Books: 'Professional Learning Program (PLP)'

1

Learning Flash CS4 professional. Sebastopol, CA: O'Reilly, 2009.

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Brunsdon, Terri E. Learning Office accounting professional 2008. Upper Saddle River, NJ: Prentice Hall, 2009.

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Johnson, Marc. How to coach leadership in a PLC. Bloomington, IN: Solution Tree Press, 2015.

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Team, AGI Creative, ed. Dynamic learning: Flash CS3 professional. Beijing ; Sebastopol, CA: O'Reilly, 2007.

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Gerantabee, Fred. Dynamic learning: Flash CS3 professional. Beijing ; Sebastopol, CA: O'Reilly, 2007.

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6

Antonoff, Stanley J. Students with learning disabilities at graduate and professional school: A program and strategies for success. Baltimore, Md: International Dyslexia Association, 2003.

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7

Gross, Ronald. Peak learning: How to create your lifelong education program for personal enlightenment and professional success. New York: Jeremy P. Tarcher/Putnam, 1999.

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Gross, Ronald. Peak learning: How to create your own lifelong education program for personal enlightenment and professional success. New York: J.P. Tarcher/Putnam, 1999.

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9

Marquis, Annette. The learning guide to Microsoft Office professional for Windows 95. San Francisco: SYBEX, 1996.

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10

Hassel, Emily. Professional development: Learning from the best : a toolkit for schools and districts based on the National Awards Program for Model Professional Development. Oak Brook, Ill: North Central Regional Educational Laboratory, 1999.

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11

Morel, Nina. How to build an instructional coaching program for maximum capacity. Moorabbin, Victoria: Hawker Brownlow Education, 2012.

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12

Carla, Cushman, ed. How to build an instructional coaching program for maximum capacity. Corwin Press: Thousand Oaks, 2012.

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13

Inc, ebrary, ed. DWR Java AJAX applications: A step-by-step example-packed guide to learning professional application development with Direct Web Remoting. Birmingham, U.K: Packt Pub., 2008.

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14

Shupe, Rich. Learning Flash CS4 Professional. O'Reilly Media, Incorporated, 2009.

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15

Patch, Justin. The Case for Pop Ensembles in the Curriculum. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0006.

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Music programs should include pop pedagogy, a serious engagement with applied popular music, as they adjust their curricula for the twenty-first century. Pop pedagogy is relevant for pragmatic reasons of future employment and also to meet long-standing missions of higher education. Pop performance, arranging, and songwriting have implications beyond creating music professionals—they open a music department up to students who might never take classes otherwise, teach critical communication skills and civics, provide opportunities for student leadership and applied learning, and prepare skilled amateur musicians for lifelong engagement with music making. Through flipping the classroom and creating a rigorous atmosphere for students to engage with musics that they regularly listen to and participate in, pop ensembles augment the intellectual and practical experiences of students, diversify the curriculum, and keep music education relevant.

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16

Wang, Elaine, Heather Schwartz, Monica Mean, Laura Stelitano, and Benjamin Master. Putting Professional Learning to Work: What Principals Do with Their Executive Development Program Learning. RAND Corporation, 2019. http://dx.doi.org/10.7249/rr3082.

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17

Searle, Bill. Engaging Students: Professional Development Resources for a Learning-Centered Teaching Program. Avrion Group, The, 2008.

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18

Accountants, International Federation of. Continuing Professional Development: A Program of Lifelong Learning and Continuing Development of Professional Competence (International Education Standard for Professional Accountant). International Federation of Accountants (Ifac, 2004.

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19

Kane, Robin, Nonie K. Lesaux, Stephanie M. Jones, and Annie Connors. Early Education Leader's Guide: Program Leadership and Professional Learning for the 21st Century. Guilford Publications, 2018.

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Kane, Robin, Nonie K. Lesaux, Stephanie M. Jones, and Annie Connors. Early Education Leader's Guide: Program Leadership and Professional Learning for the 21st Century. Guilford Publications, 2018.

