Academic literature on the topic 'Professional education (Title)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Professional education (Title).'
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 "Professional education (Title)"
1
Oktradiksa, Ahwy, Norma Dewi Shalikah, Irham Nugroho, Kanthi Pamungkas Sari, Minzani Aufa, and Muis Sad Iman. "Evaluasi Ketercapaian Standar Penjaminan Mutu Kinerja Penelitian, Pengabdian Dan Hak Paten Program Studi PGMI UMmagelang." Jurnal Penjaminan Mutu 5, no. 2 (2019): 133. http://dx.doi.org/10.25078/jpm.v5i2.897.
Full textAbstract:
<p><em>Muhammadiyah University of Magelang (UMMagelang) with Study Program Madrasah Ibtidaiyah Teacher Education (PGMI) has a vision "To become a superior and nationally Islamic study program in 2024 the development of Islamic science in the field of teacher professional education (MI/SD)". In order to realize the performance and improvement of PGMI Study Program lecturers based on 17 quality objectives set out in the appendix of the study program vision, in this article only the criteria for research and service are delivered, the PGMI UMMagelang study program refers to the UMMagelang research roadmap. In the last 3 years, lecturers of PGMI were involved in 28 Research and Service Titles. LP3M UMMagelang Internal Funding: 8 Title University Vision Revitalization Program (PRVI) and 9 University Partnership Program (PKU) titles. External Funding for DRPM Kemenristekdikti: 2 titles of Higher Education Leading Basic Research (PDUPT), 1 title of Grant DIPA Kopertais Wilayah X Central Java, 1 title Grant of Magelang regency, 1 title Community Partnership Program (PKM), 1 title Village Partner Development Program (PPDM)</em></p>
2
Sun, Lizhi, Danhui Chen, and Jingjing Xu. "Changes in workload of Chinese university undergraduate teaching from the perspective of education quality management: A case study of a teaching-research university." International Journal of Metrology and Quality Engineering 14 (2023): 11. http://dx.doi.org/10.1051/ijmqe/2023012.
Full textAbstract:
The teaching workload of university teachers is an objective reflection of their instructional input and directly affects the quality of education and teaching. The ultimate goal of studying university teachers' workload is to enhance the quality of higher education. Based on the analysis of data from twelve years' teaching workload of a teaching-research university in China, the results show that the changes of overall teaching workload are in stages. Classroom teaching workload is the majority of the whole teaching workload. The teaching workload is mainly undertaken by university teachers with intermediate and deputy senior professional titles, and changes in teaching workload undertaken by university teachers with junior professional title and intermediate professional title is greater than those with vice senior professional title and senior professional title. Male teachers' workload is slightly more than female teachers, but gender differences have been shrinking over the years. The proportion of classroom teaching workload in teaching-oriented colleges is high, which is about 7:3 and has decreased in the past twelve years. Developing logic, administrative logic and difference logic are generative logic of changes in undergraduate teaching workload. Due to the relevance of the ISO 9000 family of standards in the management of higher education teaching, it is recommended to follow its seven quality management principles and adopt a teaching quality management approach based on the PDCA cycle in a broader context of quality management. This approach aims to manage higher education systematically, establish an organizational environment, and promote teachers' active engagement in teaching, including teaching workload. It also facilitates to improve teacher classification management and evaluation mechanisms.
3
Sheremet, Maria, Natalia Havrilova, Svitlana Fedorenko, et al. "Scientific, theoretical, and applied approaches to the formation of professional competencies in a speech therapist teacher." Actual problems of the correctional education (pedagogical sciences) 21 (July 3, 2023): 140–77. http://dx.doi.org/10.32626/2413-2578.2023-21.140-177.
Full textAbstract:
The article encompasses scientific-theoretical and applied approaches to developing professional competencies in a speech therapist teacher, considering contemporary trends in the evolution of professional standards and qualifications in Ukraine. It outlines the principal pathways in the development of the state standard for the training of specialists in the field of Special Education (according to nosologies) with specialization in 016.01 Logopedics. These pathways allow for commencing the work related to the substantiation of scientific-theoretical approaches to shaping the professional standard of a speech therapist teacher, based on a competency-based approach and the establishment of cooperation with employers. The objective of the professional activities of a speech therapist teacher is characterized. A generalized job title, "teacher-logopedist," is presented following the National Classifier of Professions, and names for typical positions are proposed, including "teacher-logopedist," "teacher-logopedist in inclusive education (under a labor contract)," and "specialist-consultant of the inclusive resource center." It is specified that the acquisition of professional qualifications takes place in higher education institutions, which are entities authorized by legislation for conferring/confirming and recognizing professional qualifications through the education and training of candidates at the first (bachelor's) and second (master's) levels of higher education in the field of Special Education, with specialization in 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy. It is noted that professional development leading to the attainment of such professional qualifications occurs in accordance with the current legislation: - The titles of "teacher-logopedist," "specialist of the 2nd category," and "teacher-logopedist," "specialist of the 1st category," are conferred by attestation commissions at educational institutions, district, and municipal education authorities. At the same time, the training is conducted at the first (bachelor's) level of higher education specializing in 016 Special Education, with a focus on 016.01 Logopedics within the field of knowledge 01 Education/Pedagogy. The preparation and training for these qualifications occur at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. - The titles of "teacher-logopedist," "specialist of the highest category," "teacher-logopedist with the title of "senior teacher," and "teacher-logopedist with the title of "teacher-methodologist" are conferred by attestation commissions at educational institutions, regional education authorities, and attestation commissions at regional institutes of postgraduate education. The training for these qualifications is conducted at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. - The title of "specialist-consultant of the inclusive resource center" is conferred by attestation commissions at regional institutes of postgraduate education. The training for this qualification is conducted at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions. The article also analyzes the job functions as an integral part of the work of a teacher-logopedist. It offers a provisional description of the job functions of a teacher-logopedist.
4
PASTOR SELLER, ENRIQUE. "Law and methodological innovation for the acquisition of skills and abilities in the Degree in Social Work. The case of the Faculty of Social Work of the University of Murcia." Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), no. 3 (January 1, 2011): 119–32. http://dx.doi.org/10.24310/rejie.2011.v0i3.7920.
Full textAbstract:
The article presents, first, the close relationship between law and social work and, secondly, the innovative methodology for teaching the curriculum practices of the Degree of Social Work at the University of Murcia umbrella cooperation educational, professional and institutional. The purpose of Title is to train professionals prepared to develop the professional profile as a social worker. In this sense, the title should betrained to practice as a worker (a) social and therefore empowered to know how to use and proper application of the study, the diagnostic evaluation, scheduling, treatment, prevention and resolution of problems social. A goal that requires an interdisciplinary education, among which highlights the law as well as an innovative teaching methodology in the acquisition of skills, abilities and professional skills of social work.
