Relevant bibliographies by topics / Professional learning team

Contents

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

Academic literature on the topic 'Professional learning team'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Professional learning team"

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Grey, Anne. "Professional Dialogue as Professional Learning." Teachers' Work 8, no. 1 (2011): 21–32. http://dx.doi.org/10.24135/teacherswork.v8i1.543.

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This article discusses professional dialogue as an important aspect of professionalism for early childhood teachers. It draws on the experiences of four qualified early childhood teachers of one teaching team in an early childhood centre who engaged in extensive professional dialogue with each other. Dialogue focused on the values that underpinned and were reflected in their teaching practice. These values were discussed in order to explore the commonalities and differences in teaching philosophies amongst the team. The article outlines both the benefits and the challenges of engaging in profe
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Batt-Rawden, Victoria Helen, Gudbrand Lien, and Terje Slåtten. "Team learning capability – an instrument for innovation ambidexterity?" International Journal of Quality and Service Sciences 11, no. 4 (2019): 473–86. http://dx.doi.org/10.1108/ijqss-02-2019-0026.

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Purpose The aim of this paper is to develop the concept of team learning capability in professional service firms. Thereafter, to examine the effect of team learning capability on innovation ambidexterity. The aspects of exploitive and explorative knowledge creation in teams and its impact on incremental and radical service innovation are in focus. Design/methodology/approach Structural equation modelling was applied to establish reliability and validity and measure the size of relationships. Evidence is drawn upon an empirical sample of 210 consultants in the professional service industry. Fi
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Jaiswal, Aparajita, Tugba Karabiyik, Paul Thomas, and Alejandra J. Magana. "Characterizing Team Orientations and Academic Performance in Cooperative Project-Based Learning Environments." Education Sciences 11, no. 9 (2021): 520. http://dx.doi.org/10.3390/educsci11090520.

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Information technology professionals are required to possess both technical and professional skills while functioning in teams. Higher education institutions are promoting teamwork by engaging students in cooperative and project-based learning environments. We characterized teams based on their collective orientations and evaluated their team performance in a cooperative project-based learning environment situated in a sophomore-level systems analysis and design course. We explored the orientation patterns in terms of goals, roles, processes, and interpersonal relations (GRPI). Specifically, w
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Nellen, Lydia C., Wim H. Gijselaers, and Therese Grohnert. "A Meta-Analytic Literature Review on Organization-Level Drivers of Team Learning." Human Resource Development Review 19, no. 2 (2019): 152–82. http://dx.doi.org/10.1177/1534484319894756.

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Organizations have a marked interest in fostering team learning to manage performance and innovation. However, practitioners and researchers currently lack coherent knowledge on which drivers are effective at fostering team learning. Along with team learning, we also focus on the emergent states of psychological safety, shared cognition, team potency/efficacy, and cohesion, previously related to team learning. In this meta-analysis, we include 50 quantitative studies providing information on 4,778 teams of professionals across manufacturing, product development, academic research and teaching,
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Mukhtar, Javaria, Muhammad Hussain, Kousar Perveen, Muhammad Afzal, and Syed Amir Gilani. "Students’ Perception and Readiness towards Inter-Professional Learning." International Journal of Social Sciences and Management 5, no. 3 (2018): 192–200. http://dx.doi.org/10.3126/ijssm.v5i3.20610.

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Inter-professional learning is helpful for students to identify other professionals for team work and collaboration which results in improved patient care out come and also improve Communication among health professionals and patients. The purpose of this study was to explore the relationship between readiness and perception of students towards inter-professional learning. A correlation, cross-sectional study was done with Two hundred and eighty five undergraduate Nursing and Paramedical students from Jan, 2018 to May, 2018. Convenient sampling was used to collect data. The Readiness for Inter
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Baker, Valerie O’Toole, Ronald Cuzzola, Carolyn Knox, et al. "Teamwork education improves trauma team performance in undergraduate health professional students." Journal of Educational Evaluation for Health Professions 12 (June 25, 2015): 36. http://dx.doi.org/10.3352/jeehp.2015.12.36.

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Purpose: Effective trauma resuscitation requires efficient and coordinated care from a team of providers; however, providers are rarely instructed on how to be effective members of trauma teams. Team-based learning using Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) has been shown to improve team dynamics among practicing professionals, including physicians and nurses. The impact of TeamSTEPPS on students being trained in trauma management in an undergraduate health professional program is currently unknown. We sought to determine the impact of TeamSTEPPS on
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van Bussel, Janne, Sean Justice, April Bang, and Aquiles Damirón-Alcántara. "Team leaders’ beliefs about teachers’ learning-path strategies." Journal of Workplace Learning 30, no. 5 (2018): 351–63. http://dx.doi.org/10.1108/jwl-01-2018-0021.