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The Early Education Leader's Guide: Program Leadership and Professional Learning for the 21st Century. The Guilford Press, 2018.

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Kane, Robin, Nonie K. Lesaux, Stephanie M. Jones, and Annie Connors. The Early Education Leader's Guide: Program Leadership and Professional Learning for the 21st Century. The Guilford Press, 2018.

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23

Byrnes, Heidi, and Hiram Maxim. Advanced Foreign Language Learning, 2003 AAUSC Volume (Issues in Language Program Direction). Heinle, 2003.

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24

Learning Python: Learn to code like a professional with Python – an open source, versatile, and powerful programming language. Packt, 2015.

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25

Donham, Jean, Kay Bishop, and Carol Collier Kuhlthau. Inquiry-Based Learning: Lessons from Library Power (Professional Growth Series). Linworth Publishing, 2001.

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26

Comprehending Nonfiction K-3: Texas Highly Qualified Teacher (hqt) Professional Development Program : Building A Professional Learning Community That Is Sustainable And Results In. Peoples Publishing Group Inc, 2004.

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27

Center for Applied Linguistics Sunbelt O. Enhancing English Language Learning in Elementary Classrooms-Trainer's Manual: A Comprehensive Professional Developement Program for Elementary Teache. Delta Systems, 2000.

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28

Step Forward: Language for Everyday Life Professional Development Program (Step Forward). Oxford University Press, USA, 2006.

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29

Comprehending nonfiction K-3: Texas Highly Qualified Teacher (HQT) Professional Development Program : building a professional learning community that is sustainable and results in success on the TAKS. Saddle Brook, NJ: Peoples Pub. Group, 2005.

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30

Johnsen, Susan K., and Yarah Farah. Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment: A Step-By-Step Professional Learning Program for Teachers. Taylor & Francis Group, 2021.

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31

Johnsen, Susan, and Yara Farah. Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment: A Step-By-Step Professional Learning Program for Teachers. Prufrock Press, 2021.

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32

Johnsen, Susan K., and Yarah Farah. Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment: A Step-By-Step Professional Learning Program for Teachers. Taylor & Francis Group, 2021.

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33

Johnsen, Susan K., and Yarah Farah. Classroom Management for Gifted and Twice-Exceptional Students Using Functional Behavior Assessment: A Step-By-Step Professional Learning Program for Teachers. Taylor & Francis Group, 2021.

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34

Moore, Patricia Ann. Teachers as disseminators of object-based learning: Curriculum development for an art museum-based, inservice program. 2000.

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35

Kuffner, Karin L. Teacher learning in a professional development program: An exploration of community formation, the use of records of practice, and teachers' assessment practices. 2006.

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36

The Promise of Summer as a Time for Teacher Professional Learning: Findings from a National Survey and Implications from the BellXcel Program. RAND Corporation, 2021. http://dx.doi.org/10.7249/rra196-1.

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37

Educational Resources Information Center (U.S.), ed. Questioning and Understanding to Improve Learning and Thinking (QUILT): The evaluation results : a proposal to the National Diffusion Network (NDN), documenting the effectiveness of the QUILT Professional Development Program. Charleston, W. Va: The Laboratory, 1994.

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38

Boudreau, J. Donald, Eric J. Cassell, and Abraham Fuks. Building on Past Experience. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0012.

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This chapter serves to explain the link between a curricular renewal project that has already been completed and one that is envisaged as an aspirational goal and serves as the focus of the book. The Physicianship Curriculum has its origins in courses introduced in 1998 and that evolved over two decades in the undergraduate medical program at McGill University. The innovative modules and learning activities were initially rolled out under the ambit of two distinct conceptual streams: professionalism and healing in medicine. Ongoing development continued using “physicianship” as a new descriptive label. Physicianship refers to the dual roles of the physician: the physician as professional and as healer. The flagship course of the physicianship component of McGill’s medical school curriculum has been a 4-year longitudinal apprenticeship; it is described in detail.

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39

Dowrick, Nick. Numbers Count. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.60.