5
Guo, Yujuan. "Research on Hospital-Based Health Technology Assessment in Clinical Application Management of Medical Technology in Public Hospitals in China: Hainan Province Sample." Advances in Economics, Management and Political Sciences 74, no. 1 (2024): 269–75. http://dx.doi.org/10.54254/2754-1169/74/20241565.
Full textAbstract:
Though investigating the knowledge of professional personnel on medical technology management, this study aimed to explore the establishment of an electronic HB-HTA approach in clinical application management of medical technology in public hospitals. The study designed a questionnaire to collect data and recruited a total of 1089 professional staff from 16 hospitals in Hainan. Medical staff had limited awareness of medical technology clinical application management and the HB-HTA approach. The working years, education level, and professional title level of medical staff were positively correlated with the awareness of medical technology management (P<0.05). In addition, the professional titles of medical staff were positively correlated with awareness(P<0.05). The higher the professional title level, the higher the awareness degree, followed by the correlation of working years. To increase the awareness and use of clinical applications of medical technology, the HB-HTA should be well organized. The electronic HB-HTA approach should be strongly formulated and undertaken by the medical staff in clinical application management of medical technology in public hospitals.
6
Barclay, Meg, and Richard Willis. "PROFESSIONAL BOOK REVIEWS." Early Years Educator 24, no. 6 (2024): 40–41. http://dx.doi.org/10.12968/eyed.2024.24.6.40.
Full textAbstract:
Richard Willis, visiting professor at the University of South Wales, reviews a book which argues for the increased incorporation of slow pedagogies and slow knowledge in early childhood education and care (ECEC). The title won the Professional Book of the Year at the Nursery World Awards 2023. Meg Barclay, educational consultant and early years reviewer for the School Library Association reviews picture books which help support young readers' understanding of different emotions, the natural world and the concept of maps.
7
Alexander, Nicholas, Asja Maaz, Harm Peters, and Jan Kottner. "Entrustable professional activities in nursing education: a scoping review protocol." BMJ Open 12, no. 10 (2022): e061451. http://dx.doi.org/10.1136/bmjopen-2022-061451.
Full textAbstract:
IntroductionEntrustable professional activities were introduced in medical education more than 15 years ago. EPAs define units of professional practice that can be fully entrusted to sufficiently competent professionals. Today, EPAs have been developed and implemented in many health professions, as the concept is useful in bridging the gap between competency-based education and the daily tasks health professions have to deal with in the workplace. While some evidence exists in medical education, the role of EPAs in nursing education is not yet fully understood. Therefore, the overall aim of this scoping review is to describe the current body of evidence regarding EPA implementation in nursing education.Methods and analysisA two-stage screening process will be used during the search phase, in order to screen retrieved abstracts and titles that focus primarily on the discussion of EPA in nursing education in all languages within the last two decades. The electronic databases, OVID (Embase and PubMed combined) and EBSCOhost (CINHAL and ERIC combined), as well as grey literature will be searched. The search period ranges from 1 January 1995 to 31 December 2021. Data will be extracted according to study design, context (geographical location and type of nursing programme), details of EPAs mentioned (title, specifications, limitations and competency domains), as well as evidence of implementation, outcomes and effect sizes.Ethics and disseminationEthical approval is not required as this review will be using previously collected data. Review findings will be published in a peer-reviewed journal and presented at scientific conferences.
8
Kaul, Corina R., and Brenda K. Davis. "How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans." Gifted Child Today 41, no. 3 (2018): 159–67. http://dx.doi.org/10.1177/1076217518769700.
Full textAbstract:
In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.
9
Poole, Brian. "Doctorateness and the DBA: what next?" Higher Education, Skills and Work-Based Learning 8, no. 2 (2018): 211–23. http://dx.doi.org/10.1108/heswbl-08-2017-0051.
Full textAbstract:
Purpose The purpose of this paper is to examine the extent to which Doctor of Business Administration (DBA) programmes currently offered by UK universities are appropriate to the needs of all stakeholders, including those of the experienced business and management professionals who enrol on them. Design/methodology/approach The paper proceeds to its conclusions by scrutinising DBA programme descriptors on UK university websites, by critically reviewing the content of recent academic papers on doctorates in the fields of business and management, and by considering current provision in the light of ongoing debates about the nature of “doctorateness” taking place in the field of doctoral education as a whole. Findings On the basis of a detailed review of relevant scholarly literature and of UK university website material, the paper concludes by suggesting, among other things, three possible futures for the DBA: one in which essentially the status quo prevails; a second in which all doctorates carry the award title PhD (though with two variants); and a third in which, in response to views expressed elsewhere in Europe, the current “professional doctorate” in business administration is no longer referred to as a “doctorate” but takes on a new title. Originality/value This paper is an original contribution to the debate about the value and purpose of professional doctorates (and, in particular of the DBA) to the professional development of experienced managers and to their skills in research and workplace problem solving and decision making.
10
Rodríguez Nozal, Raúl. "Academic Recognition of Pharmacy Assistants in Spain: from the professional diploma to the official degree (1939-2015)." Historia y Memoria de la Educación, no. 19 (January 20, 2024): 143–75. http://dx.doi.org/10.5944/hme.19.2024.37730.
Full textAbstract:
From the beginning of the 20th century, Spanish pharmacy assistants tried -unsuccessfully – to claim a title that would grant them social prestige and that would protect them as health professionals. Their claims were legitimized by the provisions of the Instrucción General de Sanidad Pública of 1904 and were inspired by the professional recognition that the auxiliary professions of Medicine had been receiving since the end of the 18th century. In this work we show the path followed by the pharmacy assistants in striving for the recognition of their title, as well as the results achieved, from the end of our Civil War until recent years. We start with the creation of the Cuerpo Auxiliar de Practicantes de Farmacia Militar and what this legislation meant for the professional recognition of the military pharmacy assistants. We continue with the claims of civilian pharmacy practitioners, once the Reglamentación Nacional de Trabajo en Farmacias (1948) was published, which recognized the legitimacy of the professional training for pharmacy workers, as well as their corresponding degree or diploma. And we end with the bulk of the work, in which we analyse the diploma promoted and managed by the Consejo General de Colegios Oficiales de Farmacéuticos during the 1960s and 1970s, and the inclusion of pharmacy assistant studies within the educational framework of the Formación Profesional.
