enhancing such basis. This paper supports the fact that tourism development may not be addressed if environment is neglected. For that purpose, the research is focused on environmental policy as a precondition for preserving safe and sound grounds for tourism development. In this respect, the case of Macedonia is investigated with its corpus of environmental laws being in a state of approximation with the ‘horizontal’ legislation of the European Union. So, the contribution of this paper lies in the fact that provides overview and facts at glance not only on the environmental protection legislation in Macedonia, but on the constitutional regulation as well. The research outcomes confirm the starting research hypothesis for obtaining national environmental legislation fully in line with already established international standards. Hence, one may argue that environmental policy provides basis and legal opportunities for strengthening tourism development.

  11. Leadership for Developing Citizen-Professional Partnerships.

    Science.gov (United States)

    Farley, Sharon S.

    1995-01-01

    The Alabama Rural Elderly Enhancement Project was originally intended to help maintain the health and independence of the elderly in Alabama; it developed into an intergenerational program. The project director's leadership built a strong organization that promoted linkages among community agencies and with citizens. (JOW)

  12. Special Education Professional Development Needs in Zimbabwe

    Science.gov (United States)

    Chitiyo, Morgan; Hughes, Elizabeth M.; Changara, Darlington M.; Chitiyo, George; Montgomery, Kristen M.

    2017-01-01

    Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education,…

  13. Continuing professional development for general practioners

    DEFF Research Database (Denmark)

    Tulinius, Charlotte; Hølge-Hazelton, Bibi

    2010-01-01

    development (CPD) for general practitioners (GPs) to be most effective when it is set up within a multi-method design. This paper reports a research-based evaluation of a 2-year educational CPD project for 21 GPs. METHODS: The project focused on the issue of 'children in need' and was delivered through group...

  14. Professional Development in Environmental and Sustainability ...

    African Journals Online (AJOL)

    Drawing on constructs from the Zone of Feasible Innovation (ZFI), which is related to Vygotsky's Zone of Proximal Development (ZPD), practising Science teachers' engagement in curriculum innovation in environmental and sustainability education is analysed. Data were generated using reflective journals, lesson plans, ...

  15. Professional Development Award: Agriculture and Food Security ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2017-08-28

    Aug 28, 2017 ... To be eligible, you must meet the following requirements: Be a citizen or permanent resident of Canada or be a citizen of a developing country with a work permit in Canada valid until September 30, 2018;; Be pursuing doctoral studies at a Canadian university or having completed a doctoral program at a ...

  16. 76 FR 50199 - National Center To Enhance the Professional Development of School Personnel Who Share...

    Science.gov (United States)

    2011-08-12

    ... National Center To Enhance the Professional Development of School Personnel Who Share Responsibility for... to Enhance the Professional Development of School Personnel Who Share Responsibility for Improving... Center to Enhance the Professional Development of School Personnel Who ] Share Responsibility for...

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

    Science.gov (United States)

    Campana, Joe

    2014-01-01

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

  18. Examining the Satisfaction Levels of Continual Professional Development Provided by a Rural Accounting Professional Body

    Science.gov (United States)

    Halabi, Abdel K.

    2014-01-01

    The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting…

  19. Professional development for sport psychology practice.

    Science.gov (United States)

    Tod, David; Hutter, R I Vana; Eubank, Martin

    2017-08-01

    Applied sport psychology practice and research date back to the late 19th century. During this period investigators have largely examined the interventions practitioners employ to help athletes. More recently, researchers have begun addressing the person employing those interventions, including identifying their attributes and how they develop expertise, in recognition that practitioners are central to effective practice. Research focused on practitioners can inform educational and registration pathways, helping trainees to develop the knowledge, skills, and characteristics needed to meet their clients' needs. In this article major lines of inquiry in this area are reviewed. It is suggested that examining practitioner identity represents novel research that has educational and applied value. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Continuing Professional Development Needs of Teachers in Schools for Competence-Based Vocational Education: A Case Study from The Netherlands

    Science.gov (United States)

    Seezink, Audrey; Poell, Rob F.

    2010-01-01

    Purpose: The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and…

  1. Archives: Journal of Sustainable Development Law and Policy (The)

    African Journals Online (AJOL)

    Items 1 - 10 of 10 ... Archives: Journal of Sustainable Development Law and Policy (The). Journal Home > Archives: Journal of Sustainable Development Law and Policy (The). Log in or Register to get access to full text downloads.

  2. Professional SharePoint 2010 Development

    CERN Document Server

    Rizzo, Tom; Fried, Jeff; Swider, Paul J; Hillier, Scot; Schaefer, Kenneth

    2012-01-01

    Updated guidance on how to take advantage of the newest features of SharePoint programmability More than simply a portal, SharePoint is Microsoft's popular content management solution for building intranets and websites 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 a team of SharePoint experts, this new edition offers an extensive selection of field-tested best practices that shows

  3. Role of State Policy in Renewable Energy Development

    Energy Technology Data Exchange (ETDEWEB)

    Doris, E.; Busche, S.; Hockett, S.; McLaren, J.

