Bibliografías temáticas / Continued professional education

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Literatura académica sobre el tema "Continued professional education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Continued professional education"

Walker, Jean. "Continuing professional education, continued learning or refreshment?" Nurse Education Today 8, no. 1 (1988): 1–3. http://dx.doi.org/10.1016/0260-6917(88)90098-6.

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Pissanos, Becky W. "Providers of Continued Professional Education: Constructed Perceptions of Four Elementary School Physical Education Teachers." Journal of Teaching in Physical Education 14, no. 2 (1995): 215–30. http://dx.doi.org/10.1123/jtpe.14.2.215.

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The purpose of this inquiry was to gain insight into the influence of the three primary providers of continued professional education—educational institutions, professional associations, and employers—on teachers’ continued professional learning. Four experienced elementary school physical education teachers were selected as participants using the typical case purposeful sampling technique. Participants were asked to share their constructed perceptions regarding the providers through a series of three semistructured, open-ended interviews. Data were inductively analyzed using the constant comp

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Petrova, G., I. Nikolov, Z. Ivanova, et al. "Continued Professional Education of Bulgarian Pharmacists: Second Registration Period." Acta Medica Bulgarica 41, no. 1 (2014): 30–36. http://dx.doi.org/10.2478/amb-2014-0004.

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Summary The continuing professional education prepares the pharmacists for the requirements of the changed role of pharmacists in the society. Different approaches to continuous professional education ranging from lectures to peer-mentoring work shops and web tools have been developed throughout the last 25 years. The goal of the current analysis is to systematize the trends in accredited education events for pharmacists by the Quality Committee of the BPhU during 2010-2013. This study is a retrospective database analysis. The information concerning the accredited forms of continuing education

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Lewis, Melinda. "Lifelong Learning." Health Information Management 28, no. 2 (1998): 62–66. http://dx.doi.org/10.1177/183335839802800209.

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This paper will outline the theoretical constructs pertaining to lifelong learning, adult education, continuing professional development and the learning society. The need for all professionals to have highly developed learning skills in a society racing with change is evident. Pressures placed on health information managers to continue their learning beyond graduation are many and varied. Continuing professional education is one avenue that enables health information managers to continue their learning beyond graduation. Attributes of a typical lifelong learner are included in this paper to e

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Rosdiana, Yanti, Wahidyanti Rahayu Hastutiningtyas, and Ronasari Mahaji Putri. "Motivasi Tinggi Meningkatkan Minat Mahasiswa Untuk Melanjutkan Profesi Ners." Care : Jurnal Ilmiah Ilmu Kesehatan 7, no. 1 (2019): 1. http://dx.doi.org/10.33366/jc.v7i1.1145.

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Nursing students can only be said to be professional if the student has continued professional if the student has continued professional profession education, but unfortunately there are still many students who are not willing to continue to the level. Student motivation in one way to bring out, move, desire and direct behaviour. Such behaviour will form an activity of its own to determine the relationship of motivation with the interest of students to continue profession professions at Tribhuwana University Tunggadewi Malang. This research uses analytic observation design with cross sectional

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Pissanos, Becky W., and Pamela C. Allison. "Continued Professional Learning: A Topical Life History." Journal of Teaching in Physical Education 16, no. 1 (1996): 2–19. http://dx.doi.org/10.1123/jtpe.16.1.2.

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The purpose of this topical life history was to gain insight into the individual and socializing conditions that influenced an experienced elementary school physical education teacher’s perceptions and actions regarding continued professional learning. The teacher was interviewed in a series of five interviews over a 3-year period. The audiotaped transcriptions were subjected to the constant comparison data analysis technique, with the emergent patterns reported as results. Continued professional learning was valued as an essential concept associated with being a professional because it ultima

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Solomon, Joan, and Sue Tresman. "A model for continued professional development: knowledge, belief and action." Journal of In-Service Education 25, no. 2 (1999): 307–19. http://dx.doi.org/10.1080/13674589900200081.