Dissertations / Theses on the topic "Professional education (Title)"
1
Villalobos, Cindy. "Teacher Support and Professional Development in Urban Title 1 Schools." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977797.
Full textAbstract:
<p> The topic of this study is teacher support and professional development offered at urban Title 1 schools. This study compares the teacher support and professional development provided at an urban Title 1 traditional public school to the support and professional development provided at an urban Title 1 charter school. The purpose is to compare the schools and find out from a teachers’ perspective which school supports its teachers better. Teachers were interviewed in order to receive the data necessary to determine which school is more effective at supporting its teachers. The other significant purpose of this study was to suggest improvements that ether or both schools can implement. The results indicate that the traditional school teachers felt better supported and satisfied with their professional development, than the charter school teachers. The findings also present knowledge that can help improve both schools and other schools similar to them.</p><p>
2
Razo, Demesia. "An Exploration of Professional Training and Professional Practice: Title IX Administrators and Meaning Making." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609115/.
Full textAbstract:
Federal law requires institutions to designate campus-based administrators to oversee Title IX processes and investigations, but little is known about how these have been professionally prepared for their roles. The purpose of this study was to understand the professional preparation, educational experiences, and professional training of Title IX administrators and to understand their independence in decision-making in those roles. This study utilized qualitative content analysis and a social constructionist approach to analyze data generated from interviews and document analysis. Sixteen current and former Title IX administrators (investigators, deputy coordinators, coordinators) provided their perspectives on their professional training and development. Using frameworks of work/professional socialization and professions theory, findings illustrated complex systems for knowledge acquisition, professional preparation, and professional socialization based on factors including resources, institutional context, and role prioritization. Participants' formal education, formative experiences, position-specific training, and professional organizations training all served as preparation for their roles. Discussion focused on implications for graduate programs, training and trainers, institutions and supervisors, the field of higher education, and current Title IX practitioners regarding professional preparation for these roles.
3
Miller, Elizabeth M. "Balancing Compassion Satisfaction and Compassion Fatigue| The Professional Quality of Life of Title IX Coordinators." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825128.
Full textAbstract:
<p> Title IX Coordinators are educational administrators who play a critical role in providing campus environments free of sex discrimination, harassment, and violence. Their work is demanding, highly regulated, and set in an increasingly volatile political context. There is little research on the experiences of these administrators. Utilizing the Professional Quality of Life framework, this qualitative study explored the experiences of 20 Title IX Coordinators to understand their professional quality of life and organizational factors that influence their experiences. Findings revealed participants’ satisfaction was drawn from passion for “the work” and making a positive impact in their communities, and fatigue and burnout were tied to an intense and overwhelming workload. While fatigue can lead to a breaking point, moderating influences, e.g., coping strategies and balancing compassion with neutrality, mitigated negative factors. Institutional resistance and lack of understanding across stakeholders contributed to compassion fatigue, while institutional commitment and supportive interpersonal relationships affirmed the Title IX Coordinator’s experience. Implications include expanding the Title IX Coordinator’s passion for gender equity across the institution, and building institutional capacity to adequately respond to complaints, to benefit both the experience of the Title IX Coordinator and campus communities at large. Recommendations for policy and practice include creating Title IX teams, institutionalizing campus climate surveys, and supervision committed to building supportive working environments. Future research is recommended on how intersecting identities influence the Title IX Coordinator experience, and understanding campus attitudes toward Title IX and other civil-rights based responsibilities among constituent groups.</p><p>
4
Doran, Amy S. "TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2499.
Full textAbstract:
The focus of this study was a comparison between the perceptions of school-based licensed educators in Title I and non-Title I schools in Northeast Tennessee as measured by the TELL Tennessee Survey and each school’s overall composite TVAAS score. The factor variables were professional development, instructional practices and support, teacher leadership, and school leadership. This dissertation was a quantitative study of teachers’ perceptions of data-driven professional learning and TVAAS composite scores. A one-way analysis of variance (ANOVA) was conducted to evaluate the difference between teachers’ perceptions of data-driven professional development and student TVAAS data. An independent samples t-test was used to evaluate the difference between teachers’ perceptions and poverty levels, as determined by Title I status. The dependent variable was the response to the TELL Tennessee survey questions by Northeast Tennessee school-based licensed educators. Research indicated no significant difference in Northeast Tennessee teachers’ perceptions of professional learning as measured by the TELL Tennessee survey in the dimensions of professional development, instructional practices and support, and teacher leadership as related to TVAAS composite scores. The research found a significant difference in teachers’ perceptions in the dimension of school leadership as related to TVAAS composite scores. There were no significant differences in teachers’ perceptions as measured by the TELL Tennessee survey in the dimensions of professional development, instructional practices and support, teacher leadership, and school leadership between Title I and non-Title I schools.
5
Urban, David J. "A Case Study of the Collaborative Professional Development Activities Between Public School LEAs and Catholic Schools in the Diocese of Richmond." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2074.
Full textAbstract:
The purpose of this qualitative study was to examine the perceptions of collaboration between public and Catholic school administrators using the involvement in the federal Title II professional development program as the subject area. Volunteer participants were interviewed using a researcher developed and pilot study tested interview guide. Four locations were selected covering eight sites and 11 total participants. Interview transcripts, researcher observations, and researcher notes were used to describe the participant perceptions and develop the study’s emerging themes of communication and attitude.
6
Sponsel, Barbara J. "The impact of the infinite mathematics project on teachers' knowledge and teaching practice: a case study of a title IIB MSP professional development initiative." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/6994.
Full textAbstract:
Doctor of Philosophy<br>Curriculum and Instruction Programs<br>David S. Allen<br>Margaret G. Shroyer<br>Ongoing, effective professional development is viewed as an essential mechanism for eliciting change in teachers’ knowledge and practice in support of enacting the vision of NCTM’s Principles and Standards of School Mathematics. This case study of the Infinite Mathematics Project, a Title IIB MSP professional development initiative, seeks to provide a qualitative examination of the characteristics and strategies used in the project and their impact on teacher learning and practice. The project embodied many features and strategies of effective professional development such as: mathematics content focus; sustained over time; reform activities (e.g., lesson study, teacher collaboration); active learning opportunities (e.g., implementing an action plan; developing differentiated instruction activities for a mathematics classroom); coherence with NCTM and state standards; and collective participation by IHE facilitators and participant K-12 teachers from partner districts. The findings reveal teachers gained both content knowledge (knowledge about mathematics, substantive knowledge of mathematics, pedagogical content knowledge, and curricular knowledge) and pedagogical knowledge (knowledge about strategies for differentiating instruction in a mathematics classroom, for supporting students’ reading in the content area, for fostering the development of number sense, for implementing standards-based teaching, and for critically analyzing teaching). The study also provides some evidence that the project had an impact on teaching practice. In addition, an implication of the study suggests the positive impact of Title IIB MSP partnership requirements.
