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Journal articles on the topic 'Professional Learning (PL)'

Author: Grafiati

Published: 20 February 2023

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1

Morrison, Laura, Jennifer Robb, Janette Hughes, and Margie Lam. "Social Presence in Virtual Professional Learning." Journal of Digital Life and Learning 1, no. 1 (2021): 93–110. http://dx.doi.org/10.51357/jdll.v1i1.160.

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Our Participatory Action Research (PAR) study explored the development and facilitation of an innovative virtual maker professional learning (PL) program during the COVID-19 pandemic. Participants included four researchers and educators from a university in southern Ontario. Findings indicate that social presence plays a particularly important role in virtual maker PL for participant engagement and learning. Virtual maker educators may experience moments of isolation, doubt and frustration which can be alleviated by making and learning in a community of practice in order to feel supported and

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Murza, Kimberly A., and Barbara J. Ehren. "Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 46, no. 3 (2015): 181–93. http://dx.doi.org/10.1044/2015_lshss-14-0101.

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Purpose School-based speech-language pathologists (SLPs) are often asked to adopt new policies or practices at the school, district, or state level. Professional learning (PL) opportunities usually accompany these changes but are often delivered in a one-size-fits-all workshop format. The authors challenge school-based SLPs and district leadership to consider PL in a new light, guided by data-based decision making to ultimately improve student outcomes. Method This article discusses the research supporting the assessment and delivery of high-quality PL for school professionals, including SLPs,

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Maher, Damian. "In-Service Teacher Professional Learning in Australia: Lessons Learnt from COVID-19." International Journal for Research in Education 46, no. 2 (2022): 84–125. http://dx.doi.org/10.36771/ijre.46.2.22-pp84-125.

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Abstract: Professional Learning (PL) for Australian teachers is a crucial and integral aspect of their practice and is mandated under Australian legislation. This article briefly describes PL in Australia and outlines the importance of teacher PL, setting out ways it can be undertaken in different jurisdictions around Australia. The focus then moves to a discussion on ways in which PL was impacted during 2020-2021 as a result of COVID-19. In particular, online PL is examined indicating that, for teachers in Australia, the move to online teaching and PL was sudden and was something teachers wer

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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.

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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included sem

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Hesterman, Sandra, and Susan Girak. "Creative Reuse: REmida Teacher Professional Learning for a Sustainable Future." Education and Society 40, no. 1 (2022): 25–35. http://dx.doi.org/10.7459/es/40.1.03.

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In Western Australia (“WA”), teachers are required to undertake 100 hours of professional learning (PL) to maintain their registration. REmida WA Creative Reuse Centre offers Reggio-inspired “100 Languages” workshops as part of its PL programme, thus enabling interested teachers to attain the necessary hours. The purpose of this research is to help REmida WA identify the needs and interests of their clientele so they may design relevant educational experiences that accommodate clients’ professional learning goals. This mixed-methods study examines teachers’ motivation to attend REmida WA’s “10

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Spoon, Robyn, Lisa DaVia Rubenstein, Kate Shively, Krista Stith, Margaret Ascolani, and Mistie L. Potts. "Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model." Journal for the Education of the Gifted 43, no. 3 (2020): 193–226. http://dx.doi.org/10.1177/0162353220933001.

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Effective gifted education should incorporate opportunities for gifted students to develop creative and critical thinking along with academic and affective skills. Professional learning (PL) supporting these outcomes is not consistently successful. Therefore, this study pilots a new PL model called Instruct to Innovate (I2I) to support teachers’ efforts in facilitating gifted students’ development. This model integrates the Design Thinking Model and adult learning theories. Teachers participated in a multiphase intervention, including a 2-week PL summer camp with subsequent bimonthly meetings

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Utami, I. G. A. Lokita Purnamika, and Sarah Prestridge. "HOW ENGLISH TEACHERS LEARN IN INDONESIA: TENSION BETWEEN POLICY-DRIVEN AND SELF-DRIVEN PROFESSIONAL DEVELOPMENT." TEFLIN Journal - A publication on the teaching and learning of English 29, no. 2 (2018): 245. http://dx.doi.org/10.15639/teflinjournal.v29i2/245-265.