    2009-07-01

    State policies can support renewable energy development by driving markets, providing certainty in the investment market, and incorporating the external benefits of the technologies into cost/benefit calculations. Using statistical analyses and policy design best practices, this paper quantifies the impact of state-level policies on renewable energy development in order to better understand the role of policy on development and inform policy makers on the policy mechanisms that provide maximum benefit. The results include the identification of connections between state policies and renewable energy development, as well as a discussion placing state policy efforts in context with other factors that influence the development of renewable energy (e.g. federal policy, resource availability, technology cost, public acceptance).

  4. Development of the transformational advanced professional practice model.

    Science.gov (United States)

    Elliott, Elizabeth C; Walden, Marlene

    2015-09-01

    The purpose of this article is to describe the development of a professional practice model (PPM) for advanced practice registered nurses (APRNs). A literature review was conducted on PPMs. Simultaneous review of authoritative resources, including The National Organization of Nurse Practitioner Faculties (NONPF) and the Licensure, Accreditation, Certification and Education (LACE) Consensus Model, was performed. An expert panel was established to validate the transformational advanced professional practice (TAPP) model. APRNs are relied upon by organizations to provide leadership in the delivery of high-quality, cost-effective health care while improving access and eliminating preventable morbidities. Existing models fail to fully capture the professional scope of practice for APRNs. The TAPP model serves as a framework to guide professional development and mentorship of APRNs in seven domains of professional practice (DOPP). To meet the Institute of Medicine's recommendations for the future of nursing, APRNs should practice to the fullest extent of their education and training. Providing clarification regarding the DOPP of the APRN role is needed to standardized professional practice. The TAPP model is an inspiring blueprint that allows APRNs to model the way by delivering comprehensive health care in seven DOPP. ©2015 American Association of Nurse Practitioners.

  5. Student evaluation of teaching enhances faculty professional development

    Directory of Open Access Journals (Sweden)

    Betty McDonald

    2013-01-01

    Full Text Available This paper highlights the role of Web 2.0 technologies in sourcing ongoing information from university students in an effort to assist faculty in their continuous professional development (PD, with the ultimate goal of incrementally improving teaching and learning. On a semester basis, students use an online program called CoursEvals to provide their opinions about the course and its instructor. The collected data are used to inform the content and delivery of faculty PD workshops. The interactive nature of CoursEvals, with Web features that facilitate information sharing and interoperatibility with Blackboard, a learning/course management system, make it ideal for impacting higher education. Students can complete student evaluation of teaching (SEOT online from any location (university, home, mobile, or overseas. This paper underscores the interactive nature of the feedback process that allows faculty, administration, policy makers, and other stakeholders to participate in the ongoing improvement of teaching and learning. We see how Web 2.0 technologies can impact the teaching/learning nexus in higher education, how online forums and Blackboard bulletin boards have helped popularize Web 2.0 technologies, how online social interactions have escalated through wikis, blogs, emails, instant messaging, and audio and video clips, and how faculty can retrieve their personal SEOT at any time and use the information to self- or peer-evaluate at their convenience. Faculty can compare their SEOT over time to determine stability and monitor their classroom effectiveness. They can also address reliability and validity issues and use the information judiciously without making unnecessary generalizations. Researchers will find useful information supporting the impact of Web 2.0 technologies in higher education.

  6. Policy Diversity as an Engine of Development

    Directory of Open Access Journals (Sweden)

    Daniel Daianu

    2004-06-01

    policy diversity to operate as a means to foster economic development; that there might be a paradigmatic cycle in the dynamic of economic policies

  7. An outline of the need for psychology knowledge in health professionals: implications for community development and breast cancer prevention.

    Science.gov (United States)

    Ahmadian, Maryam; Samah, Asnarulkhadi Abu; Saidu, Mohammed Bashir

    2014-01-01

    Knowledge of health and community psychology in health professionals influences psychosocial and community determinants of health and promoting participation in disease prevention at the community level. This paper appraises the potential of knowledge on psychology in health care professionals and its contribution to community empowerment through individual behavior change and health practice. The authors proposed a schematic model for the use of psychological knowledge in health professionals to promote participation in health interventions/disease prevention programs in developing countries. By implication, the paper provides a vision on policies towards supporting breast cancer secondary prevention efforts for community health development in Asian countries.

  8. 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...... of classical health and helping professions are defined by certain ethical values: the basic elements of a good human life. I argue that the central concepts of occupational therapy, activity and participation, can plausibly be understood in this light. However, this seems to imply a rather substantial...... conception of well-being which I try to spell out. In addition, I specify the basic principles of biomedical ethics in the context of occupational therapy according to an ethical interpretation. In conclusion, I point at four advantages of the ethical interpretation: It adds precision and content to ethical...

  9. So Many Worlds, so Much to Do: Identifying Barriers to Engagement with Continued Professional Development for Teachers in the Further Education and Training Sector

    Science.gov (United States)

    Broad, Janet Hamilton

    2015-01-01

    Between 2008 and 2012, teachers in the further education (FE) sector were required by legislation to engage with 30 hours (pro rata) of continued professional development (CPD), and this is reflective of the ways in which, historically, policy interest in FE teachers' professional development has waxed and waned. Situated within this historical…

  10. Behavior change interventions and policies influencing primary healthcare professionals' practice-an overview of reviews.