7
Iaconelli, Helen Anne. "Teachers' Perceptions of the Reading Achievement Gap Between High-Achieving Students and Below-Basic Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1312.
Full textAbstract:
Atlantic Avenue Elementary School (AAES) experienced reading achievement gaps between high-performing students and below-basic students within the school reading curriculum and balanced literacy framework. Vygotsky's theories of scaffolding and zone of proximal development served as the framework guiding this project, which used a qualitative case study design to explore reading teachers' perceptions of the ways in which they were addressing this reading achievement gap. Individual interviews, classroom observations, and lesson plans were the sources of the qualitative data collected from 6 reading teachers. The data were coded manually using emerging and constant-comparative strategies to identify common themes. The themes that emerged from the findings were the need for (a) balanced literacy instruction, (b) reading instruction to be taught at individual ability levels, (c) enrichment of students' background knowledge, (d) meaningful reading assessments to drive instruction, and
(e) sustainable and informative professional development (PD). A teacher-informed PD plan was developed in the form of a professional learning community. The potential positive social impact of success of this PD at AAES could benefit similar schools in the district, state, and nation.
8
Cheng, Pamela L. "Professional Learning Community (PLC)| Technology Integration at a Title I Elementary School." Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599687.
Full textAbstract:
<p> Calls for educational technology integration over more than thirty years have taken on new urgency in an era of computerized assessments for accountability. As Internet Communication Technology (ICT) becomes more widely available, the digital divide is evolving into a digital use divide, characterized by differences between students’ productive uses of technology to create and communicate compared with passive uses for entertainment or skills practice. A growing body of research points to the important interplay among teachers’ frames of reference, school-level context, and alignment of supports in creating conditions for technology innovation. Meanwhile Professional Learning Communities (PLCs) hold potential as leverage points for affecting teacher beliefs and practices regarding technology use. This study analyzes interactions among a group of teacher leaders participating in a tech PLC at a school on the verge of becoming a technology-focused school. Analysis of the group’s natural discourse points to important elements of teacher talk and shared resources that contribute to aligning the group’s goals and practices when innovating with technology. It also illustrates how alignment between meso-level and micro-level context factors help to facilitate teachers’ ability to innovate in ways that have the potential to address the digital use divide.</p><p>
9
Phipps, Oliver Lorenza. "The Effect of Researched-Based Practices on Reading Achievement of Title Î? Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1321.
Full textAbstract:
Title Î? schools are supported to improve student reading achievement and to bridge the achievement gap between low-income students and other students. The researched-based practices of professional learning communities, coteaching classrooms, and the RtI 3-tiered model were added to a Title Î? school to improve students' reading achievement; however, the effects of these research-based practices on students' reading achievement were unclear. The purpose of this quantitative causal comparative study was to examine the impact of these research-based practices on reading scores of students. Florida Comprehensive Assessment Test (FCAT 2.0) reading achievement scores were compared between students (n = 98) in a Title Î? school receiving researched-based practices for 3 consecutive years against Title Î? students (n = 127) not receiving researched-based practices for 3 consecutive years. Gardner's theory of multiple intelligences and Webb's depth of knowledge formed the theoretical framework of the study. The independent variable was the type of reading instructional practices. The dependent variables were the FCAT 2.0 reading scores of Title Î? 5th, 4th, and 3rd grade students. The covariates were the FCAT 2.0 scores or the Florida Assessment for Instruction in Reading test scores taken at the end of previous year for each grade level. Analysis of covariance indicated that students receiving the enhanced instructional practices had significantly higher reading scores than did the comparison group following the intervention. The implications for positive social change include providing data to the study school administration that support the use of these researched-based practices in Title Î? schools to improve students' reading achievement and close the reading achievement gap.
10
Derouet, Antoine. "Conférer le titre, enseigner la profession, transmettre l’identité. Les formations d’ingénieurs au prisme de leurs enseignements socio-économiques : perspectives croisées Belgique-France." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0024.
Full textAbstract:
L'étude des programmes de formation des ingénieurs depuis le début du XXème siècle fait apparaître que la part consacrée aux enseignements « socio-économiques » progresse régulièrement, jusqu’à endosser aujourd’hui un rôle central dans ces institutions, quoique a priori périphérique. Cette évolution résulte notamment de la mobilisation, au cours du siècle dernier, de différents groupes d’intérêts qui ont proposé leur interprétation de ce que devait être ces enseignements dans la formation du praticien : alors que le sens conféré à cette formation a pu varier au cours du temps, le constat de sa « nécessité » et son « manque » semblent d'une remarquable constance, bien que revêtu du cachet de la nouveauté permanente. Le siècle dernier a été tout particulièrement propice à l'établissement d'un tel débat, réinterprétant et s'affranchissant des limites des seules Humanités présentes parfois dès l'origine au sein des institutions d’enseignement. Derrière ces prises de position, s’affrontent des conceptions divergentes du « bon ingénieur », de ses savoirs et de ses pratiques, qui apparaissent d’autant plus nettement à la lumière de la confrontation entre deux situations nationales, ici la Belgique et la France. Au projet français sans cesse renouvelé de former l'ingénieur « cadre », à qui la légitimité technique donnerait une position sociale qu'il faudrait justifier par la maîtrise de nouvelles connaissances, s’oppose la centralité de l’expertise scientifico-technique dans le groupe des ingénieurs belges. L'approche sociologique proposée ici tente de mettre en perspective l’évolution de ces enseignements, alors que l’actualité voit les formations d'ingénieurs questionnées de nouveau sur ce point, en l’insérant dans l’évolution des systèmes d’enseignement supérieur et des professions, faisant de l’étude de l’élaboration des programmes une étude de la production sociale d’un groupe professionnel<br>The study of the evolution of engineers’ teaching program since the beginning of the XXth century shows a steady increase of « socio-économiques » teaching, which seems to be fundamental today on the curricula. This evolution is the product of a mobilisation, during the last century, from differents social groups which proposed their idea about this teaching in the training of engineers : meaning conferred on this training varied, on the other hand, authoritarian "necessity" of « introducing one » seemed of a remarkable constancy, although dressed in the character of the permanent novelty. The last century was quite particularly conducive has the establishment of such a debate, reinterpreting and overcoming the boundaries of the only Humanities present from the very beginning within these institutions. These various visions hide a conflict about the definition of the “good” engineers, their practices and their knowledges, which are particulary visible trought the lens of international comparison, between Belgium and France. One the one hand, the french project ceaselessly renewed to train the total engineer, the “cadre”, to whom the technical legitimacy would give a social position which it would be necessary to justify by news knowledge. On the second hand, the centrality of sciences and technicals knowledges on the engineers profession in Belgium. The sociological approach proposed here, attempts to put in prospect this reading grid with a topicality which sees the engineers training questioned again about this point, to make study on curricula’ determination a study on social production of professional group
Books on the topic "Professional education (Title)"
1
sociologist, Svetlik Ivan 1950, ed. Razvoj profesionalnih kompetenc v slovenskem visokošolskem prostoru: Elementi in izhodišča. Fakulteta za družbene vede, 2008.