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Professional Development (PD) and Professional Learning (PL) are established terms which are used interchangeably but theoretically have notable differences. The former is formally and externally designed while the latter is more informal and self-directed. These differing characteristics have not been observed in the context where PD is normally governed by government policy. As such, there is little to no research on Indonesian English teachers’ practice, preferences and dispositions for PD or PL. A qualitative study was conducted involving four English teachers from Indonesia who demonstrat

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Lewis, Katie, and Angela M. Novak. "Weaving KidLit into Professional Learning for Gifted Educators: Shifting Perspectives and Coaching for Equitable Practices." Gifted Education International 38, no. 2 (2022): 309–28. http://dx.doi.org/10.1177/02614294221078081.

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Children’s literature (KidLit) is an effective strategy for fostering a classroom culture which embraces cultural diversity and builds understanding amongst students; professional learning (PL) communities can use KidLit as the basis for their discussion. A common read provides an opportunity to enrich PL communities and allow teachers to build on a shared experience to foster discussion. The key to using KidLit is to gather carefully selected pieces which are well timed and strategically inserted. Viewing areas of everyday racism through the eyes of children is a highly effective way to addre

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Sriwigati, Dyah, and Lisa Musharyanti. "Benefits and challenges of peer learning methods in health professional students: A literature review." Bali Medical Journal 11, no. 3 (2022): 1626–31. http://dx.doi.org/10.15562/bmj.v11i3.3755.

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Introduction: The curriculum for health profession education uses a variety of teaching techniques. A strategy is needed to create a creative learning environment during the implementation of the academic learning process so that students can achieve the expected competencies. Peer learning is one of the learning methods to facilitate student learning experience. Peer learning (PL) uses peers as tutors in the learning process and the process of students learning with and from each other. The application of the peer learning method in the health student learning curriculum is considered to have

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Cowart, Emily. "Implementation of Personalized Learning in a New Charter School." Journal for Undergraduate Ethnography 11, no. 3 (2021): 21–35. http://dx.doi.org/10.15273/jue.v11i3.11241.

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Personalized Learning (PL) is an educational approach that tailors instruction to the academic needs of each student. Most research on PL focuses on student achievement, technology, and implementation challenges. Little research has been conducted on the actual practices that teachers use to personalize instruction and on students’ and teachers’ feelings about being in a school that implements PL. I conducted a case study at a recently opened rural elementary charter school in the southern United States, which was implementing PL schoolwide. After attending a professional development workshop

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Winingsih, Lucia H., and Agus Amin Sulistiono. "Factors Influencing the Principal's Leadership and Its Impact on Learning Quality and Learning Outcome." Journal of Educational and Social Research 10, no. 2 (2020): 143. http://dx.doi.org/10.36941/jesr-2020-0034.

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This study aimed to analyze the factors that influence the variables of Leadership Training (TL), Work Experience (WE), and Student Achievement (LA) in terms of Principal Leadership (PL), and their impact on Learning Quality (LQ) and Learning Outcomes ( LO). The research sample was 120 teachers from six State-level high schools that were categorized as well in three provinces. Data were collected through questionnaires, interviews, and focus group discussions. Specifically, the questionnaire was first tested to determine the level of validity and reliability using the Pearson and Cronbach Alph

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Comstock, Meghan, Erica Litke, Kirsten Lee Hill, and Laura M. Desimone. "A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction." AERA Open 9 (January 2023): 233285842211400. http://dx.doi.org/10.1177/23328584221140092.

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Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers ( N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine the relationship between teachers’ beliefs about, self-efficacy for, and engagement in PL around CR teaching and their self-reported CR teaching practices. We find correlational evidence that teacher-reported self-efficacy with CR teaching and engagem

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Patwardhan, Vidya, Jyothi Mallya, Rahul Shedbalkar, Sandeep Srivastava, and Kartikeya Bolar. "Students' Digital Competence and Perceived Learning: The mediating role of Learner Agility." F1000Research 11 (September 12, 2022): 1038. http://dx.doi.org/10.12688/f1000research.124884.1.