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Purpose This paper aims to focus on professional development in the education sector. Its goal is to understand team leaders’ roles in teachers’ professional learning. Second, this paper seeks to understand the influence that team leaders have on teachers’ learning path strategies. Design/methodology/approach Following from van der Krogt’s (2007a) Learning Network Theory (LNT), this paper presents a qualitative study of teachers’ preferences for specific learning path strategies. Interview data were collected from teachers (N = 24) and team leaders (N = 5) at an intermediate vocational school
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Kaminska, Malgozhata. "TEACHERS ABOUT LEARNING (IN) TO COOPERATION." Osvitolohiya, no. 8 (2019): 19–25. http://dx.doi.org/10.28925/2226-3012.2019.8.1925.

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The article presents selected results of own research on the learning and cooperation of teachers in school teams. The opinions of teachers and directors on the need for team learning in cooperation and its manifestations in school practice were examined. Team learning was interpreted as the mutual transfer of knowledge, skills and professional and personal experience, through active and conscious participation in a team of people cooperating with each other on the principles of partnership and open communication. Key words: collaborative learning, teamwork, continuous improvement, teacher col
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Hung, Kin Wai (Tony), Ka-Kit Hui, Irene S. Kim, and Silvia Orvietani Busch. "TeamX integrative oncology scholars: Harnessing the potentials of students in shaping oncological care." Journal of Clinical Oncology 37, no. 15_suppl (2019): 10516. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10516.

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10516 Background: Teams are critical in delivering patient-centered care amid the challenge of health care workforce shortages. While conventional team-based collaborative care model involves physician and non-physician professionals, roles for pre-professional students in teams are largely educational and arguably underutilized. Methods: In a collaborative effort with the University of California Los Angeles (UCLA) Center for East West Medicine (CEWM), TeamX Health, a 501(c)3 nonprofit organization, designed an innovative, team-based curriculum for pre-professional students with our aims to h
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Kérivel, Thibault, Cyril Bossard, and Gilles Kermarrec. "Team learning process: a longitudinal study in dynamic situation." Learning Organization 29, no. 1 (2021): 52–68. http://dx.doi.org/10.1108/tlo-09-2020-0177.

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Purpose This paper aims to explore team learning processes used by soccer players in a professional training context by focusing on their identification and evolution for 22 months. Design/methodology/approach A soccer team from a professional academy participated to this study based on six training sessions. Qualitative data on training sessions were collected. Data analysis followed four steps: reporting the game timeline and behaviours connected to each situation; coding verbal data by delineating meaningful units of activity; classifying meaningful units of activity according to team learn
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Dissertations / Theses on the topic "Professional learning team"

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Wood, Chris S. "Professional Learning Committee Team Functionality and Team Trust." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6087.

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In response to increasing demands placed on public education, professional learning communities (PLC) have emerged as a means of providing teachers with opportunities to collaborate together. Collaboration has been shown to improve teaching practices and lead to better student outcomes. Many collaborative teams, however, struggle to reach their collaborative potential. Trust has been shown to be an important factor contributing to the success of collaborative efforts. Few studies exist that empirically assess the relationship between team functionality and team trust. This study examines the r
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Senior, Keith. "The school leadership team in a professional learning community /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,161176.

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Staffieri, Anne L. "Psychological and Behavioral Dimensions of Team Trust and Adherence to Collaborative Team Norms Within PLCs." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6227.

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In response to increasing demands placed on public education, Professional Learning Communities (PLCs) have emerged as a means of providing teachers with opportunities to collaborate together. Collaboration has been shown to improve teaching practices and lead to better student outcomes. Trust has been shown to be an important factor contributing to the success of PLC teams. Adherence to collaborative norms is also an important factor in the ability to collaborate successfully in PLC teams, yet few studies exist that empirically assess the relationship between trust and adherence to norms re
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Colvin, Joshua A. "Development and determination of reliability and validity of Professional Learning Community Collaborative Team Survey (CTS)." Thesis, University of Missouri - Columbia, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577948.