Find full text
2
Education, Massachusetts Board of Higher. Title II--Dwight D. Eisenhower professional development program higher education component: Directory of 1996-1997 projects. Massachusetts Board of Higher Education, 1997.
Find full text
3
Ciperle, Jože, and Tea Anžur. Doktorat znanosti in promocije doktorjev znanosti na Univerzi v Ljubljani, 1919-2012: The Doctor of Science title and awarding of doctorates at the University of Ljubljana 1919-1990 = Doctoral study at the University of Ljubljana 1990-2012. Univerza v Ljubljani (Zgodovinski arhiv in muzej Univerze), 2014.
Find full text
4
Provance, Christine. 1999 Montana ESEA Title II Eisenhower Study: Teacher self-assessment of content knowledge and student performance with regard to Montana's reading and mathematics content standards and survey of professional development quality : executive summary. Montana Office of Public Instruction, 1999.
Find full text
5
Provance, Christine. 1999 Montana ESEA Title II Eisenhower Study: Teacher self-assessment of content knowledge and student performance with regard to Montana's reading and mathematics content standards and survey of professional development quality : executive summary. Edited by Montana. Office of Public Instruction. Montana Office of Public Instruction, 1999.
Find full text
6
Johnson, Jeanine W. Title insurance for real estate professionals. 2nd ed. Dearborn Real Estate Education, 2008.
Find full text
7
United States. Congress. Senate. Committee on Labor and Human Resources. Professional development (Title V): The role of higher education institutions in preparing our teachers for the 21st century : hearing before the Committee on Labor and Human Resources, United States Senate, One Hundred Fifth Congress, first session ... March 20, 1997. U.S. G.P.O., 1997.
Find full text
8
(State), New York. Title VIII of the Education Law, Article 130, General provisions (includes 1990 legislative amendments). New York State Education Dept., Office of the Professions, Division of Professional Licensing Services, 1991.
Find full text
9
United States. Congress. House. A bill to amend title XVIII of the Social Security Act to continue the ability of hospitals to supply a needed workforce of nurses and allied health professionals by preserving funding for hospital operated nursing and allied health education programs. U.S. G.P.O., 2008.
Find full text
10
United States. Congress. Senate. Committee on Veterans' Affairs. Amending Title 38, United States Code, to authorize additional educational assistance for certain Department of Veterans Affairs health professionals, to authorize medical facility construction and leases for the department, and for other purposes: Report (to accompany S. 1822). U.S. G.P.O., 1998.
Find full textBook chapters on the topic "Professional education (Title)"
1
Li, Jian, and Eryong Xue. "Teachers’ Professional Title Appointment Policy in China." In Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1015-1_4.
Full text
2
Desalegn Mekonnen, Guyasa, and Dawit Negassa Golga. "Teachers’ Ethical Professional Practices in Higher Education Institutions: An Instrumental Case Study." In Education - Annual Volume 2023 [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109651.
Full textAbstract:
The purpose of this study was to explore teachers’ ethical professional practices in the College of Education and Behavioral Sciences in Haramaya University. Instrumental case study design was employed because such design is used when the researcher focuses on one case to understand other similar cases. Fifteen, information-rich study participants were selected purposively. In-depth interviews, FGD, and document analyses were used for collecting data. Data were analyzed thematically. The study revealed that ethical professional practices of teachers are important for upholding respect and prestige in the teaching profession. Despite this, however, the ethical professional practices in the College were deteriorating and deserve attention. The study showed particularly that many unethical professional practices of teachers were exhibited in the college such as lack of transparency in relation to the assessment of students’ achievements, coming late and absence from class, threatening students for the teacher’s own fault, lack of communication with students, and ignoring students’ problems. It is concluded that the status of ethical professional practices in the College deserves close attention. It is recommended that there should be close supervision, professional support, and training on ethical professional practice by the College and other concerned entities of the university.
3
Elrod, J. David. "Title IX and What Could Be." In Advances in Higher Education and Professional Development. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2177-9.ch015.
Full textAbstract:
Within the society we live and interact with today, many people in the United States have heard about Title IX even if they may not know what falls under Title IX. We can hardly go from one day to the next without accounts of sexual harassment and sexual misconduct flooding our radios, televisions, and social media. Title IX covers so much more than just sexual harassment. This chapter will dive into the historical perspective of the evolution of Title IX. The authors focus the conversation through a social justice lens to get a clearer understanding that Title IX is not a policy about or for females but about individuals “regardless of sex” and therefore covers all individuals, and their rights should be acknowledged.
4
M. Uchejeso, Obeta, Nkereuwem S. Etukudoh, Mantu E. Chongs, and Dan M. Ime. "Challenges of Inter-Professional Teamwork in Nigerian Healthcare." In Interpersonal Relationships [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.95414.
Full textAbstract:
Inter-professional teamwork in government owned hospitals and various healthcare institutions involving various Professionals such as Doctors, Pharmacists, Medical Laboratory Scientists, Medical Laboratory Technicians, Medical Laboratory Assistants, Nurses, Physiotherapists, Radiographers, Health Information Officers, Human Resources Managers, etc. is becoming a challenge leading to various strikes and labour protests in Nigeria. The patients and family relatives and host communities of such health institutions are becoming uncomfortable with quality of care due to inter-professional discord. This needs a critical discussion towards solving/looking into the challenges such as Personality differences, Health Leadership and Hierarchy, Disruptive behaviors, Culture and ethnicity, Generational differences, Gender, Historical inter-professional and intra-professional education, Fears of diluted professional identification, Differences in accountability, payment and rewards, Concerns regarding clinical roles and responsibilities, Complexity of care, Emphasis of rapid decision making, Service timing, with Associations and Unions. The exploration would provide solutions for better teamwork practice and improved patients care.