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Background: The ravages of COVID-19 escalated the penetration of online education and usage of digital technologies. While educational institutions across the globe adopted different forms of computer-mediated communication, the institutes in India have gradually attuned to the new normal, notwithstanding the initial glitches of adopting new technology and shifting to blended. It became increasingly significant to gain a better understanding of students’ perspectives of newly emerged learning environment. This motivated the researchers to study the digital competencies (DC) and their impact on

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Patwardhan, Vidya, Jyothi Mallya, Rahul Shedbalkar, Sandeep Srivastava, and Kartikeya Bolar. "Students' Digital Competence and Perceived Learning: The mediating role of Learner Agility." F1000Research 11 (February 17, 2023): 1038. http://dx.doi.org/10.12688/f1000research.124884.2.

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Background: The ravages of COVID-19 escalated the penetration of online education and usage of digital technologies. While educational institutions across the globe adopted different forms of computer-mediated communication, the institutes in India have gradually attuned to the new normal, notwithstanding the initial glitches of adopting new technology and shifting to blended. It became increasingly significant to gain a better understanding of students’ perspectives of newly emerged learning environment. This motivated the researchers to study the digital competencies (DC) and their impact on

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McMillan, Julie M., Karyn L. Carson, Peter M. Walker, Anna G. Noble, Jane M. Jarvis, and Kerry A. Bissaker. "Implementing the Australian Curriculum for Students With Disabilities in Specialist Settings: Teachers’ Professional Learning Experiences and Preferences." Australasian Journal of Special and Inclusive Education 42, no. 02 (2018): 127–42. http://dx.doi.org/10.1017/jsi.2018.14.

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Commentary on the introduction of the Australian Curriculum (AC) has reflected a tension for educators of students with disabilities (SWD) between in-principle support for a curriculum that is inclusive of all students and the challenge of translating a general framework into relevant, individualised learning experiences appropriate for all SWD. In this paper, we report on findings from the second part of a national online survey in which we explored the perceptions and practices of 151 educators of SWD in specialist settings (special schools, disability units co-located at mainstream schools,

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Bachtiar, Bachtiar. "Professional Teaching and Learning Effectiveness: A Case of English Language Teaching in Indonesia." International Journal of Education 14, no. 1 (2021): 11–18. http://dx.doi.org/10.17509/ije.v14i1.25533.

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This study aims to find out the effectiveness of teacher professional learning (PL) as an effort to increase English language teaching quality in South Sulawesi, Indonesia. It used descriptive qualitative and quantitative case study approach to find about the continuous learning and development activities. Data were derived from questionnaire, observation, and semi-structured interviews. The results revealed that in-service training program is considered effective for sharing knowledge, skills and information among English language teachers. The findings also revealed that Information and Comm

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Adams, Jonathon, and Fei Victor Lim. "Towards a functional literacy approach to teach the language of science in the Singapore classroom." Pedagogical Linguistics 1, no. 2 (2020): 125–48. http://dx.doi.org/10.1075/pl.19008.ada.

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Abstract This paper describes a pilot study exploring how an approach drawing on systemic functional linguistics can inform science teaching. This study is an exploratory effort between researchers from a linguistics background and secondary school science teachers in the Singapore science classroom. The teachers designed activities in the joint construction of texts to support students’ negotiation of meanings and clarification of conceptual understandings. With this, the teachers applied strategies to draw attention to the language of science in their lessons. The study points to the value o

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Elsner, Daniela. "Knowledge about grammar and the role of epistemological beliefs." Pedagogical Linguistics 2, no. 2 (2021): 107–28. http://dx.doi.org/10.1075/pl.21003.els.