    Science.gov (United States)

    Chauhan, Bhupendrasinh F; Jeyaraman, Maya M; Mann, Amrinder Singh; Lys, Justin; Skidmore, Becky; Sibley, Kathryn M; Abou-Setta, Ahmed M; Zarychanski, Ryan

    2017-01-05

    There is a plethora of interventions and policies aimed at changing practice habits of primary healthcare professionals, but it is unclear which are the most appropriate, sustainable, and effective. We aimed to evaluate the evidence on behavior change interventions and policies directed at healthcare professionals working in primary healthcare centers. Study design: overview of reviews. MEDLINE (Ovid), Embase (Ovid), The Cochrane Library (Wiley), CINAHL (EbscoHost), and grey literature (January 2005 to July 2015). two reviewers independently, and in duplicate, identified systematic reviews, overviews of reviews, scoping reviews, rapid reviews, and relevant health technology reports published in full-text in the English language. two reviewers extracted data pertaining to the types of reviews, study designs, number of studies, demographics of the professionals enrolled, interventions, outcomes, and authors' conclusions for the included studies. We evaluated the methodological quality of the included studies using the AMSTAR scale. For the comparative evaluation, we classified interventions according to the behavior change wheel (Michie et al.). Of 2771 citations retrieved, we included 138 reviews representing 3502 individual studies. The majority of systematic reviews (91%) investigated behavior and practice changes among family physicians. Interactive and multifaceted continuous medical education programs, training with audit and feedback, and clinical decision support systems were found to be beneficial in improving knowledge, optimizing screening rate and prescriptions, enhancing patient outcomes, and reducing adverse events. Collaborative team-based policies involving primarily family physicians, nurses, and pharmacists were found to be most effective. Available evidence on environmental restructuring and modeling was found to be effective in improving collaboration and adherence to treatment guidelines. Limited evidence on nurse-led care approaches were found

  11. Teacher Professional Development in Laredo, TX

    Science.gov (United States)

    Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.

    2014-01-01

    In the fall of 2012, McDonald Observatory, Texas A&M University, and Texas A&M International University conducted a series of workshops on astronomy content for 5th - 8th grade teachers in Laredo, Texas. Three one-day workshops were held at the Lamar Bruni Vergara Planetarium of Texas A&M International University, using a mix of in-person and distance learning technology. Texas A&M professor Lucas Macri gave public talks in English and Spanish, and a lunch-time presentation to the teachers. A series of evaluation tools were used to assess the success of the workshops. A Nominal Group Technique (NGT) discussion was used, through which groups developed consensus answers about their learning, expectations for classroom use, and satisfaction with the workshop. The Astronomy/Space Science Test (MOSART Grades 5-8) was also issued as a pre- and post-test to assess gains in knowledge. Teacher consensus was that the materials and activities of the workshop had been helpful for learning and that they expected to use many of them in their classrooms. However, the evaluation also showed that teachers would have preferred the Observatory educator be physically present for all workshops. Past video-conferencing workshops, where local facilitators first participated in workshops at the Observatory, showed better feedback and results concerning this point. Comparing those results to the present case, we conclude that more clearly defined roles and better training for the science specialists and local facilitators would improve the video conference experience for the teachers. Comparison of pre- and post-test results showed improved teacher knowledge. An additional benefit of this project was the further development of partnerships between McDonald Observatory and Texas A&M International University, which has resulted in further education projects, including a video-conference presentation series to eight-grade students and their families. This secondary project focused on

  12. Organisational and task factors influencing teachers’ professional development at work

    NARCIS (Netherlands)

    Evers, A.T.; Heijden, B.I.J.M. van der; Kreijns, K.

    2016-01-01

    - Purpose – The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers’ professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has

  13. Design Issues for Technology-Enhanced Formal Professional Development

    Science.gov (United States)

    Class, Barbara; Schneider, Daniel K.

    2014-01-01

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

  14. Promoting Professional Development for Physical Therapists in Early Intervention

    Science.gov (United States)

    Catalino, Tricia; Chiarello, Lisa A.; Long, Toby; Weaver, Priscilla

    2015-01-01

    Early intervention service providers are expected to form cohesive teams to build the capacity of a family to promote their child's development. Given the differences in personnel preparation across disciplines of service providers, the Early Childhood Personnel Center is creating integrated and comprehensive professional development models for…

  15. 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…

  16. Continuing Professional Development: Rhetoric and Practice in the NHS

    Science.gov (United States)

    Morgan, Arthur; Cullinane, Joanne; Pye, Michael

    2008-01-01

    This article explores the experience of Continuing Professional Development (CPD) by supervisory-level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and…

  17. RE Student Teachers' Professional Development: Results, Reflections and Implications

    Science.gov (United States)

    Ubani, Martin

    2016-01-01

    This article discusses some issues related to the professional development of Religious Education (RE) student teachers in initial teacher education based on empirical results on the development of the pedagogical thinking of Finnish RE student teachers during their teacher education. The article begins by describing the concept of professionalism…

  18. Professional Development for Mathematics Teachers: Using Task Design and Analysis

    Science.gov (United States)

    Lee, Hea-Jin; Özgün-Koca, S. Asli

    2016-01-01

    This study is based on a Task Design and Analysis activity from a year-long professional development program. The activity was designed to increase teacher growth in several areas, including knowledge of mathematics, understanding of students' cognitive activity, knowledge of good questions, and ability to develop and improve high quality tasks.…

  19. Blended Teacher Professional Development: A Synthesis of Three Program Evaluations

    Science.gov (United States)