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Gill, Narinder, and Janice Wrigley. "‘Quality start’ a model for continued professional development." Education 3-13 29, no. 2 (2001): 36–42. http://dx.doi.org/10.1080/03004270185200201.

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Kennedy, R. W. "Toward Excellence in Forestry Education." Forestry Chronicle 66, no. 6 (1990): 623–26. http://dx.doi.org/10.5558/tfc66623-6.

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Excellence in university forestry education can best be measured by the ability of graduates to analyze, to synthesize, and to discharge and communicate their stewardship of a public resource. Professionals should be devoted to continued learning through the course of their careers. Universities must encourage quality education by recognizing teaching as its paramount task. Curricula should reflect the broader responsibilities of today's manager of the forest estate, and reflect the different but equally important role of the technician. Undergraduate programs may have to be lengthened, while

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Johnson, Carol Susan. "Continued Leadership Development for Nursing Professional Development Practitioners." Journal for Nurses in Professional Development 37, no. 1 (2021): 47–49. http://dx.doi.org/10.1097/nnd.0000000000000685.

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Tesis sobre el tema "Continued professional education"

Romani-Ruby, Christine. "The use of distance education for continued professional education by physical therapists in the state of Pennsylvania." Thesis, Indiana University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666748.

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Physical therapists are licensed in all 50 states, the District of Columbia, Puerto Rico, and the Virgin Islands. The State Board of Physical Therapy within each state regulates licensure and the majority of the states mandate continuing professional education (CPE) as a requirement for renewal. In Pennsylvania, the practice act was amended on July 4, 2008 requiring physical therapists to complete 30 hours of CPE during each biennial renewal period. This new act became effective December 22, 2012 with the first cycle beginning on January 1, 2013. Many physical therapists express

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Beard, LaShandra M. "Imput and tracking of continued education units and qualification data for the Information Professional (IP) community /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sept%5FBeard.pdf.

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Beard, LaShandra M. "Input and tracking of continued education units and qualification data for the Information Professional (IP) community." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1459.

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Approved for public release; distribution is unlimited The objective of this research is to provide recommendations and guidelines for building and maintaining a comprehensive Continuing Education Units (CEU) and qualification tracking system specifically for the Continuing Education Units (CEU) and Qualification program. The guidance includes topics ranging from designing, managing, and implementing a tracking program, through post-implementation of the program. This research includes the training needs of all personnel within the IP community, from users to supervisors to executive-level

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Muzel, Vania Pereira. "A educação continuada no Brasil na perspectiva da carreira do auditor independente." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-29082018-152250/.

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Dois modelos de educação profissional continuada aplicados no Brasil são apresentados: o modelo do Conselho Federal de Contabilidade (CFC), focado no nível de capacitação e qualificação técnica que o mercado de trabalho exige, e o modelo das grandes firmas de auditoria, conhecidas como Big Four, focado no desenvolvimento da carreira do auditor independente. Destes dois modelos emerge o problema de pesquisa: Em quais aspectos, o programa de educação profissional continuada focado na capacitação e qualificação técnica se diferencia dos programas focados no desenvolvimento de carreira das Big Fou

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Biz, Maria Cristina Pedro [UNIFESP]. "Capacitação de médicos e enfermeiros para o cuidado à saúde de idosos na rede básica de Saúde no município de Santos: uma proposta de planejamento operacional baseado em uma matriz de competências." Universidade Federal de São Paulo (UNIFESP), 2005. http://repositorio.unifesp.br/handle/11600/20567.

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Made available in DSpace on 2015-12-06T23:05:32Z (GMT). No. of bitstreams: 0 Previous issue date: 2005 O Brasil apresenta um dos mais agudos processos de envelhecimento populacional dentre os países mais populosos. A proporção de indivíduos idosos aumentou de 6,1% (7.204.517 hab.), em 1980, para 8,6% (14.536.029 hab.), em 2000 (IBGE, 1981, 2001). Esta mudança tão rápida no perfil demográfico expõe o setor publico à necessidade de adotar medidas que possam combater iniqüidades, desenvolvendo ações à luz de um olhar multidimensional. Na área da saúde publica há a exigência de uma ass

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Amaral, Filho Ricardo César Garcia [UNIFESP]. "A segunda opinião formativa no telessaúde como instrumento de educação permanente." Universidade Federal de São Paulo (UNIFESP), 2013. http://repositorio.unifesp.br/11600/41909.

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Made available in DSpace on 2018-06-06T11:36:15Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-11-22 O Programa Nacional de Telessaúde - Atenção Primária à Saúde (www.telessaude.org.br) é uma iniciativa do Ministério da Saúde em parceria com o Ministério da Ciência e Tecnologia, que tem como principal objetivo proporcionar apoio mediante o intercâmbio de conhecimentos e informações especializadas aos profissionais que atuam na rede de atenção básica à saúde (médicos, odontólogos, enfermeiros, técnicos e agentes comunitários de saúde e outros), integrantes da Estratégia Saúde da F

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Avelino, J?nior Francisco Marcelo. "Cultura da educa??o profissional continuada: uma an?lise dos Contadores do Munic?pio de Fortaleza-CE." Universidade Federal do Rio Grande do Norte, 2005. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18182.

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Made available in DSpace on 2014-12-17T15:53:15Z (GMT). No. of bitstreams: 1 FranciscoMAJ.pdf: 461224 bytes, checksum: a948eaf9854fc1a52a3f78f8b5e5db24 (MD5) Previous issue date: 2005-05-06 The present investigation analyzes if it has, amongst the accountants of the city of Fortaleza-Cear?, a culture of Continued Professional Education, in the perspective of one future obligatoriness to garantee to the society best professional services in the terms of Resolution CFC n? 995/04 through the analysis of the activities played for the accountants in the city of Fortaleza, as well as through th

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Trevizan, Andressa Christina. "Formação continuada e profissionalização docente na Rede Municipal de São Paulo." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29042016-113618/.

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Essa pesquisa situa-se no âmbito da problemática da formação continuada de professores da educação básica, especialmente daqueles que trabalham nas séries iniciais do ensino fundamental. Considerando a importância da educação continuada e a diversidade de modelos e espaços de formação de professores, que são oferecidos pela Secretaria Municipal de Educação de São Paulo, a pesquisa propõe-se a investigar experiências diversas que nesse sentido foram desenvolvidas no período pós LDBEN 9394/96, tendo por objetivo principal compreender a contribuição de tais cursos para a profissionalização e a me

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Francisco, Maria Aldina Gomes da Silva. "Formação continuada de professores na educação de adolescentes, jovens e adultos: uma experiência da secretaria municipal de educação de Goiânia em 2013-2014." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5125.

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Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-01-18T10:02:24Z No. of bitstreams: 2 Dissertação - Maria Aldina Gomes da Silva Francisco - 2015.pdf: 1582600 bytes, checksum: cc502248002c30f0c783e29e79dc39fd (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-18T10:32:08Z (GMT) No. of bitstreams: 2 Dissertação - Maria Aldina Gomes da Silva Francisco - 2015.pdf: 1582600 bytes, checksum: cc502248002c30f0c783e29e79dc39fd (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfa

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Duek, Viviane Preichardt. "Educa??o inclusiva e forma??o continuada: contribui??es dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14342.

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Made available in DSpace on 2014-12-17T14:36:19Z (GMT). No. of bitstreams: 1 VIVIANEPD_TESE.pdf: 1954656 bytes, checksum: caf0430958c7b77ed89919f33c2b1fb0 (MD5) Previous issue date: 2011-02-22 Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-

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Libros sobre el tema "Continued professional education"

United States. Congress. House. Committee on Economic and Educational Opportunities. Permitting continued grant participation by historically black graduate and professional schools: Report (to accompany H.R. 3055) (including cost estimate of the Congressional Budget Office). U.S. G.P.O., 1996.

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Continued engagement: Department of Defense responses to the House Armed Services Committee April 2010 report on professional military education : hearing before the Subcommittee on Oversight and Investigations of the Committee on Armed Services, House of Representatives, One Hundred Eleventh Congress, second session, hearing held November 30, 2010. U.S. G.P.O., 2011.

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US GOVERNMENT. An Act to Amend Section 326 of the Higher Education Act of 1965 to Permit Continued Participation by Historically Black Graduate Professional Schools in the Grant Program Authorized by that Section. U.S. G.P.O., 1996.

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Hanhart, Siegfried. La formation professionnelle continue dans les entreprises publiques et privées en Suisse: Coûts, avantages et financement. Georg, 2005.

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Ulivieri, Simonetta, Franco Cambi, and Paolo Orefice, eds. Cultura e professionalità educative nella società complessa. Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-698-3.

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The keynote of the recent history of the faculty of educational science of Florence University is change. This has emerged in response to the demands for education expressed by a new knowledge society, spawned by the processes of globalisation, and the social need to foster interculturalism and the dialogue between diversities. In this new dimension of change, education becomes the framework for preparation, but also for re-integrating and updating life itineraries that are swift and precarious, veined with insecurity and disillusionment. Even in the new approach, the scientific and cultural b

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Patricia, Layzell Ward, and International Federation of Library Associations and Institutions. Continuing Professional Education Round Table., eds. Continuing professional education for the information society: The Fifth World Conference on Continuing Professional Education for the Library and Information Science Professions. K.G. Saur, 2002.

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World, Conference on Continuing Professional Education for the Library and Information Science Professions (2nd 1993 Barcelona Spain). Continuing professional education and IFLA: Past, present, and a vision for the future : papers from the IFLA CPERT Second World Conference on Continuing Professional Education for the Library and Information Science Professions : a publication of the Continuing Professional Education Round Table (CPERT) of the International Federation of Library Associations and Institutions. K.G. Saur, 1993.

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International Conference on Continuing Professional Education for the Library and Information Professions (3rd 1997 Copenhagen, Denmark). Human development: Competencies for the twenty-first century : papers from the IFLA CPERT Third International Conference on Continuing Professional Education for the Library and Information Professions. K.G. Saur, 1997.

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Office, General Accounting. Medicare: Excessive payments for medical supplies continue despite improvements : report to the Ranking Minority Member, Subcommittee on Labor, Health and Human Services, Education, and Related Agencies, Committee on Appropriations, United States Senate. The Office, 1995.

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Continued professional learning and the experienced elementary school physical education specialist. 1992.

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Capítulos de libros sobre el tema "Continued professional education"

Léna, Pierre. "Robotics in the Classroom: Hopes or Threats?" In Robotics, AI, and Humanity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54173-6_9.

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AbstractArtificial intelligence implemented in a great diversity of systems, such as smartphones, computers, or robots, is progressively invading almost all aspects of life. Education is already concerned by this revolution, as are medicine or care for elderly people. Education is indeed a special case, because it is fundamentally based on the relationship, involving love and emotions as well as knowledge, between a fragile child and an adult. But teachers are becoming rare and education expensive: The Earth demography is here an economical challenge. We examine some of the various modalities of teacher substitution, companionship or computer-resources which are already experimented, and discuss their ethical aspects. We conclude on the positive aspects of computer-aided education, which does not substitute the teacher, but may help and provide continued professional development.

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Tursi, Silvia, and Aleksandra Kozyra. "EAEA Younger Staff Training as a learning journey." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.16.

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The EAEA Younger Staff Training is a good example of a successful initiative that encour-ages the professional development of adult education staff, builds new collaborations, and explores the diversity of policy and practice in adult learning in Europe. Organized annually since 2011, the training programme has undergone several modifications over the years to adapt to the changing needs of adult education professionals. The paper looks at the content and structure of the programme, with specific attention to how these have evolved and the rationale behind the changes. It also briefly describes why the training programme continues to be successful and its benefits for both the participants and the organizers.

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Kleinschmidt, Jessica, Claire Garner, and Jörg Schwarz. "Studying Adult Education. A comparison of master’s degree programmes on ALE in Germany and the US." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.07.

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Earning a university degree in adult education continues to be one prominent way of becom-ing an adult educator. That is because obtaining a comprehensive academic education is con-sidered essential, especially in conjunction with the aim of professionalising adult education. But how do the contents, structure, and aims of study programmes differ internationally, and how does this relate to different concepts of the professional role? This study compares mas-ter’s programmes in adult education in Germany and the United States. The findings point at characteristic differences in the relation between academics and practice.

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Whicker, Shari A., and Alisa Nagler. "Continuing Professional Development." In Advances in Medical Education, Research, and Ethics. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1468-9.ch019.

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Continuing professional development is a critical responsibility within the complex role of today's physician. This chapter provides an overview of continuing professional development for physicians. The authors propose self-determination theory (SDT) as a foundational framework for discussing physician continuing professional development. They also address a variety of motivating factors for physicians being involved in continuing professional development. These factors include regulatory requirements, continued competence, career planning, and their own commitment to learn. Lastly, the authors include a discussion of various continuing professional development formats and the benefits of each, as well as challenges and barriers to effective continuing education.

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Reali, Aline Maria de Medeiros Rodrigues, Regina Maria Simões Puccinelli Tancredi, and Maria da Graça Nicoletti Mizukami. "Online Mentoring as a Tool for Professional Development and Change of Novice and Experienced Teachers." In Adult and Continuing Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch052.

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This chapter examines the results of an investigation carried out by the researchers from a Brazilian public institution and experienced teachers (mentors) that aimed to produce knowledge on teacher professional development and learning, investigate educational processes of mentors interacting with novice teachers by e-mail, evaluate the continued education methodology adopted, and contribute to existing knowledge on online continued teacher education. The main sources of data were email communications between mentors and novice teachers, the mentors' and novice teachers' reflective journals, and the researchers' observations from weekly meetings between the mentors and the teachers. The development of the online Mentorship Program has been a much more complex enterprise than a face-to-face equivalent program would have been because it demands entirely new logistics, but it promoted the establishment of professional and affective bonds among the participants, the broadening of professional knowledge, the mastery of online adult education technologies, and the participants' professional growth.

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Johnson, Tristen Brenaé. "Perspectives From a Multicultural Affairs Office Professional." In Handbook of Research on Inequities in Online Education During Global Crises. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6533-9.ch013.

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The purpose of this chapter is to contextualize the challenges that the office of multicultural affairs staff at one state university experienced while moving to virtual learning formats. This study seeks to offer four specific recommendations and best practices for both multicultural affairs offices/centers and higher education institutions, in general, to ensure that students who utilize these virtual format spaces will continue to develop a sense of belonging within the institution. The author historicizes the formation of Black cultural centers and their development into multicultural affairs, tracks the public recognition of the essential importance of these centers and diversity and inclusion programming, and outlines the issues and problems the OMA staff faced in virtually providing a continued and ongoing sense of belonging for diverse students and staff. Higher education institutions can use these recommendations to inform the future of virtual multicultural affairs offices.

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Torrisi-Steele, Geraldine. "Professional Development in Blended Practice." In Advances in Standardization Research. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-6086-9.ch013.

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It is approaching two decades since digital technologies began infiltrating higher education in earnest, and the issue of whether or not technology should be used in higher education teaching is no longer a hot topic. The use of online technologies is considered an imperative by institutions, mostly for reasons of efficiency and social expectation. From the pedagogical perspective, the use of digital technologies infuses discussion about quality in learning and teaching but the net changes in practice are minimal. In the present chapter, a case is made for continued investment of effort into designing professional development that is effective in helping academics make use of digital technologies in ways beyond simple access to content. Findings from research into the factors likely to influence how academics use technology provide some evidence of the need to contextualize professional development around educator practices.

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"Online Continued Learning for All Educators." In Blended Online Learning and Instructional Design for TPACK. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8879-5.ch007.