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<p> The study of transformative learning within collaborative teams was conducted to gain new applicable knowledge used to influence overall school improvement and implementation of professional learning communities. To obtain this new knowledge, the Professional Learning Community Collaborative Team Survey (CTS) was developed and psychometrically tested to identify indicators of transformative learning within collaborative teams. The CTS was sent to a purposive sample of 25 northwest Missouri schools that had undergone at least three years of membership within the Missouri Professional Learni
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Lesar, Peter V. "The relationship between grade-level team implementation of professional learning communities and student achievement in math." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606820.

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<p> With changing academic standards, more rigorous state assessments, growing diversity among student populations, decreased school funding, and high achievement expectations from the state and federal government, teachers have a very challenging and demanding job. Fully aware of these high expectations from the education community, school leaders and teachers continue to explore strategies that will improve the quality of classroom instruction and help increase achievement for all students. </p><p> This study was conducted in a large urban K-12 school district in the southwestern Unite
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Cleary, Paul. "Determinants of inter-partner learning in an alliance between a national sporting organisation and a professional sport franchise." Click here to access this resource online, 2008. http://hdl.handle.net/10292/675.

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This research explores the determinants of inter-partner learning in alliances. The potential for organisations to learn from their alliance partner is well recognised in the literature. The Knowledge Based View of the Firm (KBV) posits that an organisation’s knowledge base, especially its tacit knowledge base, is a source of sustainable competitive advantage. Three key determinants of inter-partner learning are: intent to learn, transparency (i.e. willingness to share knowledge) and receptivity (i.e. capacity to learn). These three concepts are used to guide a single case study of an alliance
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Tsai, Jui-min. "Team teaching and teachers' professional learning case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186669636.

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Diack, Ndeye Helene. "ADDRESSING THE CRITICAL STEPS OF THE BUILDING OF A CULTURE OF COLLABORATION IN A PROFESSIONAL LEARNING COMMUNITY (PLC): A CASE STUDY." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1749.

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AN ABSTRACT OF THE DISSERTATION OFNdeye Helene Oumou Diack, for the Doctor of Philosophy degree in Curriculum & Instruction, presented on October 23rd, 2019, at Southern Illinois University Carbondale.TITLE: ADDRESSING THE CRITICAL STEPS OF BUILDING A CULTURE OF COLLABORATION IN A PROFESSIONAL LEARNING COMMUNITY (PLC): A CASE STUDYMAJOR PROFESSOR: Dr. John McIntyre This case study examined PLC leaders and team members during their first year setting up their PLC collaborative process. It investigated the PLC design and activities, the team members lived experiences during the setting up of the
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Miskioglu, Elif E. "Learning in Style: Investigation of Factors Impacting Student Success in Chemical Engineering at Individual and Team-Levels with a Focus on Student Learning Styles." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437088409.

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Bleiler, Sarah K. "Team-Teaching Experiences of a Mathematician and a Mathematics Teacher Educator: An Interpretative Phenomenological Case Study." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3980.

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In recent years, experts and organizations involved in mathematics education have emphasized the importance of collaboration between mathematicians and mathematics teacher educators as a means of improving the professional preparation of mathematics teachers. While several such collaborative endeavors have been documented in the extant literature, most research reports have focused on the products, rather than the process, of collaboration. The purpose of this interpretative phenomenological case study is to gain an understanding of the lived experiences of a mathematician and a mathematics
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Books on the topic "Professional learning team"

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National Staff Development Council (U.S.), ed. Team to teach: A facilitator's guide to professional learning teams. National Staff Development Council, 2008.

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Janel, Keating, ed. Every school, every team, every classroom: District leadership for growing professional learning communities at work. Solution Tree Press, 2012.

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D, Monzo Lilia, and Educational Resources Information Center (U.S.), eds. Apprenticeship for teaching: Professional development issues surrounding the collaborative relationship between teachers and paraeducators. Center for Research on Education, Diversity & Excellence, 2000.

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Cassandra, Erkens, ed. The collaborative teacher: Working together as a professional learning community. Solution Tree, 2008.

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Oregon. Dept. of Education. Office of Curriculum, Instruction, and Field Services., ed. Learning as we teach: Six teams of Oregon educators set out to find what works best in professional development : final reports from the Goals 2000 professional development research grant sites. Oregon Dept. of Education, Office of Curriculum, Instruction and Field Services, 2002.

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R, Jones L. From bureaucracy to hyperarchy in netcentric and quick learning organizations: Exploring future public management practice. IAP-Information Age Publishing, 2007.

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Ashton, D. N. Supporting workplace learning for high performance working. International Labour Office, 2002.

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The Skillfull Team Leader Navigating Challenges In Professional Learning. SAGE Publications Inc, 2013.