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Abstract This overview paper discusses two major dimensions of professional teacher competencies: content knowledge and beliefs about linguistics (or grammar, respectively). Research has found that teacher trainees as well as practicing teachers often have gaps in their knowledge about grammar. Since a lack of content knowledge has negative implications for teachers’ actions in the classroom, we need to think of ways to make teacher education in the field of linguistics more successful and sustainable. In the article, several approaches targeting the explanation of low grammatical content know

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Pape, Stephen J., Yasemin Gunpinar, Ranjini Mahinda JohnBull, and Clare V. Bell. "Advancing Algebra Achievement Using Affordances of Classroom Connectivity Technology: The Case for Noticing through Discussion." Mathematics 10, no. 15 (2022): 2641. http://dx.doi.org/10.3390/math10152641.

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This article reports on two aspects of a professional learning (PL) and research study. Twenty-five teachers participated in a two-year PL program that sought to support teachers to implement classroom connectivity technology (CCT) in their Algebra I classrooms. Students in one school who learned Algebra I with CCT outperformed their peers who learned without CCT. Therefore, we explored the classroom practices of one teacher whose students attained higher achievement. There were several aspects of this teacher’s instruction that created the context for noticing and potentially led to the signi

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Літікова О. І. "Аdvantages of marine english deeper learning technologies". ПЕДАГОГІЧНИЙ АЛЬМАНАХ, № 46 (12 лютого 2021): 169–78. http://dx.doi.org/10.37915/pa.vi46.124.

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The article considers the appropriateness of deeper learning technologies application in Marine English study, taking into account that professional training of marine cadets in maritime institutions of higher education should be accomplished in English language in compliance with the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (1978, 1995) and its Manila amendments (2010). The results of training must correspond to high world standards and provided on three levels (support, operational and management levels) with compulsory development of ce

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Pamuła-Behrens, Małgorzata, and Katarzyna Morena. "ROLA MOTYWACJI W PROCESIE UCZENIA SIĘ JĘZYKA PRZEZ UCZNIÓW Z DOŚWIADCZENIEM MIGRACJI – METODA JES-PL." Neofilolog, no. 52/1 (April 25, 2019): 43–60. http://dx.doi.org/10.14746/n.2019.52.1.5.

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An increasing number of immigrant students pose new challenges for the Polish school. The immigrant groups consist of foreign children, but also Polish children who migrate with their parents. Their adaptation to a new place and integration are not always easy. These children do not only need professional support from the school and its staff, but also from Polish students. The key to succeeding in this complex process is to learn the language and culture of the country of settlement. Acquisition of this knowledge is conditioned by a motivation to face the Other, the language and culture. The

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Tomanová, Jitka, and Petr Zemánek. "Project the day focused on physical activity and diet." International Journal of Human Sciences 13, no. 1 (2016): 1. http://dx.doi.org/10.14687/ijhs.v13i1.3518.

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<p>Healthy physical activity and well-balanced diet are means of maintaining and promoting health. The presented Project Day involving pupils of the 1<sup>st</sup> level of elementary school in Senice na Hané focuses on well-balanced diet and health enhancing physical activity in terms of the current educational reality. These two phenomena are inseparable. One is associated with the other, they complement each other. They are the two crucial aspects of a healthy lifestyle of each individual. Without a balanced and appropriate diet, physical activity of pupils is useless. The

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Kaiser, Ann P., and Megan Y. Roberts. "Advances in Early Communication and Language Intervention." Journal of Early Intervention 33, no. 4 (2011): 298–309. http://dx.doi.org/10.1177/1053815111429968.

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Learning to communicate using speech and language is a primary developmental task for young children. Delays in the acquisition of language are one of the earliest indicators of developmental deficits that may affect academic and social outcomes for individuals across the life span. In the period since the passage of PL 99-457, significant progress in research related to language intervention has been made in five areas: (a) the social, symbolic, and prelinguistic foundations to spoken language; (b) parent-implemented language interventions; (c) the language foundations for literacy; (d) the r

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Gao, Burke, Shashank Dwivedi, Matthew D. Milewski, and Aristides I. Cruz. "CHRONIC LACK OF SLEEP IS ASSOCIATED WITH INCREASED SPORTS INJURY IN ADOLESCENTS: A SYSTEMATIC REVIEW AND META-ANALYSIS." Orthopaedic Journal of Sports Medicine 7, no. 3_suppl (2019): 2325967119S0013. http://dx.doi.org/10.1177/2325967119s00132.