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The design and empirical support for the online TPACK learning trajectory emerged through a multi-year research process that provided a thorough, in-depth description of how the tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) support the scaffolding of systems pedagogical reasoning approach for integrating TPACK content of subject matter content, pedagogy, and technologies, thus modeling the knowledge teachers need for teaching with technology. The learning, involving a research-based trajectory and framed within a social metacognitive constructivist lens, engaged inservice teachers in knowledge-building communities using inquiry-based, problem-based learning, guiding them in reframing their knowledge for designing student-directed, problem-based learning with the integration of technologies. Limitations and future research extended the understanding of TPACK through online teacher education continued learning in graduate programs and other professional development programs designed to support teachers in rethinking and reframing their knowledge for teaching with technologies. Guided active participation and systems pedagogical reasoning provided key ideas for engaging the online TPACK learning trajectory to guide the thinking about and implementing online teacher education professional development. Multiple factors framed the thinking about future designs for these online programs aimed at transforming inservice teachers' TPACK. Future challenges include whether and how online programs might be designed for developing all teachers' TPACK transformations – preservice, inservice, and higher education faculty.

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Reali, Aline Maria de Medeiros Rodrigues, Regina Maria Simões Puccinelli Tancredi, and Maria da Graça Nicoletti Mizukami. "Online Mentoring as a Tool for Professional Development and Change of Novice and Experienced Teachers." In Virtual Professional Development and Informal Learning via Social Networks. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1815-2.ch012.

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This chapter examines the results of an investigation carried out by the researchers from a Brazilian public institution and experienced teachers (mentors) that aimed to produce knowledge on teacher professional development and learning, investigate educational processes of mentors interacting with novice teachers by e-mail, evaluate the continued education methodology adopted, and contribute to existing knowledge on online continued teacher education. The main sources of data were email communications between mentors and novice teachers, the mentors’ and novice teachers’ reflective journals, and the researchers’ observations from weekly meetings between the mentors and the teachers. The development of the online Mentorship Program has been a much more complex enterprise than a face-to-face equivalent program would have been because it demands entirely new logistics, but it promoted the establishment of professional and affective bonds among the participants, the broadening of professional knowledge, the mastery of online adult education technologies, and the participants’ professional growth.

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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0017.

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Meritocracy flourished most luxuriantly in Harvard’s professional schools. The Big Four—the Graduate School of Arts and Sciences and the Schools of Law, Medicine, and Business—threw off the constraints of lack of money and student cutbacks imposed by World War II. The smaller professional schools—Public Health and Dentistry, Education, Divinity, Design—shared in the good times, though their old problems of scarce resources and conflicted missions continued to bedevil them. The major alteration in the Harvard postgraduate scene was the establishment of the Kennedy School of Government. By the time Derek Bok—as well disposed to the Kennedy School as Conant was to Education and Pusey to Divinity—became president in 1971, this new boy on the Harvard professional school block was well situated to capitalize on his good favor. The Graduate School of Arts and Sciences remained, as in the past, rich in renown, poor in fund-raising and administrative autonomy. Between 1952 and 1962, fewer than 5 percent of GSAS alumni donated a total of about $60,000; during the early sixties giving went down to $3,000 a year. Its dean had little or no budgetary or curricular control; its faculty, curriculum, and student admissions were in the hands of the departments. In 1954 Overseer/Judge Charles Wyzanski grandly proposed that admissions to the Graduate School be sharply cut back. The reduction, he thought, would free up the faculty for more creative thought, improve undergraduate education, and upgrade the level of the graduate student body. But the post–Korean War expansion of American higher education led to boom years for the Graduate School. In 1961, 190 male and 60 female Woodrow Wilson Foundation Fellows, more than a quarter of the national total, chose to go to Harvard or Radcliffe; 80 of 172 National Science Foundation grantees wanted to go to Harvard. A 1969 rating of the nation’s graduate programs gave Harvard Chemistry a perfect 5, Mathematics 4.9, Physics, Biochemistry, Molecular Biology, History, and Classics 4.8, Art History and Sociology 4.7, English and Spanish 4.6, Philosophy and Government 4.5. Impressive enough, all in all, to sustain the faculty’s elevated impression of itself. But in the late sixties the Graduate School bubble deflated. Government aid, foundation fellowships, and college jobs declined; student disaffection grew.