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Baywitz, Michael D., Joseph A. Ianora, Brandon Jones, Bob Sonju, and Scott A. Cunningham. Help Your Team: Overcoming Common Collaborative Challenges in a PLC. Solution Tree, 2019.

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Burgess, Janet, and Donna Bates. Inside the Team: Questions and Answers Facing Teacher Leaders. Rowman & Littlefield Publishers, Incorporated, 2014.

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Book chapters on the topic "Professional learning team"

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Wood, Christopher S., Sterling C. Hilton, and Pamela R. Hallam. "Professional Learning Community Team Functionality and Team Trust." In Globalisation, Comparative Education and Policy Research. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-53223-8_3.

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van Woerkom, Marianne. "Innovation by Learning from Mistakes: The Relationships Between Team Characteristics, Error Orientation and Team Innovation." In Professional and Practice-based Learning. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-90-481-3941-5_8.

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Collins, Ron, and Annette Fillery-Travis. "Transdisciplinary Problems: The Teams Addressing them and their Support Through Team Coaching." In Transdisciplinary Professional Learning and Practice. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-11590-0_4.

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O’Keefe, Maree, Sue McAllister, and Ieva Stupans. "Health-Service Organisation, Clinical Team Composition and Student Learning." In Professional and Practice-based Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3937-8_11.

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Petegem, W., P. Sloep, J. Gerrissen, D. Jansen, and R. Schuwer. "VirtualBusinessTeams for Professional Development and Team Learning." In Building University Electronic Educational Environments. Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35502-3_5.

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Dochy, Filip, David Gijbels, Elisabeth Raes, and Eva Kyndt. "Team Learning in Education and Professional Organisations." In International Handbook of Research in Professional and Practice-based Learning. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8902-8_36.

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Fleming, Peter. "Developing your team through effective professional learning." In Successful Middle Leadership in Secondary Schools. Routledge, 2019. http://dx.doi.org/10.4324/9781351066709-9.

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Turner, Amanda. "The Role of the Mentor and the Wider Team." In Professional Identity Development through Incidental Learning. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86092-9_6.

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Connell, Carol M. "Building Community in Professional Education: Team Learning by Design." In Making Teaching and Learning Matter. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9166-6_16.

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Heo, Jaeyeon. "Professional learning and development in team teaching schemes." In The Routledge Handbook of English Language Teacher Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-30.

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Conference papers on the topic "Professional learning team"

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Swartz, Stephanie. "Experiential learning using short-term global virtual team projects." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16070.

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Institutions of higher education are facing new challenges when preparing their graduates for today’s global workplace. Digital communication and project management skills as well as intercultural competence are imperative in light of the transitions to remote and virtual teamwork. Global virtual team (GVT) projects provide students with experiential learning opportunities, increasing their chances at employability and professional success. This qualitative study involves a client-based GVT project conducted over the course of four semesters and engaging approximately 400 students enrolled at
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Pendharkar, P. C. "Evolutionary learning of virtual team member preferences." In 2008 IEEE International Professional Communication Conference (IPCC 2008). IEEE, 2008. http://dx.doi.org/10.1109/ipcc.2008.4610230.

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Chan, Yu Chyi, Chian Min Gan, Chun Yu Lim, Tien Hwa Tan, Qi Cao, and Chee Kiat Seow. "Learning CS Subjects of Professional Software Development and Team Projects." In 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2022. http://dx.doi.org/10.1109/tale54877.2022.00020.

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Beran, Tanya N. Beran, Emma Donnelly, Michelle Drefs, Christine A. Walsh, and Kate Lupo-Flewelling. "FACTORS RELATED TO DECISION-MAKING WITHIN INTERPROFESSIONAL TEAMS: A SCOPING REVIEW EXTENDED TO AN ONLINE ENVIRONMENT." In 2025 EdTec – International Conference on Education & Learning Technology, 18-19 February, Dubai. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.1112.

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This scoping review provides a comprehensive synthesis of the various factors associated with interprofessional team decision-making. This review is unique in that it includes a broad number of factors relevant to a variety of health settings and professionals involved in team decision-making. Arksey and O’Malley’s methodological framework was used to explore empirical studies following the established protocol. First, clearly developed and inclusive search criteria were specified to find studies on interprofessional team decision-making. This review located 34136 abstracts; a total of 218 met
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Obermeyer, Gary. "A NetSeminar design for team-based learning in professional development schools." In the Conference. Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658708.

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E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.

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Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived t
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Santoro, Meg, Tracy Rojas, and Robert E. Newmyer. "Enhancing a Transport Team Case Review Process to Positively Impact Team Satisfaction, Professional Learning and Multidisciplinary Collaboration." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.1023.

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Voelkel, Robert. "Increased Professional Learning Community Team Effectiveness Through the Use of Instructional Coaches." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1690947.

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Milanović, Nataša. "APPLICATION OF IT TECHNOLOGIES IN THE PHARMACEUTICAL INDUSTRY." In XX International Convention on Quality JUSK ICQ 2024. United Association of Serbia for Quality, 2024. http://dx.doi.org/10.46793/jusk-icqxx.113m.

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In the modern era, information technology (IT) is significantly transforming the pharmaceutical industry through the application of distance learning tools. These technologies enable pharmaceutical professionals to engage in continuous professional development regardless of location, tailored to individual needs and learning pace. This paper explores the advantages and challenges of these applications, including improvements in the quality of education, access to the latest information and methodologies, and enhanced coordination of healthcare teams. Additionally, the need for high-quality con
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Lu, Chao-dong. "On Reengineering Logistics Management Professional Teaching Team Based on the Workplace Learning Needs." In the 2nd International Conference. ACM Press, 2018. http://dx.doi.org/10.1145/3241748.3241749.

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Reports on the topic "Professional learning team"

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Noakes, Sierra, Allison Modica, and Kristyn Palazzolo. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/149.

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In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spa
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Davies, Philip. Review of FSA Social Science. Food Standards Agency, 2023. http://dx.doi.org/10.46756/sci.fsa.qfy428.

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This review has attempted to assess the contribution that the FSA social science team makes to the FSA and its mission, and to identify what it does well, where there may be need for improvement, and what might be the direction of future learning and professional development.
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Reeb, Tyler, Barbara Taylor, and James Reuter. L&D On-ramps and Off-ramps for the Mobility Workforce: A Blueprint for Knowledge Ecosystem Formation in the Fourth Industrial Revolution. Mineta Transportation Institute, 2024. https://doi.org/10.31979/mti.2024.2333.

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After a yearlong consensus study, this report presents a blueprint with implementation tools and strategies for CSULB and other CSU campuses to adopt a knowledge ecosystem model in higher education. By conducting talent pipeline pilots for internship preparation activities and related survey and focus group research, the research team found near universal support for pursuing university-industry partnerships. Faculty identified extracurricular activities, experiential learning opportunities, and guidance on further education as their top three priorities when mentoring students in professional
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Riedinger, Kelly, Victoria Sellers, and Martin Storksdieck. ISL Framework Project: Baseline Survey Findings. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1176.

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The Informal STEM Learning (ISL) project1 research team from the STEM Research Center at Oregon State University, in collaboration with project partners, conducted a baseline survey with members of the informal STEM learning community. The main goals of the ISL Baseline Survey were to 1. Understand the current lived experiences of ISL professionals and determine factors around professional learning that might enhance belonging to institutions and the field of ISL, and success individual’s careers in ISL; and 2. Gain insights into current awareness and knowledge of the Framework and perceived n
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Donohue, Brenda, Eva Moran, Aidan Clerkin, et al. Digital Learning Framework (DLF) national longitudinal evaluation: Wave 2 Final Report. Educational Research Centre, 2024. http://dx.doi.org/10.70092/0412063.0824.

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This is the final report on the Digital Learning Framework national longitudinal evaluation, following data collection for Wave 2 from Autumn 2021-May 2022. The data presented in this report provide an opportunity to consider how schools and students responded to the challenges of the COVID-19 pandemic with reference to the use of digital technologies for teaching, learning and assessment. The evaluation also considers the ways in which schools have had successes and met challenges in their embedding and implementation of the Department of Education’s Digital learning Framework. The report pro
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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, et al. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute &amp; Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Sa
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, edu
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the sa
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Li, Richard. LegalOne Stellar Novo 2024 (China). LegalOne Global Limited, 2024. http://dx.doi.org/10.62436/a-1727064077733.

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The Stellar Novo award recognises the exceptional talents of rising legal practitioners, including senior associates, counsel, and young partners. This award, aligned with LegalOne's philosophy, evaluates candidates based on their practical skills and professional experiences while simultaneously valuing their leadership potential and ability to work collaboratively within teams. Next generation legal practitioners form the cornerstone of the legal services industry. Those who excel have navigated the steep learning curve of the legal profession, acquiring substantial experience in playing the
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the inter
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