5
Skrefsrud, Thor-André. "Enhancing Student Teachers’ Professional Development through Active Learning." In Education - Annual Volume 2023 [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.112399.
Full textAbstract:
As a contrast to traditional approaches to learning, this chapter explores two examples of active learning conducted with student teachers in Norway. In the first example, the chapter reports from a case study on student teachers’ engagement with the Scandinavian Romani exhibit at a local museum. For this example, the chapter discusses student teachers’ possibilities for developing a critical consciousness through immersive experiences. In the second example, the chapter presents and discusses a project using virtual reality (VR) technology designed to build student teachers’ capacity for their future professional role in schools. For this example, the chapter addresses the development of student teachers’ awareness of their own professionality and their active role in home-school cooperation. In both examples, the chapter draws attention to the leading role of the teacher educator, who actively facilitates a collaborative, interactive, and participatory learning environment. Theoretically, the chapter elaborates on student-centered learning from the perspectives of John Dewey and Paulo Freire, underlining the significance of active engagement and critical reflections.
6
Rütti-Joy, Olivia, Georg Winder, and Horst Biedermann. "Teacher Educator Professionalism in the Age of AI: Navigating the new Landscape of Quality Education." In Artificial Intelligence for Quality Education [Working Title]. IntechOpen, 2024. http://dx.doi.org/10.5772/intechopen.1005030.
Full textAbstract:
This conceptual chapter discusses how requirements for teacher educator professionalism may be impacted by the integration of Artificial Intelligence (AI) in teacher education. With the aim to continuously facilitate high-quality teacher education, teacher education institutions must evolve in alignment with the rapidly changing landscape of AI and the respective shifting educational needs. Amidst this evolution, we argue that profound AI Literacy and AI-related ethical knowledge constitute two additional and inextricably intertwined knowledge facets of teacher educator professionalism essential for an ethical and effective integration of AI into teaching practices – and thus crucial for high quality teacher education. The paper explores avenues through which these facets of teacher professional competence and quality education can be fostered on the micro, meso and macro levels of institutional education. By consolidating the specific requirements in a framework for teacher educator professionalism in the age of AI, we highlight the necessity for continuous adaptation of teacher education institutions, ongoing multidisciplinary collaboration, and the provision of periodic professional development of educators. Finally, the chapter presents a concrete practical example and future research directions in AI and education with the aim to contribute to the advancement of quality education in the AI era.
7
Fedyna-Darmokhval, Volodymyra. "Pedagogical Problem of Professional Development of a Teacher of a Higher Educational Institution in the War Conditions." In Innovation and Evolution in Tertiary Education [Working Title]. IntechOpen, 2024. http://dx.doi.org/10.5772/intechopen.1005020.
Full textAbstract:
The system of higher education is undergoing renewal aimed at the internationalization of higher education and the cultural integration of teachers from different countries, at improving the quality of higher education according to the international educational standards. The integration of higher education of Ukraine into the global educational space determines the development of international exchange, namely academic mobility in the system of higher education. Every year, academic mobility expands the number of participants, both at the expense of domestic and foreign institutions of higher education. Academic mobility is one of the most important aspects of the process of integration of Ukrainian higher educational institutions into the international educational space. Academic mobility is important for the personal and professional development of a teacher, as it puts him in the conditions of analyzing and solving life situations. This contributes to the development of the ability to think, compare; the ability to choose ways of interaction taking into account the peculiarities of another culture; and the readiness for intercultural communication. The participation of teachers in academic mobility programs gives them the opportunity to improve their own qualifications, develop professionally, familiarize themselves with teaching methods at universities abroad, and develop personal and professional potential.
8
Yeh, Mei-Yu. "Embedding the Humanities into Nursing Education." In Nursing - Trends and Developments [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.110615.
Full textAbstract:
Humanistic education in nursing began in the 1980s. At that time, nursing education emphasized the human being and regarded each person as a unique individual with potential. However, modern developments in medical technologies and changes in the health-care environment have led to a trend toward dehumanization of the healthcare industry. Various developments, particularly in genetics, have raised issues related to human dignity, value, and ethics. The development of a humanized care model based on both scientific principles and a humanistic ideal has become an urgent issue in today’s professional nursing education environment. A humanistic education in the nursing profession will allow nurses to develop a broader perspective, to cultivate insight, to understand and to feel the unique experience of patients, and to look at problems from multiple perspectives, especially in complex situations. The challenge of today’s nursing education is using multiple teaching strategies to improve humanistic cultivation of humanities education in the nursing profession.
9
Kalicki, Bernhard, and Anke Koenig. "Early Childhood Education." In Education in Childhood [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97771.
Full textAbstract:
The relevance of early childhood education and care (ECEC) is widely acknowledged in many countries, the number of ECEC settings is expanding correspondingly. This trend reflects the tremendous learning potential during early childhood. Right from birth and during early childhood a variety of learning processes are initiated that foster agency, self-regulation and development. Even the newborn is an active learner, a competent interaction partner and a problem-solver. In line with a deeper understanding of the mechanisms, principles and conditions of learning, early childhood education relies on pedagogical concepts, approaches and didactic methods that promote early learning and development. ECEC settings for young children stimulate exploration and action in everyday situations, embedded in social relations and interactions with peers and with a skilled and reliable pedagogical professional. The expansion and professionalization of the ECEC sector requires establishing a research infrastructure as well as implementing different research approaches at the micro-, meso- and macro-level of the system of early childhood education.
10
Bartholomay, Daniel. "Working toward an Equity-Based Model for Volunteering and Service-Learning Projects in Higher Education." In Volunteering [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108893.
Full textAbstract:
Volunteering and service-learning projects (VSLPs) in higher education have gained much praise for the educational benefits they provide students. Less attention has focused on the challenges that may accompany these types of projects, particularly for students and faculty from underrepresented communities. Analyzing previous scholarship and current case studies from both a student and professor who have first-hand experience with VSLPs at a minority-serving institution, this chapter critically examines the educational and professional challenges VSLPs may present for both students and faculty in higher education. Evidence from the case studies suggest that VSLPs may demand unrealistic, unattainable, or problematic expectations from students and faculty. The case studies also suggest that students and faculty from marginalized communities and/or precarious positions are most negatively impacted. Developing a better understanding of how and why these challenges exist may help shift our practices toward an equity-based model of VSLPs in higher education.
Conference papers on the topic "Professional education (Title)"
1
Zeng, Liwen, and Hua Yin. "Analysis on the Professional Title Reform of Chinese Local Universities in New Era." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.167.
