Relevant bibliographies by topics / Education professionals

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education professionals'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education professionals.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Education professionals"

1

Faulconbridge, James R., and Sarah Hall. "Educating Professionals and Professional Education in a Geographical Context." Geography Compass 3, no. 1 (November 19, 2008): 171–89. http://dx.doi.org/10.1111/j.1749-8198.2008.00176.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Noordegraaf, Mirko. "Remaking professionals? How associations and professional education connect professionalism and organizations." Current Sociology 59, no. 4 (June 29, 2011): 465–88. http://dx.doi.org/10.1177/0011392111402716.

Full text
Abstract:
This article highlights connections between professional and organizational logics that might arise outside organizations, especially during professional education. Traditionally, many professionals were educated and prepared for rendering services and securing quality, irrespective of organizational surroundings. Contemporary service surroundings force professional associations to ‘remake’ rank and file professionals, so that professional behaviours become more ‘organizational’. Associations might change educational programmes, for instance, so that their members learn about organizational issues like efficiency, planning and leadership, working conditions, financing systems and risks. Whether and how this really happens, is unclear, however. This article analyses whether professional education connects professionals to organizational logics, and if so, how? Conceptually, various associational mechanisms for connecting professional and organizational logics are explored. Empirically, professional education is studied by focusing on the education of British and Dutch medical doctors. By analysing their education at three levels of analysis — educational guidelines, curricula and educational practices — the article studies whether and how doctors are tied to organizational issues. At each of these levels, it is concluded, changes occur, although most changes are mainly concerned with didactic and competency-based educational philosophies. To some extent, new connections between professionalism and organizations are established, but primarily at the level of general guidelines. Although medical education is reorganized, medical students are hardly equipped for organizational matters.
APA, Harvard, Vancouver, ISO, and other styles
3

Korovin, Sergei Semenovich. "Profiled physical education: methodological basis." Samara Journal of Science 10, no. 1 (March 1, 2021): 326–30. http://dx.doi.org/10.17816/snv2021101308.

Full text
Abstract:
The relevance of the presented material is due to the need to resolve the contradiction between the social need for human capital reproduction and creation and the insufficient methodological substantiation of the value potential of professional physical culture and profiled physical education in the upbringing of the essential cultural characteristics of the professionals personality as a subject of human capital. The subject of the research is the characteristics of profiled physical education components, while the goal is the methodological substantiation of profiled physical education in the upbringing of culturological characteristics of the professionals personality. It is shown that the methodological basis was formed by the personality-oriented and cultural approaches to the organization of educational processes. It has been substantiated that in the reproduction of human capital one of the leading places is given to the values of professional physical culture with the targeted use of which an optimal ratio is achieved in correcting the bodily-mental-spiritual conditions of a person, his professionally important motor and personal needs and abilities. The author approves the statement that their quality-quantity reflects the development of the individuals professional physical culture, the manifestation of the basic culture of the subject and, in general, characterizes the quality of human capital. It is shown that one of the fundamental types of professional physical culture is profiled physical culture education as a specially organized and specific pedagogical process of development, training and education of professionally significant value orientations, motor and personal needs and abilities of the professionals personality. It is substantiated that the structure of profiled physical education is represented by the following components: profiled physical education, upbringing and development, the implementation of which ensures the proper complexity and comprehensiveness in the development of the essential culturological characteristics of the professionals personality as a subject of human capital. The author claims that the main tasks of profiled physical education are the development of socially correct behavior experience; teaching professionally important (applied) motor skills and abilities; mastering the system of professionally oriented physical culture and sports knowledge and skills of physical culture self-improvement. Profiled physical education has the task of bringing the system of professionally important motor qualities to the proper state; reproduction and maintenance of professionally important personal properties and qualities; formation of a system of needs and motives in professionally oriented physical culture and sports self-improvement. Profiled physical culture development provides a solution to the problems of optimizing the main professionally important adaptive capabilities; correction of physical development and professionally important functional capabilities; development of professionally important mental processes and their types.
APA, Harvard, Vancouver, ISO, and other styles
4

Griber, Yulia A. "Influence of vocational education on color vocabulary and color naming patterns." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 70–85. http://dx.doi.org/10.32744/pse.2021.3.5.