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Actas de conferencias sobre el tema "Continued professional education"

"CONTINUED PROFESSIONAL DEVELOPMENT AND INTERNET TOOLS IN EDUCATION OF HEALTH WORKERS." In International Conference on Health Informatics. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003153605510554.

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Nielsen, Sue, Liisa von Hellens, and Jenine Beekhuyzen. "Challenge or Chaos: A Discourse Analysis of W omen’s Perceptions of the Culture of Change in the IT Industry." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2760.

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An ongoing investigation into the declining participation of women in IT education and professional level work has recently focused on professional women’s perceptions of the IT industry. This paper presents some of the findings from a discourse analysis of interviews with thirty-two female and two male IT professionals. The analysis identified a distinctive characteristic of the women’s discourse in the representation of mutually exclusive attributes, skills and attitudes as closely identified with gender. This paper explores two of these dualisms - women’s perceptions of the rapid and contin

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González, Manuel Joaquín Fernández, Svetlana Surikova, and Tamara Pigozne. "Adaptation of a Teacher Training Programme for Character Education to the Latvian Context." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.01.

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This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research q

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Miles, David J., and Jesa H. Kreiner. "Efforts in Maintaining Currency in Engineering and Avoiding Obsolescence." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43841.

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Updating ones professional skills, continuing education and the ability to work successfully in multidisciplinary environments have become increasingly critical to staying competitive in the face of rapid advances in technology and the current trends toward outsourcing of engineering jobs. Mechanical engineers, specifically, are continuously confronted with staying current with proficiency in CAD and FEA tools, evolving multiplicity of design materials and increased sophistication of design components, as are their capabilities in communicating with both engineers and non-engineers. A survey c

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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and supp

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Blândul, Valentin Cosmin. "Some Aspects Regarding Personality of Teachers who Attend Different Non-formal Continues Training Programs." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/06.

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Being an effective teacher today in Romania is one of the most noble but, at the same time, more complex professions. The beauty of teaching is given by helping children and young people acquire the knowledge they will need in life and to develop a harmonious and creative personality that will enable them to successfully integrate into the world in which they live. Therefore, attending different programs of continuous professional training is not only an obligation, but also a duty of a self-respecting professor, he respects his profession, but also his students. Forms of training and continui

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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides

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Kauppinen, Tomi, and Yulia Guseva. "Learning in the Era of Online Videos: How to Improve Teachers’ Competencies of Producing Educational Videos." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8096.

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Online videos have gained huge popularity among people seeking for entertainment, and increasingly also among learners. People seek for tips in videos, ranging widely from improving language skills to bike reparation, or from solving mathematical equations to indoor decoration. At the same time teachers are facing challenges of producing professional videos that can support learners to learn the variety of topics. Teachers at the higher education institutes are often professionals in presentation skills in classrooms, but can face challenges when presenting in videos. In this paper we present

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Rathod, Mulchand S. "Improving Learning Outcomes of a Course in Instrumentation." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13589.

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Many engineering educators have become sensitive to the improved outcome of student learning in their classes. This has been true for our colleagues in the colleges of education where teachers are prepared for the teaching pedagogy. In many cultures as well as ours, the teaching profession is upheld as a noble profession. At the same time, the university faculty are held with high esteem by the general population. Faculty teaching in undergraduate programs have begun to address the pedagogy of learning in recent years. There is a national trend towards helping in this phenomenon. Besides fundi

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Kreiner, Jesa H., and David J. Miles. "Maintaining Currency and Staying at the Cutting Edge of the Profession." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59597.

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Educators and employers have traditionally worked together to identify engineering skills which require ongoing updating and upgrading in order to avoid obsolescence. That, along with the need to work successfully in multidisciplinary environments, has become increasingly critical in staying competitive in the face of rapidly changing technology and current trends toward outsourcing of engineering jobs. Mechanical engineers, specifically, are continuously confronted with the requirement to maintain proficiency in CAD and FEA tools, evolving multiplicity of design materials and fabrication proc

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Informes sobre el tema "Continued professional education"

Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been deli

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige

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