    Owston, Ron; Wideman, Herb; Murphy, Janet; Lupshenyuk, Denys

    2008-01-01

    This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students. We found that the blended programs were effective in providing teachers with an opportunity…

  20. The Highly Engaged School: A Successful Model for Professional Development

    Science.gov (United States)

    Meyer, Bob

    2015-01-01

    Author Bob Meyer, head of the Fay School (Texas) compares professional development strategies in his school to programs in other schools, which he feels are mostly prescriptive in nature, and are based on a deficit model--focused on fixing, rather than developing--and, thus, are not always inspiring. Here Meyer describes the professional…

  1. The Relation between Employee Organizational and Professional Development Activities

    Science.gov (United States)

    Blau, Gary; Andersson, Lynne; Davis, Kathleen; Daymont, Tom; Hochner, Arthur; Koziara, Karen; Portwood, Jim; Holladay, Blair

    2008-01-01

    A model is presented showing hypothesized common and parallel antecedents of employee organizational development activity (ODA) versus professional development activity (PDA). A common antecedent is expected to affect both ODA and PDA, while a parallel antecedent is expected to affect its corresponding work referent. This model was tested using a…

  2. The Institutionalization of Professional Development: From Propositions to Practice.

    Science.gov (United States)

    Mathias, Haydn; Rutherford, Desmond

    1985-01-01

    Examines propositions for professional development of teaching in higher education. These propositions are analyzed through two models of innovation processes, and recommendations are provided for practices that need to be implemented in higher education if priority is to be given to development of teaching. (MBR)

  3. Entrepreneurship and Gamification in Professional Development

    Directory of Open Access Journals (Sweden)

    Rosalice Botelho Pinto

    2016-07-01

    Full Text Available This article is focused on the theoretical perspective of Sociodiscursive Interactionism (Bronckart, 1999, 2008 and its goal is to demonstrate, through some competencial figures (PINTO, 2015 empirically identified, the importance of the use of serious games and the gamification for the development of these figures. It is through the linguistic configuration of the different ways of interpreting entrepreneurial acting, according to the various references, that one will be able to define what is considered to be competencial figures related to entrepreneurship. In this way, we support the idea that there are groups of specific linguistic configurations which may portray different ways of thinking and interpret entrepreneurship, according with referential diversity. For our analysis, we carried out transcriptions of debates of ideas on the theme of entrepreneurship done by 1st year graduate students whom were integrated in Portuguese public and private private universities in different faculties. The results indicate that the interpretation of the entrepreneurial acting may present different ‘tonalities’ depending on the social activity to which the acting is linked to.

  4. Public Health Platforms: An Emerging Informatics Approach to Health Professional Learning and Development.

    Science.gov (United States)

    Gray, Kathleen

    2016-04-26

    Health informatics has a major role to play in optimising the management and use of data, information and knowledge in health systems. As health systems undergo digital transformation, it is important to consider informatics approaches not only to curriculum content but also to the design of learning environments and learning activities for health professional learning and development. An example of such an informatics approach is the use of large-scale, integrated public health platforms on the Internet as part of health professional learning and development. This article describes selected examples of such platforms, with a focus on how they may influence the direction of health professional learning and development. Significance for public healthThe landscape of healthcare systems, public health systems, health research systems and professional education systems is fragmented, with many gaps and silos. More sophistication in the management of health data, information, and knowledge, based on public health informatics expertise, is needed to tackle key issues of prevention, promotion and policy-making. Platform technologies represent an emerging large-scale, highly integrated informatics approach to public health, combining the technologies of Internet, the web, the cloud, social technologies, remote sensing and/or mobile apps into an online infrastructure that can allow more synergies in work within and across these systems. Health professional curricula need updating so that the health workforce has a deep and critical understanding of the way that platform technologies are becoming the foundation of the health sector.

  5. COURSERA ONLINE COURSE: A PLATFORM FOR ENGLISH TEACHERS’ MEANINGFUL AND VIBRANT PROFESSIONAL DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Arnis Silvia

    2015-07-01

    Full Text Available This article reports on English teachers‘ attitudes towards a professional development program run by Coursera (coursera.org. These teachers were participants of Foundation of Teaching for Learning 1: Introduction online course. Using a survey case study, the findings reveal that most of the participants perceive the course as a well-organized and effective platform to engage in professional learning. Coursera is an online learning platform offering various courses for teacher educators which are meaningful (closely related to their daily teaching practice and vibrant (involves active collaboration among peer participants to review and assess their projects. Albeit this nature, another finding shows that the participants lament that their institutions do not provide professional development (PD support. In fact, PD programs are not constrained to face-to-face encounters, since it can be designed using online platforms such as Coursera, a massive open online course (MOOC. Accordingly, the contribution of the article is to show how online platforms make meaningful and vibrant teacher professional development (TPD possible. The implication of the study is that school administrators and policy makers should provide support for their teachers to take online PD programs. This professional learning should contribute to the best teaching practice and student learning attainment.

  6. 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.