Full text
Abstract:
Introduction. The professional education received and the professional activity carried out have a tangible impact on many spheres of human life. A professional environment influences a person’s consciousness, changes his/her conceptual thinking and lexical content of everyday communication. The purpose of the research is to test whether growing color competence affects the size, variability, and quality of the color vocabulary of native Russian speakers. Materials and methods. The data were collected in an online experiment involving 1737 native Russian speakers with different professional backgrounds and levels of color competence: 1103 participants were not professionally involved with color (hereafter referred to as non-professionals); 509 were students, in the process of professionally mastering the theoretical foundations of color science and colorism, and had basic color competence (hereafter referred to as novice professionals); 125 participants were practicing colorists and color consultants, designers and architects (hereafter referred to as experienced professionals). Results. The research showed that the growth of professional experience and coloristic competence noticeably affects the color vocabulary and color naming patterns. Compared to non-professionals, novice and experienced professionals use more complex color naming patterns and a greater variety of chromatic and achromatic modifiers (the Shannon diversity index increases from 6.55 to 7.52 and 7.12 respectively), but fewer basic color names (they account for 47% of non-professional, 43% of novice and 38% of experienced professionals’ vocabulary). The influence of professional education and professional culture is most pronounced in the choice of referent objects for describing connotations. 132 of the 320 referent objects proposed by non-professionals, and 113 of the 301 objects proposed by professionals, were “endemic” to each of these groups and were not used by representatives of other groups. Non-professionals most often described hues using naturally occurring substances, plants, flowers, artifacts, and body products as prototypes. Color specialists chose as referents dyes, pigments, paint brands, and exotic terms that fill modern advertising. Conclusions. The results confirm the hypothesis that, in addition to the universal perceptual factors that control color categorization, color-related cognitive processes are also influenced by social and cultural factors. The revealed professional differences of color vocabulary and color naming patterns can be used in the practical implementation of the process of formation of linguodidactic design of professional personality of a wide range of professionals, whose activities are directly or indirectly related to the choice of color and color design.
APA, Harvard, Vancouver, ISO, and other styles
5

Kennerley, J. A. "Managing Professionals and Professional Autonomy." Higher Education Quarterly 46, no. 2 (April 1992): 166–73. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01593.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Adiga, Kasturi R., and Anice George. "Inter-professional Education-a Challenge for Health Professionals." International Journal of Nursing Education 7, no. 3 (2015): 123. http://dx.doi.org/10.5958/0974-9357.2015.00148.8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Anishchuk, A. "PROFESSIONAL PREPARATION OF FUTURE PROFESSIONALS IN PRESCHOOL EDUCATION." Research Notes, no. 4 (December 21, 2020): 59–67. http://dx.doi.org/10.31654/2663-4902-2020-pp-4-59-67.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Evans, Linda. "PROFESSIONALISM, PROFESSIONALITY AND THE DEVELOPMENT OF EDUCATION PROFESSIONALS." British Journal of Educational Studies 56, no. 1 (March 2008): 20–38. http://dx.doi.org/10.1111/j.1467-8527.2007.00392.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hamid, Aamir, and Muhammad Shahid Soroya. "Continuing education for LIS professionals: why." Library Review 66, no. 1/2 (February 7, 2017): 83–89. http://dx.doi.org/10.1108/lr-01-2015-0001.

Full text
Abstract:
Purpose The purpose of this study is to determine the outcomes of continuing education programs that are being carried out, either having positive or negative effects on the personal and professional lives of the participants. Design/methodology/approach The research method used for this study was a survey, which had been based on findings derived from a comprehensive literature review. The data collection tool was an online questionnaire with a five-point Likert scale. Questionnaires were circulated to the 120 library professionals equally divided among three online discussion groups which have high rate of library professionals’ memberships: Pakistan Library Automation Group, Pakistan Librarians Welfare Organization (PLWO) and Pakistan Library Club through emails. The 100 completely filled questionnaires were received and so the response rate was 83 per cent. Findings The study concluded that continuing education programs (CEPs) had positive effects on the participants’ professional as well as personal lives. The results revealed that CEPs improved librarians’ professional knowledge about digital resources, library automation and management systems, searching techniques, library management and skills regards team work. The effect on their personal lives was also noticeable: helped them to build confidence, increased personal interaction and developed their ability to research, leadership, communication and managerial skills. Therefore, the study clearly indicates that CEPs proved very helpful in capacity building of professional librarians. Practical implications The paper clearly addresses the effects of CEPs on participants’ professional and personal lives. As expressed, the results CEPs are playing an important role in the capacity building of professional librarians. This study will stimulate CEPs managing associations or organizations to check outcomes, whether they are valuable for the participants. Originality/value This paper reports the effects of formal or informal training sessions on LIS professionals’ professional and personal lives.
APA, Harvard, Vancouver, ISO, and other styles
10