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Background: Although sleep has been identified as an important modifiable risk factor for sports injury, the effect of decreased sleep on sports injuries in adolescents is poorly studied. Purpose: To systematically review published literature to examine if a lack of sleep is associated with sports injuries in adolescents and to delineate the effects of chronic versus acute lack of sleep. Methods: PubMed and EMBASE databases were systematically searched for studies reporting statistics regarding the relationship between sleep and sports injury in adolescents aged <19 years published between

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McNamara, Scott, Kwok Ng, and Sean Healy. "Adapted Physical Educators’ Social Media Usage for Professional Learning." Frontiers in Education 7 (March 10, 2022). http://dx.doi.org/10.3389/feduc.2022.849919.

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Physical educators report a multitude of benefits from accessing informal learning opportunities via social media. However, a lack of research has been conducted on adapted physical education (APE) teachers’ usage of social media for professional learning (PL) purposes. Thus, the purpose of this study was to explore how APE teachers use social media to learn about APE content. A survey was used to identify APE teachers’ (n = 73) social media usage patterns. Descriptive statistics were reported, and multiple t-tests were used to compare how participants perceived the usefulness of social media

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Kato, Satoko. "Effects of Drawing and Sharing a ‘Picture of Life’ in the First Session of a Mentoring Program for Experienced Learning Advisors." Studies in Self-Access Learning Journal, September 1, 2017, 274–90. http://dx.doi.org/10.37237/080308.

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Since language learning relates to learners’ life events, Learning Advisors (advisors) who are professionals in promoting learner autonomy through conducting reflective dialogue with learners, often tap into learners’ life stories in advising sessions. The previous studies on the life narrative approach indicate that storytellers construct personal meaning and stronger self-image while telling their stories (Bruner, 1990; Erikson, 1968). Atkinson (1998) indicates that creating visual images ahead of time could help storytellers prepare to tell their life stories. This study investigates the ef

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Twyford, Kaye, and Deidre Le Fevre. "Leadership, uncertainty and risk: how leaders influence teachers." Journal of Professional Capital and Community ahead-of-print, ahead-of-print (2019). http://dx.doi.org/10.1108/jpcc-02-2019-0002.

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PurposeThe purpose of this paper is to examine how the actions of leaders influence teachers’ perceptions of risk and sensemaking during professional learning (PL).Design/methodology/approachA qualitative case study primarily involving semi-structured interviews was utilized to collect teacher-perception data. In total, 21 teachers across three New Zealand schools were interviewed as they participated in the first year of a school-wide PL initiative. Data were analyzed using a risk perception lens focused on uncertainty.FindingsTeachers’ perceptions of risk were influenced by leaders’ actions.

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Gilson, Cindy M., Drew Polly, and Kellan W. Strong. "Talented Teachers’ Perceptions of an Intensive Summer Symposium and the Need for Differentiated Professional Learning." Journal of Advanced Academics, August 10, 2022, 1932202X2211194. http://dx.doi.org/10.1177/1932202x221119493.

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Effective professional learning (PL) practices are essential for promoting experienced and talented teachers’ continued growth, and ultimately, supporting student achievement, including gifted students. In this qualitative case study, we interviewed and surveyed 32 public and private school PK-12 teachers, an Executive Director, and a Board Member about their experiences while participating in a week-long summer symposium designed to enhance talented teachers' expertise and leadership skills. Teachers were identified as talented and nominated to participate through a selection process. The top

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Brion, Corinne. "Culture: The Link to Learning Transfer." Adult Learning, April 15, 2021, 104515952110079. http://dx.doi.org/10.1177/10451595211007926.