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Young children who find mathematics very difficult are likely to encounter profound problems later on. Previous small-scale studies have indicated that early intervention can help them, but have provided insubstantial evidence. This chapter discusses the key features of a new mathematics intervention in England, Numbers Count, and analyzes the findings of a large-scale impact study of 8000 low-achieving 6- and 7-year-old children. After an average of 43 half-hour, one-to-one lessons in 3 months, their number age test scores had risen by 14 months with an effect size of .85. Their attitudes towards learning mathematics also improved substantially, with an effect size of .7. Children made strong progress irrespective of their background characteristics. It is suggested that the success of the intervention was due to its design, to its teachers’ professional development program, and to rigorous quality assurance. Subsequent changes are discussed.

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40

Hamson-Utley, Jordan, Cynthia Kay Mathena, and Tina Patel Gunaldo, eds. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.

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Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprofessional collaborative practice that have been set by the Interprofessional Education Collaborative (IPEC) and takes an inclusive approach to the education standards set by professional programs that are members of the Health Professions Accreditors Collaborative (HPAC), including the Commission on Accreditation of the Athletic Training Education (CAATE). Authored by a team of experts representing seven health care professions, this text uses simple definitions and uniform terminology to supply a foundational basis for IPE and IPCP. Introductory topics include building professional t`knowledge of self and others, creating a culture for teams, building interprofessional relationships, and fostering collaboration. Later chapters move beyond the basics to provide guidance in leading interprofessional teams, managing conflict, and sustaining the interprofessional effort. Interprofessional Education and Collaboration offers a unique pedagogical structure that links IPE concepts with IPCP strategies by connecting research with evidence-based practices. Case studies create opportunities to assimilate and discuss IPE concepts. To optimize student engagement and comprehension, each chapter contains the following valuable learning aids: • Each chapter begins with a Case Study that presents a realistic IPCP scenario. At the close of each chapter, the case study is revisited to apply the chapter themes to the case study, and three to five discussion questions are supplied. • Collaborative Corner sidebars aid comprehension with reflective questions or statements related to chapter topics. This feature will facilitate collaborative learning as students share their interprofessional perspectives. • Tools of IPE sidebars equip readers with resources such as surveys, inventories, and activities to implement in their daily practice. • EBP of Teamship sidebars showcase contemporary research articles and findings. This feature reinforces the connection between IPE and IPCP by summarizing relevant research and supplying corresponding evidence-based ICPC strategies. As leading health care institutions continue to prioritize IPE and IPCP, educators have a responsibility to shape the future of health care through an interprofessional curriculum. Interprofessional Education and Collaboration is focused on developing a dual identity that leads to intentional behaviors designed to improve patient outcomes through IPCP. Readers will conclude this text with a firm understanding of IPE concepts and IPCP implementation strategies that aim to create change in daily practice and improve the impact of health care.

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41

Abrahams, Frank, and Paul D. Head, eds. The Oxford Handbook of Choral Pedagogy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.001.0001.

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This text explores varied perspectives on teaching, learning, and performing choral music. Authors are academic scholars and researchers as well as active choral conductors. Topics include music programming and the selection of repertoire; the exploration of singer and conductor identity; choral traditions in North America, Western Europe, South America, and Africa; and the challenges conductors meet as they work with varied populations of singers. Chapters consider children’s choirs, world music choirs, adult community choirs, gospel choirs, jazz choirs, professional choruses, collegiate glee clubs, and choirs that meet the needs of marginalized singers. Those who contributed chapters discuss a variety of theoretical frameworks including critical pedagogy, constructivism, singer and conductor agency and identity, and the influences of popular media on the choral art. The text is not a “how to” book. While it may be appropriate in various academic courses, the intention is not to explain how to conduct or to organize a choral program. While there is specific information about vocal development and vocal health, it is not a text on voice science. Instead, the editors and contributing authors intend that the collection serve as a resource to inform, provoke, and evoke discourse and dialogue concerning the complexity of pedagogy in the domain of the choral art.

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42

Touchon, Justin C. Applied Statistics with R. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198869979.001.0001.

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Whether at the undergraduate, graduate, or post-graduate level, Applied Statistics with R: A Practical Guide for the Life Sciences teaches readers to properly analyze data in an efficient, accessible, plainspoken, frank, and occasionally humorous manner. Readers will come away with the knowledge of which analyses they should use and when they should use them, an important skill in an age when the statistical analyses used in the life-sciences are becoming increasingly advanced. This book uses the statistical language R, which is the choice of ecologists worldwide and is rapidly becoming the ‘go-to’ stats program throughout the life-sciences. Written around a single real-world dataset, Applied Statistics with R which encourages readers to become deeply familiar with an imperfect but realistic set of data, much like they themselves might collect. Early chapters are designed to teach basic data manipulation skills and build good habits in preparation for learning more advanced analyses. This approach also demonstrates the importance of viewing data through different lenses, facilitating an easy and natural progression from linear and generalized linear models through to mixed effects versions of those same analyses. Readers will also learn advanced plotting and data-wrangling techniques, and gain an introduction to writing their own functions. Applied Statistics with R is suitable for senior undergraduate and graduate students, professional researchers, and practitioners throughout the life-sciences, whether in the fields of ecology, evolution, environmental studies, or computational biology.

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43

Boulton, Jill E., Kevin Coughlin, Debra O'Flaherty, and Alfonso Solimano, eds. ACoRN: Acute Care of at-Risk Newborns. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197525227.001.0001.

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The Acute Care of at-Risk Newborns (ACoRN) program trains health care providers to stabilize that most challenging and enigmatic of medical patients: the unwell newborn. Early assessment, intervention, and management of at-risk or unstable infants can be critical for their survival and long-term health. Clinical care standards and educational programs to address these requirements are needed. The ACoRN program provides a unique, prioritized, and systematic approach to newborn stabilization for health care professionals with any degree of experience. ACoRN-trained providers learn to gather information, prioritize, intervene appropriately, and deliver high quality care to at-risk and unwell newborns in any setting. Because research and practice have advanced dramatically in recent years, the need for a new ACoRN text, the program’s centrepiece, became essential—hence the development of this new edition, which reflects current guidelines and evidence-based best practices. ACoRN teaches the concepts and skills required to stabilize unwell newborns through system-based algorithms (Sequences), each with its own chapter: respiratory, cardiovascular, neurology, surgical conditions, fluid and glucose, jaundice, thermoregulation, and infection. The ACoRN mnemonic defines stabilization steps and chapter structure: alerting signs, core steps, organization of care, response, next steps, and specific diagnosis and management. Each chapter includes educational objectives, key concepts, learning points, and at least one case scenario with questions and answers to reinforce content and learnings. This book is written for any health professional who may be required to participate in the stabilization of sick or preterm babies within their scope of practice.

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44

Farnham, Nicholas H., and Adam Yarmolinsky, eds. Rethinking Liberal Education. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195097726.001.0001.

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Liberal education has always had its share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the development of the concept, and of its changing tradition. Drawn from a symposium jointly sponsored by the Educational Leadership program and the American Council of Learned Societies, this work looks at the requirements of liberal education for the next century and the strategies for getting there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes better ways of connecting the curriculum and organization of liberal arts colleges with today's challenging economic and social realities. The authors push for greater flexibility in the organizational structure of academic departments, and argue that faculty should play a greater role in the hard discussions that shape their institutions. Through the implementation of interdisciplinary and collaborative approaches to learning, along with better integration of the curriculum with the professional and vocational aspects of the institution, this work proposes to restore vitality to the curriculum. The concept of rethinking liberal education does not mean the same thing to every educator. To one, it may mean a strategic shift in requirements, to another the reformulation of the underlying philosophy to meet changing times. Any significant reform in education needs careful thought and discussion. Rethinking Liberal Education makes a substantial contribution to such debates. It will be of interest to scholars and students, administrators, and anyone concerned with the issues of modern education.

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Books on the topic 'Professional Learning Program (PLP)'

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