Gotterbarn, Don. "Professional practice by unlicensed professionals." ACM Inroads 6, no. 4 (November 17, 2015): 16–19. http://dx.doi.org/10.1145/2822900.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Education professionals"

1

Muller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.

Full text
Abstract:
Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.
APA, Harvard, Vancouver, ISO, and other styles
2

Bennett, Sandra M. "Exploring the relationship between continuing professional education and job satisfaction for information technology professionals in higher education." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5296/.

Full text
Abstract:
The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the Internet to information technology professionals working in higher education. The participants were contacted by email with a message explaining the purpose of the research and a Web link that took the participants directly to the survey. After collecting the data, it was exported into SPSS and analyzed using Spearman Rho and Mann Whitney U statistics and a simple structure exploratory factor to determine any underlying structures between the job satisfaction and CPE.
APA, Harvard, Vancouver, ISO, and other styles
3

Helm, Matthew P. "Professional identity, sense-making, and the market effect: Perspectives from new student affairs professionals." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290031.

Full text
Abstract:
New student affairs professionals encounter a myriad of socialization challenges as they undergo both graduate and professional socialization and organizational socialization. More often than not, these environments are socializing new student affairs professionals in ways that are incongruent and perhaps even oppositional. Layered on top of these general socialization tensions is the emergence and encroachment of academic capitalism into student affairs professional environments. For the purpose of this dissertation, the term Market Effect with be utilized in place of academic capitalism to depict how academic capitalism has manifested itself in the student affairs profession. This case study of four college student personnel programs seeks to understand how new student affairs professionals make sense of and resolve socialization tensions in professional environments and the extent to which these socialization tensions are created by the marketization of the student affairs profession. The literatures drawn upon in this study include, the sociology of professions and professionalization, professional socialization and education, student affairs history and professional ideology, and academic capitalism and the marketization of student affairs. Implications and recommendations are made in the final chapter.
APA, Harvard, Vancouver, ISO, and other styles
4

James, Magna M. "Occupational stress among Black professionals /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148759680782221.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Schneider, Jennifer Smith. "Self-Perceived Competence of New Student Affairs Professionals." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5392.

Full text
Abstract:
This study was designed to determine the extent to which new student affairs professionals feel competent for the work and to identify the experiences that foster such competence in them. The study also revealed discrepancies in the perceived levels and sources of competence between professionals who have completed either one or three years of full-time employment in student affairs. While some quantitative studies have addressed competence in student affairs professionals, the literature lacks in-depth information regarding the acquisition of competence of new professionals. This basic qualitative study offers rich information about competence development from the professionals themselves. Participants graduated from five master's-level student affairs preparation programs housed at large public institutions in Florida. They generally felt competent at the mid-range (intermediate) in the ten areas published by the American College Personnel Administrators - College Student Educators International (ACPA) and the National Association of Student Personnel Administrators - Student Affairs Administrators in Higher Education (NASPA). Primary sources of competence were full-time experience in student affairs, graduate preparation programs, and professional development. Those who obtained their degrees more recently reported higher levels of competence than those who have been in the field longer. Other interesting themes relating to competence development emerged, as well.
APA, Harvard, Vancouver, ISO, and other styles
6

Payor, Tara. "Perspective from Two Professions: Two professionals Making Meaning of the Clinical Educator Role." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6349.