  7. Professional transitions towards sustainable farming systems: The development of farmers' professional worlds.

    Science.gov (United States)

    Coquil, Xavier; Dedieu, Benoît; Béguin, Pascal

    2017-01-01

    While farming in France and generally in Europe is continuing to intensify, at the expense of its environmental sustainability, promising alternatives are emerging. The processes whereby farmers change and transform their own work, to shift from an intensive mode of production to a self-sufficient and autonomous one, need to be formalized if we are to further our understanding of why and how these forms of sustainable farming activity emerge. We use the development of professional worlds theory, a systemic representation of workers' activity, whereby their experience is formalized. This can be explained as the praxis1, conceptual and axiological underpinnings form a system with the object of the action. The development of a professional world is analyzed according to the evolution of its components and the search for pragmatic coherence within it. We analyzed professional transitions towards self-sufficient and autonomous mixed farming through a case study. Our findings showed that the transition is initiated by the discovery of the unthinkable, awareness of a discrepancy between what the farmers think and what they do, the appearance of problems, and the response to external constraints. Professional transition is a non-teleological and non-incremental process; it corresponds to a comparison with reality, and a resolution of difficulties. This process is stimulated by the use of artifacts instrumented by the farmers. New perspectives are opened up by this formalization of transitions, in terms of (i) support towards sustainable farming and (ii) the design of sustainable farming systems.

  8. Professional development in rural nursing: challenges and opportunities.

    Science.gov (United States)

    McCoy, Cindy

    2009-03-01

    Nurses working in rural settings face challenges not found in urban and suburban areas. These challenges affect nursing care, the nursing profession, and the professional development of the individual nurse. To understand rural nursing, a clear definition of rural nursing and of rural nursing theory is essential. There are many challenges in the rural setting for nursing, particularly regarding enhancement of nurses' professional development. With a clear understanding of rural nursing practice, nurse leaders and educators can work to meet the challenges and embrace the opportunities afforded by nursing in the rural setting.

  9. Reproductive tourism in Argentina: clinic accreditation and its implications for consumers, health professionals and policy makers.

    Science.gov (United States)

    Smith, Elise; Behrmann, Jason; Martin, Carolina; Williams-Jones, Bryn

    2010-08-01

    A subcategory of medical tourism, reproductive tourism has been the subject of much public and policy debate in recent years. Specific concerns include: the exploitation of individuals and communities, access to needed health care services, fair allocation of limited resources, and the quality and safety of services provided by private clinics. To date, the focus of attention has been on the thriving medical and reproductive tourism sectors in Asia and Eastern Europe; there has been much less consideration given to more recent 'players' in Latin America, notably fertility clinics in Chile, Brazil, Mexico and Argentina. In this paper, we examine the context-specific ethical and policy implications of private Argentinean fertility clinics that market reproductive services via the internet. Whether or not one agrees that reproductive services should be made available as consumer goods, the fact is that they are provided as such by private clinics around the world. We argue that basic national regulatory mechanisms are required in countries such as Argentina that are marketing fertility services to local and international publics. Specifically, regular oversight of all fertility clinics is essential to ensure that consumer information is accurate and that marketed services are safe and effective. It is in the best interests of consumers, health professionals and policy makers that the reproductive tourism industry adopts safe and responsible medical practices.

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

    Directory of Open Access Journals (Sweden)

    Marian Tukuta

    2015-02-01

    Full Text Available Background: Until recently, procurement was seen as a necessity only. In fact, in many developing economies the profession is still being treated as a ‘back-office’ function. However, not much has been done to explore and address challenges facing procurement professionals in developing economies.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.

  11. 34 CFR 263.1 - What is the Professional Development program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What is the Professional Development program? 263.1... Development Program § 263.1 What is the Professional Development program? (a) The Professional Development... Professional Development program requires individuals who receive training to— (1) Perform work related to the...

  12. Do Co-operative Development Policies Really Lead to the ...

    African Journals Online (AJOL)

    This article assesses how Kenyan co-operative policies contribute to the development of co-operatives as viable business enterprises and autonomous democratic organisations. The article identifies three policy phases that have guided co-operative development over four decades. Policy engagement with cooperatives ...

  13. 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

  14. 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.

  15. Impact of student government bodies on students’ professional development

    OpenAIRE

    Dorozhkin, E. M.; Zaitseva, E. V.; Tatarskikh, B. Y.; Дорожкин, Е. М.

    2016-01-01

    The relevance of the problem under study is due to the fact that the introduction of student government models in the professional development of students is one of the most effective mechanisms for developing the competence of the future graduates, which may significantly increase the demand for them in the labour market in future. The purpose of the article is to develop a model for setting up a functioning student government body, to present the results of implementing the given structural...

  16. [VOCs tax policy on China's economy development].

    Science.gov (United States)

    Liu, Chang-Xin; Wang, Yu-Fei; Wang, Hai-Lin; Hao, Zheng-Ping; Wang, Zheng

    2011-12-01

    In this paper, environmental tax was designed to control volatile organic compounds (VOCs) emissions. Computable general equilibrium (CGE) model was used to explore the impacts of environmental tax (in forms of indirect tax) on the macro-economy development at both national and sector levels. Different levels of tax were simulated to find out the proper tax rate. It is found out that imposing environmental tax on high emission sectors can cause the emission decreased immediately and can lead to negative impacts on macro-economy indicators, such as GDP (gross domestic products), total investment, total product and the whole consumption etc. However, only the government income increased. In addition, the higher the tax rate is, the more pollutants can be reduced and the worse economic effects can be caused. Consequently, it is suggested that, the main controlling policies of VOCs abatement should be mandatory orders, and low environmental tax can be implemented as a supplementary.

  17. Wellness programme and health policy development at a large faith ...

    African Journals Online (AJOL)

    Wellness programme and health policy development at a large faith-based ... The study examines the different challenges that the organisation faces in relation to ... health promotion; HIV/AIDS; human resources; NGOs; organisational policy; ...

  18. Examining Oregon Agriculture Teachers' Professional Development Needs by Career Phase

    Science.gov (United States)

    Sorensen, Tyson J.; Lambert, Misty D.; McKim, Aaron J.

    2014-01-01

    Agriculture teachers face challenges at every stage of their career, creating a need for professional development to meet their individual needs. Additionally, research suggests the need for periodic needs assessments to be conducted within individual states. The purpose of this study was to identify and describe, using the Borich needs assessment…

  19. Collaborative Professional Development for Distributed Teacher Leadership towards School Change

    Science.gov (United States)

    Sales, Auxiliadora; Moliner, Lidón; Francisco Amat, Andrea

    2017-01-01

    Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant,…

  20. Q&A: Lead Pipe on Professional Development

    Directory of Open Access Journals (Sweden)

    Editorial Board

    2012-02-01

    Full Text Available This week, In the Library with Lead Pipe fields professional development and career questions from library school students at the University of North Carolina at Chapel Hill. The questions they asked ranged from committee work to composing cover letters to conference attendance. Here is the complete list (so you can jump around if you like: [...

  1. More Alike than Different: Early Childhood Professional Development in Guatemala

    Science.gov (United States)

    Hardin, Belinda J.; Vardell, Rosemarie; de Castaneda, Albertina

    2008-01-01

    This article describes an early childhood professional development project that took place in the summer of 2005 in Guatemala City. Located in Central America, Guatemala has a population of approximately 12.3 million people, including more than two million children under the age of 5 (UNESCO Institute for Statistics, 2007; UNICEF, 2004). Events…

  2. Teachers' Professional Development from the Perspective of Teaching Reflection Levels

    Science.gov (United States)

    Zhao, Mingren

    2012-01-01

    This paper is a case study based on Habermas's theory of knowledge and human interest. We analyzed the written reflections of four teachers employed at a school and found that the teachers who had experienced advanced professional development tended to engage in practical and critical reflection, whereas those who had experienced average…

  3. US Urban Teachers' Perspectives of Culturally Competent Professional Development

    Science.gov (United States)

    Flory, Sara B.; McCaughtry, Nate; Martin, Jeffrey J.; Murphy, Anne; Blum, Barbara; Wisdom, Kimberlydawn

    2014-01-01

    Health disparities related to food choices, nutrition behaviours and smoking habits in urban communities in the United States signal the importance of health education (HE) in schools, yet educators in urban communities face unique cultural challenges often unaddressed in professional development (PD). The purpose of this study was to use a…

  4. Awarding Credit for Outcomes-Based Professional Development.

    Science.gov (United States)

    Dickerson, Pamela S; Shinners, Jean; Chappell, Kathy

    2017-03-01

    The American Nurses Credentialing Center is embarking on a pilot project designed to award credit to RNs for achievement of outcomes-based professional development activities, regardless of time spent in the endeavor. This article explores the value of this approach in the current health care environment. J Contin Educ Nurs. 2017;48(3):97-98. Copyright 2017, SLACK Incorporated.

  5. Discussing Pedagogical Dilemmas with Teacher Educators: Facilitating Their Professional Development

    Science.gov (United States)

    Yaffe, Elka; Maskit, Ditza

    2010-01-01

    The article describes action research that followed the professional development process of teacher educators engaged in the role of workshop mentors. The inquiry into their own practice and discussions about pedagogical dilemmas proved to be ways of conducting self-study during the interactive team meetings. The goal of these meetings was to…

  6. Intellectual Capital: The Intangible Assets of Professional Development Schools

    Science.gov (United States)

    Basile, Carole G., Ed.

    2009-01-01

    A Professional Development School (PDS) offers unique university-school relationships that can change the culture of learning and add value to students and the community. Initially created in the 1980s, the PDS movement is growing across the country and is now a respected teacher education model. In this book, Carole G. Basile has collected…

  7. Enhancing Learning in the Arts: A Professional Development Resource

    Science.gov (United States)

    Henderson, Clare; Fraser, Deborah; Price, Graham

    2008-01-01

    What is happening in arts teaching and learning in our classrooms? Recent NEMP reports tell us that Year 4 students are not performing well but that there is an increase in scores at Year 8. This new professional development resource builds on research into teacher practice in Years 0-6 classrooms in New Zealand primary schools. It offers new…

  8. A Strength-Based Approach to Teacher Professional Development

    Science.gov (United States)

    Zwart, Rosanne C.; Korthagen, Fred A. J.; Attema-Noordewier, Saskia

    2015-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and…

  9. Teacher Emotion and Learning as Praxis: Professional Development That Matters

    Science.gov (United States)

    Yoo, Joanne; Carter, Don

    2017-01-01

    This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective…

  10. Re-Conceptualizing Teachers' Narrative Inquiry as Professional Development

    Science.gov (United States)

    Golombek, Paula R.; Johnson, Karen E.

    2017-01-01

    We offer a more nuanced characterization of teachers' narrative inquiry as professional development (Johnson & Golombek, 2002) by grounding our definition of and empirical research on teachers' narrative inquiry from a Vygotskian sociocultural theoretical perspective. Our goal is to reaffirm our belief in the educational value of teachers'…

  11. Models of Continuing Professional Development: A Framework for Analysis

    Science.gov (United States)

    Kennedy, Aileen

    2014-01-01

    The area of teachers' continuing professional development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of international…

  12. Federal Consulting: Strategies and Tools for the Career Development Professional.

    Science.gov (United States)

    Kahnweiler, Jennifer B.; Pressman, Sue

    The Federal Government is America's largest employer and is expanding consulting opportunities for career development professionals. Increased Federal mandates for outsourcing have opened wide doors for the entrepreneurial-spirited career counselors and created new challenges for traditional methods of offering career services. As consultants who…

  13. Subject to Form: Research Interviews, Performative Subjectivity, Professional Development

    Science.gov (United States)

    Sarigianides, Sophia Tatiana

    2010-01-01

    In this dissertation, I analyze teacher, literacy coach and researcher subjectivities in a five-year study of on-site professional development with middle-grade Language Arts teachers in a school designated by its district and state as severely underperforming. Interested in the role of research interviews as both research method and cultural…

  14. Medical students' professional identity development in an early nursing attachment.

    NARCIS (Netherlands)

    Helmich, E.; Derksen, E.; Prevoo, M.; Laan, R.F.J.M.; Bolhuis, S.; Koopmans, R.T.C.M.

    2010-01-01

    OBJECTIVES: The importance of early clinical experience for medical training is well documented. However, to our knowledge there are no studies that assess the influence of very early nursing attachments on the professional development and identity construction of medical students. Working as an

  15. Professional Development of Sustainability Competences in Higher Education

    Science.gov (United States)

    Lambrechts, Wim; Verhulst, Elli; Rymenams, Sara

    2017-01-01

    Purpose: This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach: The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and…

  16. Deep Change: Professional Development From the Inside Out

    Science.gov (United States)

    Peery, Angela B.

    2004-01-01

    Professional development for teachers is at a crucial period. In order to help students meet demanding new standards, teachers must have greater success than ever before. The concept of "teacher as learner" must be explored more deeply by educators. At the core of this concept is the idea that many reforms undertaken in the name of greater student…

  17. A strength-based approach to teacher professional development

    NARCIS (Netherlands)

    Zwart, Rosanne; Korthagen, Fred A J; Attema-Noordewier, Saskia

    2015-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93

  18. A strength-based approach to teacher professional development

    NARCIS (Netherlands)

    Zwart, Rosanne C.; Korthagen, Fred A J; Attema-Noordewier, Saskia

    2014-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93

  19. CPA Perceptions of Human Skills for Professional Competency Development Needs

    Science.gov (United States)

    Day, Kari C.

    2017-01-01

    This study addressed CPA perceptions about the need for human skill competencies as professional development. The problem was identified as the undetermined assessment of state level CPA perceptions about human skill competencies as developmental needs. CPAs and education providers may be impacted by this problem. The purpose of this study was to…

  20. Deterrents to Women's Participation in Continuing Professional Development

    Science.gov (United States)

    Chuang, Szu-Fang

    2015-01-01

    This study was designed to explore and define key factors that deter women from participating in continuing professional development (CPD) in the workplace. Four dimensions of deterrents that are caused by women's social roles, gender inequality and gender dimensions are discussed: family and time constraints, cost and work constraints, lack of…

  1. Your Personal Learning Network: Professional Development on Demand

    Science.gov (United States)

    Bauer, William I.

    2010-01-01

    Web 2.0 tools and resources can enhance our efficiency and effectiveness as music educators, supporting personal learning networks for ongoing professional growth and development. This article includes (a) an explanation of Really Simple Syndication (RSS) and the use of an RSS reader/aggregator; (b) a discussion of blogs, podcasts, wikis,…

  2. A Professional Development Climate Course for Sustainable Agriculture in Australia

    Science.gov (United States)

    George, David; Clewett, Jeff; Birch, Colin; Wright, Anthony; Allen, Wendy

    2009-01-01

    There are few professional development courses in Australia for the rural sector concerned with climate variability, climate change and sustainable agriculture. The lack of educators with a sound technical background in climate science and its applications in agriculture prevents the delivery of courses either stand-alone or embedded in other…

  3. Overcoming Parental Resistance to Change in a Professional Development School.

    Science.gov (United States)

    Birrell, James R.; Young, James R.; Egan, M. Winston; Ostlund, Margaret R.; Cook, Paul F.; Tibbitts, Cathy B.; Dewitt, Paul F.

    1998-01-01

    Examined the role of two parents who helped design and implement a field-based teacher-preparation program at one professional-development school. Interviews with participants led to four main themes that illuminated the stages parents experienced: excluding breeds suspicion, holding our ground, saying the same thing, and establishing a new…

  4. Biology Teachers' Professional Development Needs for Teaching Evolution

    Science.gov (United States)

    Friedrichsen, Patricia J.; Linke, Nicholas; Barnett, Ellen

    2016-01-01

    The social controversy surrounding the teaching of evolution puts pressure on secondary biology teachers to deemphasize or omit evolution from their curriculum. In this growing pressure, professional development can offer support to biology teachers. In this study, we surveyed secondary biology teachers in Missouri and report the data from…

  5. Professional Development Recognizing Technology Integration Modeled after the TPACK Framework

    Science.gov (United States)

    McCusker, Laura

    2017-01-01

    Public school teachers within a Pennsylvania intermediate unit are receiving inadequate job-embedded professional development that recognizes knowledge of content, pedagogy, and technology integration, as outlined by Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK) framework (2006). A school environment where teachers are…

  6. Connecting Instructional Technology Professional Development to Teacher and Student Outcomes

    Science.gov (United States)

    Martin, Wendy; Strother, Scott; Beglau, Monica; Bates, Lauren; Reitzes, Timothy; Culp, Katherine McMillan

    2010-01-01

    This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at…

  7. Orientations to Science Teacher Professional Development: An Exploratory Study

    Science.gov (United States)

    Park Rogers, Meredith A.; Abell, Sandra K.; Marra, Rose M.; Arbaugh, Fran; Hutchins, Kristen L.; Cole, James S.

    2010-01-01

    Just as individual teachers have orientations to teaching and learning science that influence their practice, we assert that professional development (PD) projects also have an orientation that guides the design and implementation of the entire project; a construct we term "PD Project Orientation". The purpose of this study was to validate the…

  8. "Experiential" Professional Development: Improving World Language Pedagogy inside Spanish Classrooms

    Science.gov (United States)

    Burke, Brigid Moira

    2012-01-01

    "Experiential" professional development (EPD), influenced by Expeditionary Learning Outward Bound design, was integrated in the classrooms of secondary Spanish teachers to create opportunities for them to learn to use communicative language teaching (CLT) through experience. Teachers collaborated with colleagues, students, and a…

  9. Applications of Vygotsky's Sociocultural Approach for Teachers' Professional Development

    Science.gov (United States)

    Shabani, Karim

    2016-01-01

    This paper outlines an approach to teachers' professional development (PD) that originates in Vygotsky's sociocultural theory (SCT), arguing that what Vygotsky claimed about students' learning in the school setting is applicable to the teachers and that the developmental theories of Vygotsky resting on the notions of social origin of mental…

  10. Use of Graphic Organizers in a Language Teachers' Professional Development

    Science.gov (United States)

    Chien, Chin-Wen

    2012-01-01

    Starting from 2009 academic year, the instructional coaches in a school district in a northwest American city began to provide Workshop II (pseudonym) to elementary school English teachers. This study aims to discuss the use of graphic organizers in English teachers' professional development. Different types of graphic organizers such as…

  11. CLASS Reliability Training as Professional Development for Preschool Teachers

    Science.gov (United States)

    Casbergue, Renée M.; Bedford, April Whatley; Burstein, Karen

    2014-01-01

    Use of the Classroom Assessment Scoring System (CLASS) is increasing across the United States as an important indicator of the quality of programs for young children. Professional development is required to facilitate teachers' understanding of the instructional behaviors upon which they will be judged. This study investigated the use of the…

  12. Examining High Quality Online Teacher Professional Development: Teachers' Voices

    Science.gov (United States)

    Collins, Linda J.; Liang, Xin

    2015-01-01

    Funded by Race to the Top, a federal education initiative, the Department of Education of a Midwestern state in the U.S. launched statewide implementation of online teacher professional development (OTPD) to apply formative instructional practices (FIP) to enhance classroom instruction. Central to the design and implementation of OTPD was the need…

  13. Conceptualising Self-Generating Online Teacher Professional Development

    Science.gov (United States)

    Prestridge, Sarah

    2017-01-01

    In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers' pedagogy. The aim of the project…

  14. Collaborative Online Professional Development for Teachers in Higher Education

    Science.gov (United States)

    Teräs, Hanna

    2016-01-01

    Enhancing teaching quality has become a priority for many universities. The need for high-quality professional development for university teachers is therefore crucial. Earlier research has indicated that isolated workshops often fail to result in significant changes in teaching practice. It has been suggested that the desired transformation…

  15. Professional Development of Teachers in the Tshwane District for ...

    African Journals Online (AJOL)

    Many teachers in South Africa may have had little exposure to environmental education, yet the revised National Curriculum Statement emphasises the infusion of environmental education into all learning areas. The question arises whether professional development of teachers in environmental education is required for ...

  16. The Learning Effects of a Multidisciplinary Professional Development Programme

    NARCIS (Netherlands)

    Visser, Talitha Christine; Coenders, Ferdinand G.M.; Pieters, Julius Marie; Terlouw, C.

    2013-01-01

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

  17. Exploring Change in EFL Teachers' Perceptions of Professional Development

    Science.gov (United States)

    Mohammadi, Mohammad; Moradi, Khaled

    2017-01-01

    Continuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers' perceptions could be a significant endeavor as teachers' beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed…

  18. Professional Development Urban Schools: What Do Teachers Say?

    Science.gov (United States)

    Green, Tanya R.; Allen, Mishaleen

    2015-01-01

    This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…

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

    Science.gov (United States)

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

    2014-01-01

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

  20. Persistent Teaching Practices after Geospatial Technology Professional Development

    Science.gov (United States)

    Rubino-Hare, Lori A.; Whitworth, Brooke A.; Bloom, Nena E.; Claesgens, Jennifer M.; Fredrickson, Kristi M.; Sample, James C.

    2016-01-01

    This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts,…