Full text
2
Satterfield, Debra, Ryan G Wilson, and Azalea Houdek. "Industry Academia Collaboration in UX Education: Bringing the UX Industry into the Classroom." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003139.
Full textAbstract:
Students interested in a User Experience (UX) career are facing a multitude of barriers when leaving academia: a competitive, saturated market; poorly written job descriptions and companies unsure of the duties performed by UX practitioners; a rapid evolution of the market and emerging technologies; and individual uncertainty of career direction, be it UX Research, UX Design, User Interface Design, Interaction Design, Front End Design, or more. By developing professional networks and mentor relationships with Industry professionals, students can enhance their understanding of the field of UX and become more acquainted with industry expectations such as working with clients, title definitions, current and emerging technologies, evolving business needs, and streamlining their career focus.To support the industry-academia collaborations, a strategy was developed using a hybrid teaching model, I-SPACE (Innovation for Students, Practitioners, Alumni, and Community Engagement) that brings industry professionals into a college course on UX via online platforms such as zoom and Miro thus creating a virtual internship experience. The I-SPACE teaching method was co-created by design educators and industry professionals for the purpose of simulating internship experiences within an online course. The online virtual internships with industry professionals are conducted in three 5-week segments over a 15 week semester, to give students exposure to three distinct UX industry models and three sets of industry professionals. The goal of the virtual internship is to enhance career preparedness post-graduation through industry exposure, build a social network of professionals in the field of UX, and establish mentors.This paper will discuss the structure of the course, interactions with industry professionals in UX, and engagement with subject matter experts (SMEs). It will also discuss a comparison to traditional internships and a virtual I-SPACE internship experience in terms of the impact on student work, mentorship, and professional networking that are unique to the I-SPACE collaboration strategies and the insights of the industry mentors on the virtual internship strategy. Implications for virtual internship experiences will be addressed regarding issues of diversity, equity, and inclusion in internship opportunities and potential barriers will be identified.
3
Qi, Xiaolin, and Yuhong Zhan. "Study on Measures for Application-oriented Faculty Advancement in Private Universities during Professional Title System Reform." In 2017 2nd International Conference on Education, Management Science and Economics (ICEMSE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemse-17.2017.36.
Full text
4
Djokić, Vladan. "HERSUS Story: Changing Perceptions on Sustainable Built Heritage through Education." In On Architecture — Challenges in Design, edited by Ruzica Bogdanovic. STRAND - Sustainable Urban Society Association, 2023. http://dx.doi.org/10.60152/wk3iaxgk.
Full textAbstract:
The keynote will share the story of Erasmus+ Strategic Partnership project HERSUS implemented from 2020-2023 in Serbia, Italy, Cyprus, Greece, and Spain. The HERSUS project, as its full title indicates, aims to enhance heritage awareness and sustainability of the built environment in urban and architectural design higher education. HERSUS is situated in a changing and challenging context of architectural discourse and grounded on co-creative research platform for up-skilling of architectural students through learning/training/teaching activities and spectrum of didactic tools. In the context of multiple influences affecting the development and transformation of cities – such as climate change, green challenges, and social transformation – the problematization of heritage issues in the setting of the city and landscape becomes a priority topic. Within this multilayered research scope, to have far-reaching implications in the practical sense, its integration into existing study programs as well as new study programs is of immense importance. As a result, a new profile of architects/urban designers is needed in the wider architectural field, and a new professional profile, with specific technical, technological, socio-humanistic, and artistic skills is needed to respond to these challenges.
5
Litoiu, Nicoleta, and Gabriela carmen Oproiu. "PROFESSIONAL COUNSELLING ACTIVITIES FOR DOCTORAL AND POST-DOCTORAL STUDENTS IN TECHNICAL UNIVERSITIES." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-125.
Full textAbstract:
Life's changes and maturation will require continued growth, personally and professionally. In the last period of time this objective has became really hard to achieve, not only because of pandemic conditions around the world in terms of health protection and the volatility of work labor lately, but also because the social side of our personalities and the spiritual aspect of human identity have been severely tested. Nowadays, the majority of Romanian universities are coping to these challenges. In these trouble times, we all started looking for ways in which we could be more efficient or "work smarter" in order to maintain the feeling of normality in our lives. The need for counselling is constantly increasing for all participants to education (students and teachers) as well as for the employees, as general. Before any other reframing levels of analysis, the first step in someone's career counselling process begins from analyzing the self-perspective, in terms of personal qualities (strong points and weaknesses), personal needs, aspirations and professional interests. According to these issues, this paper is aimed to present the good experience of implementation a career counselling training program, included in the project "Scholarships for entrepreneurial education of doctoral students and post-doctoral researchers", financed through the European structural funds. The project has been implemented in University POLITEHNICA of Bucharest in partnership to University DUNAREA DE JOS from Galati. Despite the fact that the focus of project's activities has been on entrepreneurial competences' development, as the title of project emphasized, the career counselling activities represented one of the most important and appreciated project's activity. The target group's level of satisfaction regarding this project's activity has been analyzed in the research described in this paper, proving its authentic value in order to highly increase the awareness of participants for continuous need of reflection on their motivation and aspirations about career. The quantitative research-based is aimed to analyze the participants' perceptions and opinions referring to professional counselling program's implementation, in terms of topics approached, effect and impact on developing their key abilities, such as: communication, planning and evaluation, decision making, management of socio-emotional skills, information about labor market etc.
6
Simpson, Colin, Jessica Frawley, Lina Markauskaite, and Peter Goodyear. "Factors associated with edvisor perceptions of their work being understood and valued are not what they seem." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0102.
Full textAbstract:
People sit at the heart of digital transformation in Higher Education. Often, they are ‘Third Space’ support staff, including Learning Designers, Education Technologists and Academic Developers, broadly defined here as ‘edvisors’ – educator-advisors. Edvisors share their expertise of pedagogy and technology to support, guide and lead change in teaching practices but they can be hampered by numerous factors that diminish their ability to contribute meaningfully. While the work that some types of edvisors – largely academic developers and learning designers – do is well represented in research, there has been little consideration of these underlying challenges. This paper reports on a survey of 58 edvisors in 24 Higher Education institutions in Australia relating to their perceptions of how their work is understood and valued by their direct managers, edvisors in other roles in their institution, academics and other managers in the institution. The data were analysed to look for variations by role type, job title, academic/professional classification, gender, and qualifications. Results show that edvisors feel their work is more valued than understood overall but relationships between different edvisor role types can be more fractious than those they have with academics. Improving understanding and valuing of edvisors is vital to their contribution to transformation.
7
Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.
Full textAbstract:
Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.
8
Porumb, Ioana, and Simona Gabureanu. "PROFESSIONAL DEVELOPMENT OF TECHNOLOGICAL SCIENCES TEACHERS - FINDINGS OF A RESEARCH EVALUATION REPORT." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-214.
Full textAbstract:
Teachers play a key role in modernising education. Their competences have a direct effect upon students' achievements. In the context of rapid technological, economic, social and cultural change, teachers are facing new demands as well as changes in their professional roles. The quality of continuous professional development is essential not only for improving educational performance, but also for enhancing teachers' professional identity, responsibility and awareness of their own professional development. The project titled Continuous Professional Development of Technological Sciences Teachers in the Knowledge Society, co-funded by the European Commission through the Sectoral Operational Programme Human Resources Development, provided technological sciences teachers in Romania with relevant opportunities for continuous professional development, consisting in teacher training and experience exchange with teachers in this specific curricular area, using a collaborative online platform. A blended instructional approach was used in the curriculum design and delivery of the course modules - Habilitation on Curriculum, and Continuous Professional Development on Differentiated Instruction. This paper aims to present some findings of the evaluation report on the teacher training program mentioned above, following: the curriculum design and program implementation; the impact of the training program; the program outcomes, according to the perceptions of the direct beneficiaries - technological sciences teachers; the degree of the portal accessibility and usage. The retrospective appreciation of the training program value is subsumed to the objectives of providing education and training professionals with recommendations for improving the training program and activities promoted through the portal, and developing similar programmes at local, regional or national level.
9
Zeng, Liwen, and Yixiao Song. "Exploration on Comprehensive Reform of Professional Title Evaluation and Personnel System in Colleges and Universities under the Background of "Streamlining Administration and Delegating Power, Strengthening Regulation and Improving Services"." In Proceedings of the 1st International Symposium on Innovation and Education, Law and Social Sciences (IELSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/ielss-19.2019.87.
Full text
10
Kim, Sumin, and YoungSoon Kim. "AN EXPLORATORY STUDY ON THE RESEARCH TENDENCY OF SCHOOL COUNSELORS IN SOUTH KOREA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end066.
Full textAbstract:
This study aimed to examine a research tendency through Master's and Doctoral dissertation in South Korea related to school counselors. In this study, school counselors were used in terms that included full-time and contractual counselors. School counselors are teachers who specialize in understanding students' daily psychological counseling, problem behavior and maladaptive counseling and establishing a prevention support system of fundamental reason of problem behavior for students. This is because their tasks required in school are similar. They were deployed to unit schools after Wee Project implemented in 2007 to ensure that students and all students experiencing poor learning and school maladaptation for having a happy school life. This study aimed to lay the foundation for improving and developing policies for improving the welfare and professionalism of school counselors, focusing on the subject of the degree thesis related to school counselors. This study conducted an exploratory study based on the year of publication and topics of the dissertation based on key words extracted from the data. The dissertations were published from 2010 to 2021 and were collected through Riss, a domestic database website in South Korea. This study focused on the frequency of emergence and Word Cloud which shows research tendency based on the year of publication analyzed by the frequency of emergency, title of the dissertation, and key words in abstract of the dissertation extracted from a file in MS Excel from the domestic database homepage. The analysis results of this study are as follows. First, the role and awareness of professional counseling teachers and Wee classes are required. Second, research was conducted to develop the capabilities of school counselors teachers working in the Wee class.it will serve as a foundation for improving professionalism, leading to the protection of ethics as a counselor working in the Wee class and ensuring the rights and welfare of counselors. In order to improve counseling capabilities, supervision and a certain amount of counseling practice are required in the process of training school counselors.
Reports on the topic "Professional education (Title)"
1
Flottorp, Signe, Claire Glenton, and Simon Lewin. Do lay or community health workers in primary healthcare improve maternal, child health and tuberculosis outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160810.
Full textAbstract:
Lay health workers have no formal professional education, but are usually given job-related training, and can be involved in either paid or voluntary care. They perform diverse functions related to healthcare delivery and have a range of titles, including village health workers, community volunteers and peer counsellors.
2
Flottorp, Signe, Claire Glenton, and Simon Lewin. Do lay or community health workers in primary healthcare improve maternal, child health and tuberculosis outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608103.
Full textAbstract:
Lay health workers have no formal professional education, but are usually given job-related training, and can be involved in either paid or voluntary care. They perform diverse functions related to healthcare delivery and have a range of titles, including village health workers, community volunteers and peer counsellors.
3
Dmytrovskyi, Zenon. THE TEXTBOOK, THAT TEACHES AND BRINGS UP. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11414.
Full textAbstract:
The review is about textbook on television and radio communication for students, teachers of faculties and departments of journalism, as well as journalists-practitioners, prepared by the author’s team edited by Vasyl Lyzanchuk. Textbok absorbed some considerations and conclusions from previous theoretical developments, which found a new meaning here, deeper argumentation, supplemented by many interesting observations that correspond to the spirit of the time, the innovations that have appeared in recent years in the media space of Ukraine. The textbook has ten sections, each of which is designed to enrich the student with knowledge of television and radio communications, teach him or her all that a media professional should know and be able to apply it in practice. The titles of the sections indicate their practical orientation: «Basic methodical measures of functioning of information radio and television genres», «How we analyze, interpret, explain facts, events, phenomena», «Features of the creation of artistic programs on radio and television» and others. All sections of the textbook are meaningfully connected and constructed in such a way as to provide students with the opportunity to gradually, step by step to deepen their theoretical and practical knowledge of television and radio communications. This is undoubtedly the merit of the authors of the edition. The student will benefit from the numerous examples of television and radio materials prepared by the students themselves. Their creative work should convince that this work can serve as a stimulus for creative work for future journalists during their years of study. In addition to professional competence, as rightly emphasized in the textbook by Professor Vasyl Lyzanchuk, “It is very important to form in students, future journalists, socio-national competence, deep understanding of the essence of freedom of speech and responsibility for the content of the spoken word and image, to develop the belief that they are active participants in the Ukrainian state-building processes, and not intermediaries or repeaters of information”. It should be noted that the educational element is present throughout the textbook starting with the first chapter, historical (author Professor Ivan Krupskyi). While studying this textbook, students should realize that from the honor of journalists, their dignity, patriotism depends on the honor, authority, bright name of Ukraine, its future; that their assertion of Ukrainian national identity is the key to further prosperity of our state.