Full text
Abstract:
The purpose of this phenomenological study was to describe how professional educators make sense of their role in helping novice practitioners make meaning from authentic clinical practice. Simultaneously studying a clinical educator from teacher and graduate medical education, and subsequently setting their stories side by side, speaks to the interest both professions have in learning from the other. Both clinical educators were Board certified in their respective area of practice. In-depth phenomenological interviewing was used as the study’s methodology, and the professional formation construct served as the study’s conceptual framework. Data corroborate findings in the literature that there is a lack of consensus about what the clinical educator role entails. Participants showed alignment with the professional formation conceptual framework and demonstrated that the clinical educator role is multifaceted, complex, and made up of more than discrete functions. Their capacity to support professional formation comes from their ownership of a special mix of cognitive and behavioral processes, professional knowledge, and personal attributes. Given both professions’ interest in and ongoing efforts to improve clinical education, the study can help both continue their work toward understanding the clinical educator role and ensuring that people selected for the role are chosen through thoughtful methods and provided with clinical-educator-specific professional development throughout the professional lifespan.
APA, Harvard, Vancouver, ISO, and other styles
7

Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

Full text
Abstract:
Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.
APA, Harvard, Vancouver, ISO, and other styles
8

Porter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

De, Eyto Adam. "Sustainable design education : learning strategies for multidisciplinary education of undergraduates and professionals." Thesis, Bournemouth University, 2010. http://eprints.bournemouth.ac.uk/15097/.

Full text
Abstract:
The concept of sustainable design as a specialism within design, business and manufacture is not a new one. Writers and educators such as Victor Papanek (Papanek 1971) and Buckminster Fuller (Fuller and Snyder 1969) were advocating a change in the way we taught students how to design and look at the world in which they live. In parallel with this, many other experts (Carson 1962; Lovelock 1979) were highlighting the difficulties being caused by industrialisation and global trade in the natural environment. Issues such as the dramatic impact of the global population on ecosystems; the strains on the global and local economic systems and the challenges meted by social inequity were starting to be raised by scientists, economists and even designers as early as the 1960s. These are now finally accepted as real problems for today's students and professionals and for the world as a whole. They now provide clear opportunity both to graduates and to businesses as fields in which they can provide and develop expertise with a view to mitigating past and future problems. This research grew out of an opportunity to examine how students and professionals learn to contextualise their design training through a sustainable design lens. Over a five year period from 2004-09 the research sought to evaluate how the learner understands and· applies their knowledge and skills and to begin the process of developing a sustainable design mindset. Through the development of a series of case studies the research goes on to develop learning strategies that can assist the learner to work in a multidisciplinary environment and to develop a sustainable literacy with their colleagues from non design disciplines. The work outlined here deals with how undergraduate students learn about sustainable design in a studio based environment over an extended period. It looks at the use of elearning, multidisciplinary project work, live projects and the mixing students with professionals all through the vehicle of sustainable design. The research also develops a number of strategies for assisting both SME (Small and Medium Enterprises) and practicing design professionals to learn about sustainable design. These strategies encourage the professionals to look at sustainability in a holistic manner and to develop a personal understanding about how it can influence their business and their design practice. The principal research question is: How can the third level effectively educate students, SMEs and professionals in sustainable design so as to be able to apply their knowledge, skills and competencies to design and industry practice in an effective manner within a complex and rapidly changing world paradigm? This body of research is a first comprehensive comparison of how undergraduate students, SME professionals and design professionals learn about sustainable design. It develops a number of learning strategies and proposes a sustainable design learning model based on the findings of the applied research.
APA, Harvard, Vancouver, ISO, and other styles
10

Phillips, Terry. "Changing nurse education : dialogue and discourse in the education of student-professionals." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296308.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Education professionals"

1

Best practices for education professionals. Toronto: Apple Academic Press, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pediatric Education for Prehospital Professionals (Program), ed. Pediatric Education for Prehospital Professionals. 3rd ed. Burlington, MA: Jones & Bartlett Learning, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Effective continuing education for professionals. San Francisco: Jossey-Bass, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fraser, Kym. Studying for continuing professional development in health: A guide for professionals. Abingdon, Oxon: Routledge, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Learning to be professionals. Dordrecht: Springer, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Onderwijskunde: Een kennisbasis voor professionals. Groningen: Wolters-Noordhoff, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Parents and professionals in special education. Boston: Allyn and Bacon, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hoyle, Eric. Educational leadership: Ambiguity, professionals and managerialism. London: SAGE Publications, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hoyle, Eric. Educational leadership: Ambiguity, professionals and managerialism. London: SAGE, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Brine, Alan. Continuing professional development: A guide for information professionals. Oxford: Chandos Pub., 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Education professionals"