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Organizations worldwide spend large amounts of money and resources on developing their employees, yet the money invested in professional learning (PL) yields low to moderate results at best. Because culture is a predominant force in people’s life, multinational corporations and other institutions should take culture into account at every stage of the PL process or they will not obtain the desired return on their investments. Despite the numerous studies on learning transfer, practitioners continue to experience challenges when it comes to altering their practices and generate better outcomes.

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Molway, Laura. "'It's all about coping with the new specifications': Coping professional development – the new CPD." London Review of Education, July 18, 2019. http://dx.doi.org/10.18546/lre.17.2.01.

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This article addresses the issue of in-service teacher education, which has become a focus of international education policy attention in recent years. Professional learning (PL) is often envisioned by policymakers as a mechanism by which the professionalism of the teaching workforce can be remodelled and refreshed. It offers a means to enhance teachers' professional efficacy and, consequently, the outcomes of students. The article examines the case of England, and takes a single subject area (modern foreign languages) as the context in which to explore teachers' PL experiences over the course

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Henderson, Lesley, Desiree Gilbert, Alice Duffield, and Janet Farrall. "The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education." Journal of Advanced Academics, December 14, 2021, 1932202X2110611. http://dx.doi.org/10.1177/1932202x211061135.

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Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n = 27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design-Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education t

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Cohen, Julie, and Emily Wiseman. "Supporting Professional Learning at Scale: Evidence from the District of Columbia Public Schools." Teachers College Record: The Voice of Scholarship in Education, January 19, 2023, 016146812211477. http://dx.doi.org/10.1177/01614681221147738.

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Background/Context: Professional development (PD) programs have been the primary tool school districts have used to improve teachers’ knowledge and skills, though the evidence is mixed on the degree to which these investments translate into improved outcomes for teachers and their students. Further, most research has tracked researcher-designed and researcher-implemented programs, meaning we know far less about the outcomes of PD designed and implemented by districts. Given that implementation and associated outcomes may look different without tight research parameters, we need more systematic

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Byrne, Rebecca A., Kimberley A. Baxter, Sue Irvine, Helen Vidgen, Kamila Davidson, and Danielle Gallegos. "Educators and child health nurses: Working together to support responsive infant and young child feeding practices in early childhood education and care." Australasian Journal of Early Childhood, September 29, 2022, 183693912211307. http://dx.doi.org/10.1177/18369391221130791.

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The NOURISH:ECE project explored the role of maternal and child health nurses (MCHNs) in early childhood education and care (ECEC) through the design and pilot of professional learning (PL) regarding responsive feeding practices. Eight focus groups were conducted in Queensland (MCHNs, n = 20; educators, n = 29) to explore attitudes regarding partnerships, PL, and feeding practices. Subsequently, a PL module was developed - incorporating videos, group discussion and reflection - and delivered to 64 educators by a MCHN. Educator practices were compared pre- and post-PL. The proportion of meals a

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Gleeson, Margaret. "Pseudo-compliance or convergence?" Australian Review of Applied Linguistics, January 6, 2022. http://dx.doi.org/10.1075/aral.20103.gle.

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Abstract This paper reports on a professional learning (PL) project conducted over one year at a senior secondary school in New Zealand. Subject teachers volunteered to work with one another and a facilitator to identify the linguistic demands of their subjects, adapt teaching materials, and try out teaching approaches congruent with research evidence about teaching emergent bilingual (EB) learners. This paper explores cases of subject-specific partnerships and how participants’ responses to the PL appeared to impact their existing pedagogical content knowledge (PCK). The PL sessions were faci

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Dlabolová, Daniela, Agnieszka Suchomelová-Połomska, and Éva Čoupková. "Conference skills in practice." Porta Lingua, 2020, 311–20. http://dx.doi.org/10.48040/pl.2020.25.

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Conference skills comprise a wide range of activities and tasks students should master to be professional and informed conference participants. The first chapter of the paper introduces the theoretical background of the project called a “mock scientific conference”, which may be seen as an instance of project-based learning. This methodology builds on the concepts of social constructivism, deeper learning, critical thinking, collaboration and learner-independence, which advocate for a student-centred and experiential approach to education through exploring real-world situations and problems. T

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Whiting, Lisa, Michele O’Grady, Mark Whiting, and Julia Petty. "Factors influencing nurse retention within children’s palliative care." Journal of Child Health Care, October 31, 2020, 136749352097142. http://dx.doi.org/10.1177/1367493520971426.

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Retention of staff presents major challenges within children’s palliative care; this has substantial implications for children, families and the nursing workforce. To address this, a programme was undertaken that provided pathways of professional development for senior nurses working in this field. This study reports the views of nurses completing this programme, the overall project manager (PM) and the day-to-day programme lead (PL) as well as factors that influence nurse retention within children’s palliative care nursing. The study drew on an Appreciative Inquiry approach that comprised of

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Milushkina, OYu, OF Zhukov, OV Lukanova, SV Markelova, and NA Skoblina. "Prevalence of risk factors for health and emotional well-being of teachers in the context of distance learning." Compulsory licensing in pharmaceutical industry, no. 2021(2) (April 2021). http://dx.doi.org/10.24075/brsmu.2021.019.

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Distance learning (DL) changed the work-rest balance of teachers, increased risks of deterioration of their health and emotional burnout (EB). This study aimed to investigate the prevalence of risk factors affecting health and emotional state of teachers engaged in DL, as well as subjective assessment of the significance of these factors by teachers. We have surveyed teachers during traditional, in-person learning (TL) period (n = 224) and DL (n = 619), and took anthropometric measurements of 45 teachers during TL and 72 teachers when DL ended. EB was studied in 72 teachers with the help of V.

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38

Silva, Carlos Nunes, and Alias Abdullah. "Book Review : Handbook of Research on E-Planning - ICTs for Urban Development and Monitoring." PLANNING MALAYSIA 8 (November 30, 2010). http://dx.doi.org/10.21837/pm.v8i1.81.

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Abstract:

This edited book preserits 23 chapters with 454 pages of literatures and case studies on the use of information and communication technologies in urban planning, development and monitoring. With its nomenclature E-Planning, the book provides a comprehensive and in depth elaboration on the theory, concept, methods and tools of the current practices of E-Pl an ning worldwide. ft is a very useful text for students, professionals, academics and government officers interested in learning and understanding about how different forms of E-Planning research have been developed and used.

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39

Silva, Carlos Nunes, and Alias Abdullah. "Book Review : Handbook of Research on E-Planning - ICTs for Urban Development and Monitoring." PLANNING MALAYSIA JOURNAL 8, no. 1 (2010). http://dx.doi.org/10.21837/pmjournal.v8.i1.81.

Full text

Abstract:

This edited book preserits 23 chapters with 454 pages of literatures and case studies on the use of information and communication technologies in urban planning, development and monitoring. With its nomenclature E-Planning, the book provides a comprehensive and in depth elaboration on the theory, concept, methods and tools of the current practices of E-Pl an ning worldwide. ft is a very useful text for students, professionals, academics and government officers interested in learning and understanding about how different forms of E-Planning research have been developed and used.

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40

Bonnet, Pierre, Julien Champ, Hervé Goëau, et al. "Pl@ntNet Services, a Contribution to the Monitoring and Sharing of Information on the World Flora." Biodiversity Information Science and Standards 4 (September 25, 2020). http://dx.doi.org/10.3897/biss.4.58933.

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Abstract:

Pl@ntNet is a scientific and citizen platform based on artificial intelligence techniques to help participants more easily identify plants with their smartphones. The identification of plant species is indeed an important step for many scientific, educational and land management activities (for natural or cultivated spaces). This step, which is integrated into various biology training courses, is difficult to develop on a large scale, even for professionals. This difficulty in naming plants by a very large part of the society limits the positive interactions between humans and their environmen

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