1

Okros, Alan. "Education and Learning." In Management for Professionals, 53–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25726-2_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Smith, Megan, and Tracy Levett-Jones. "Providing Clinical Education." In Educating Health Professionals, 103–12. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Barr, Hugh, and Julia Coyle. "Introducing Interprofessional Education." In Educating Health Professionals, 185–96. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sorinola, Olanrewaju, Tania Gerzina, and Jill Thistlethwaite. "Health Professional Education Programs." In Educating Health Professionals, 49–60. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Valcik, Nicolas A., Meghna Sabharwal, and Teodoro J. Benavides. "Higher Education Specific Issues." In Management for Professionals, 155–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75111-1_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

De Notaris, Dario. "Reskilling Higher Education Professionals." In Lecture Notes in Computer Science, 146–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19875-6_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Larson, Elaine, Marie-Noëlle Chraïti, and Wing-Hong Seto. "Education of Healthcare Professionals." In Hand Hygiene, 152–55. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118846810.ch22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Michel, Jessica Ostrow, and Erika Kessler. "Higher Education Sustainability Professionals." In Encyclopedia of Sustainability in Higher Education, 1–11. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_146-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Michel, Jessica Ostrow, and Erika Kessler. "Higher Education Sustainability Professionals." In Encyclopedia of Sustainability in Higher Education, 886–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_146.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Egan, Kathy L. "Education of Health Professionals." In Classic Papers in Geriatric Medicine with Current Commentaries, 33–45. Totowa, NJ: Humana Press, 2008. http://dx.doi.org/10.1007/978-1-59745-428-5_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Education professionals"

1

Nylen, Aletta, and Arnold Pears. "Professional communication skills for engineering professionals." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684828.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Thomas, Liz, and Vicky Duckworth. "Maintaining the diversity of the professional healthcare workforce through higher education qualification routes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8198.

Full text
Abstract:
In England many professional healthcare qualifications, including nursing, are only achievable through higher education, for which tuition fees are payable from this year (2017-18) onwards. This paper is concerned about maintaining both the number and diversity of healthcare professionals to meet the needs of a diverse and ageing population. It reviews student views and the available statistical evidence about the impact of the introduction of tuition fees on applicants, and literature and empirical evidence about what higher education institutions are doing to recruit and retain students from different backgrounds to meet the health needs of the population. It concludes that because professions such as nursing have traditionally recruited from a diverse population minimal knowledge or practical expertise has been developed to widen participation in healthcare education in general and nurse education in particular. Moving forward, the healthcare and higher education sectors will need to work in joined up ways to develop strategies to both attract and retain a wide range of diverse students to higher education professional healthcare qualification courses – and maintain the supply of qualified healthcare professionals.
APA, Harvard, Vancouver, ISO, and other styles
3

Pautikova, Olga. "Continuing professional education for increasing competences of library professionals." In Information technologies, computer systems and publications for libraries. Russian National Public Library for Science and Technology, 2019. http://dx.doi.org/10.33186/978-5-85638-221-0-2019-30-33.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Varvel, Virgil E., Elin J. Bammerlin, and Carole L. Palmer. "Education for data professionals." In the 2012 iConference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2132176.2132275.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zeiler, Wim, Perica Savanovic, and Rinus van Houten. "Multidisciplinary Master Design Projects Based on Workshops for Professionals." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86295.

Full text
Abstract:
The growing complexity in (Dutch) building practice necessitates developments in other aspects, besides specialized and professional skills. Therefore a new integral approach in building design education has been developed in close cooperation with building design practice. In 2005, the building services chair of the Faculty of Architecture, Building and Planning of the TU/e commenced a multidisciplinary master project ‘Integral Design’ focused on a sustainable climatic design. In this and the following Multidisciplinary Master projects students of architecture, building technology, structural engineering and building services participated. The students began with a two days learning-by-practice workshop which was implemented and tested in collaboration with experienced professionals from the Royal Institute of Dutch Architects (BNA) and the Dutch Association of Consulting Engineers (ONRI). This is one of the few projects in which the practical experience is transferred into the educational academic program; normally this process functions the other way around. The theoretical basis of the combined education of students and professionals is discussed and results presented. Quite remarkable is that these workshops by themselves have become part of the permanent professional educational program of the BNA.
APA, Harvard, Vancouver, ISO, and other styles
6

Green, John A. "Education program for photonics professionals." In Opto-Canada: SPIE Regional Meeting on Optoelectronics, Photonics, and Imaging, edited by John C. Armitage. SPIE, 2017. http://dx.doi.org/10.1117/12.2283985.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Campbell, Melanie, and Donna Strickland. "Education program for photonics professionals." In Ninth International Topical Meeting on Education and Training in Optics and Photonics, edited by François Flory. SPIE, 2005. http://dx.doi.org/10.1117/12.2207718.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Strickland, Donna, Melanie C. Campbell, and John A. Green. "Education program for photonics professionals." In Eighth International Topical Meeting on Education and Training in Optics and Photonics, edited by Barry L. Shoop and Grover Swartzlander. SPIE, 2003. http://dx.doi.org/10.1117/12.2208378.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Marusynets, Mariana, Dmytro Korchevskyi, and Vitalii Lapinskyi. "Social Aspects of Information System and Computer Technology Professionals’ Practice-oriented Training." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/17.

Full text
Abstract:
The article describes the social and pedagogical aspects of training a computer specialist in the modern information space. The features of the virtual environment of activity are considered, attention is paid to the social directions of professional training of a computer specialist, in particular, ethical responsibility. Attention is focused on the nature and types of social consequences and spiritual and cultural changes generated by the informatization of society, determined by the social conditions in which the informatization process takes place, and the problem itself is due to the relationship between the man, computer, and society. The advantages and risks of training professionals in the given specialty are indicated and the main possible approaches are substantiated. It is shown that with the emergence of a new type of information life, which is considered as a general humanitarian philosophical problem, it is necessary to humanize professional education. The problems of the theoretical analysis and determination of the ontological status of virtual reality, the phenomenon of human computer dependence are described. It is indicated that a special responsibility lies with computer specialists, whose professional training should include not only the assimilation of educational material to ensure successful professional activity in the future, but it must take into account the social needs of society.
APA, Harvard, Vancouver, ISO, and other styles
10

Strickland, Donna, Melanie C. Campbell, and John A. Green. "Education program for photonics professionals (EP3)." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2003. http://dx.doi.org/10.1364/etop.2003.eme3.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Education professionals"

1

none,. Education Roadmap for Mining Professionals. Office of Scientific and Technical Information (OSTI), December 2002. http://dx.doi.org/10.2172/1218660.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

England, Lauren. Crafting Professionals: craft higher education & sustainable business development. University of Dundee, 2020. http://dx.doi.org/10.20933/100001183.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Flick, L. B. Attracting students and professionals into math, science, and technology education at the elementary and middle grades: Final report, September 1, 1992--February 28, 1994. Office of Scientific and Technical Information (OSTI), December 1995. http://dx.doi.org/10.2172/10105824.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Flick, L. B. Attracting students and professionals into math, science, and technology education at the elementary and middle grades: Annual report, September 1, 1992--August 31, 1993. Office of Scientific and Technical Information (OSTI), December 1995. http://dx.doi.org/10.2172/10105828.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dye, Jason R. Educating Captains For War: Deliberately Designing Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1001279.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Reoyo, Paul J. Professional Education: Key to Transformation. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada401044.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Shaw, Chris. Professional Military Education: An Alternative Approach. Fort Belvoir, VA: Defense Technical Information Center, April 1992. http://dx.doi.org/10.21236/ada262081.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

AIR UNIV SQUADRON OFFICER COLLEGE. Professional Military Education for Life (PME4L). Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada617850.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

Full text
Abstract:
Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
APA, Harvard, Vancouver, ISO, and other styles
10

Devine, M. K. Professional Military Education for Navy Operational Leaders. Fort Belvoir, VA: Defense Technical Information Center, May 2010. http://dx.doi.org/10.21236/ada525225.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Education professionals' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography