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Artículos de revistas 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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1

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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Lancaster, Jennifer N., Bettye Myers, David L. Nichols, and Kerry S. Webb. "Professional Involvement: Requirements as Students and Trends After Certification." Athletic Training Education Journal 9, no. 1 (2014): 12–21. http://dx.doi.org/10.4085/090112.

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Context The field of athletic training needs young engaged professionals for continued progress in allied health care. Academic and clinical requirements during the entry-level education could potentially impact the decisions and directions these students choose to pursue as young professionals. Objective To determine the difference in professional involvement of athletic trainers (ATs) based upon their participation in professional activities while completing their entry-level athletic training program (ATP). Design Online surveys to determine ATP requirements of students and to determine the

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Hertz, Benjamin, Hannah Grainger Clemson, Daniella Tasic Hansen, et al. "A Pedagogical Model to Scale Up Effective Teacher Professional Development – Findings from The Teacher Academy Initiative of the European Commission." EDEN Conference Proceedings, no. 1 (October 21, 2020): 227–37. http://dx.doi.org/10.38069/edenconf-2020-rw-0025.

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Teachers continue to experience change in education policy, societal trends, and cultural shifts in pedagogical thought, which all require a continual adaptation and innovation of their own practice. Effective support and opportunities for teachers to develop and apply their competences is crucial for maintaining both motivation and high standards in the school education profession. However, many teachers across Europe claim to struggle to have access to effective forms of Continued Professional Development (CPD) coupled with the numerous demands already made on their work. Onsite (face to fac

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Warr Pedersen, Kristin. "Supporting collaborative and continuing professional development in education for sustainability through a communities of practice approach." International Journal of Sustainability in Higher Education 18, no. 5 (2017): 681–96. http://dx.doi.org/10.1108/ijshe-02-2016-0033.

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Purpose The purpose of this paper is to consider an expanded vision of professional development for embedding education for sustainability (EfS) in a higher education institution. Through an exploration of a community of practice at the University of Tasmania, this paper examines how collaborative peer learning can sustain and promote continued professional development for staff in higher education who are committed to EfS as an educational paradigm. Design/methodology/approach This research was conducted through a mixed methods investigation that involved participant observation and semi-stru

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Dudareva, Ekaterina B. "Training of the Lenin Library Staff during the Great Patriotic War." Bibliotekovedenie [Russian Journal of Library Science], no. 2 (March 31, 2010): 122–26. http://dx.doi.org/10.25281/0869-608x-2010-0-2-122-126.

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During the Great Patriotic War (1941—1945) of the staff training in the State Library of the USSR of V.I. Lenin continued on the base of its resources, though and in smaller volume, than before the War. The lecture system was replaced by seminars. This form of education allowed the Library to continue its activity on highly professional level.

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Sereni-Massinger, Christine, and Nancy Wood. "Improving Law Enforcement Cross Cultural Competencies through Continued Education." Journal of Education and Learning 5, no. 2 (2016): 258. http://dx.doi.org/10.5539/jel.v5n2p258.

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<p class="abstract">Over the last thirty years Community Oriented Policing (COP) has spawned advancements in creating community partnerships with law enforcement agencies. Agencies that focus on such partnerships have served to reduce crime and resolve conflict. However, community opinions towards law enforcement have become increasingly negative due to recent civil disturbances throughout the United States. Multiculturalism is rapidly expanding within our American communities. The lack of cross-cultural leadership has lent to increased societal conflict. Within law enforcement agencies,

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Gorbunov, A. G. "SOME ASPECTS OF FOREIGN LANGUAGE COMPETENCE DEVELOPMENT IN THE SYSTEM OF CONTINUED PROFESSIONAL EDUCATION." Education and science journal 19, no. 8 (2017): 163–87. http://dx.doi.org/10.17853/1994-5639-2017-8-163-187.

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Tappaskhanova, M. A., and I. B. Shulga. "On the process of formation of the system of continued professional education in Russia." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2016): 76–80. http://dx.doi.org/10.20339/am.01-16.076.

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Oliveira Costa, Felipe Augusto, and Ivan Luiz Marques Ricarte. "Knowledge Translation to support continuing teacher education." International Journal for Innovation Education and Research 7, no. 5 (2019): 12–31. http://dx.doi.org/10.31686/ijier.vol7.iss5.1457.

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Nowadays teachers face many challenges in maintaining a continuous and high-class professional update in contemporary education. Faced with the need for greater qualification, teachers require not only sound and based training for their pedagogical activities, but resources that allow to reconcile the acquisition of knowledge in the dynamic routine of the classroom. The purpose of this article is to present the extent to which the process of Knowledge Translation (KT) can improve the continued training of teachers in the exact area. It is suggested that the improvement of these professionals c

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Blândul, Valentin Cosmin. "ANALYZING THE NEED FOR USING DIDACTIC STRATEGIES SPECIFIC TO NON-FORMAL EDUCATION IN THE CONTINUED PROFESSIONAL TRAINING OF TEACHERS – A CASE STUDY FROM BIHOR COUNTY, ROMANIA." Problems of Education in the 21st Century 56, no. 1 (2013): 8–15. http://dx.doi.org/10.33225/pec/13.56.08.

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Non-formal education (NFE) is one of the most important forms of the education process and refers to those activities that professional training institutions offer to their students besides the mandatory instructive-educational programmes. The importance of NFE resides in the fact that it strengthens the theoretical knowledge received during formal education by giving this knowledge a practical character as it is applied in different life situations. The main aim of this study was to identify the teachers’ degree of openness towards NFE, as well as the existing need for continued training thro

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Fitriana, Fitriana, Yufitriana Amir, and Erwin Erwin. "Overview of The Needs of Sustainable Professional Development For Alumni Ners Faculty of Nursing University of Riau." Jurnal Ilmu Keperawatan (Journal of Nursing Science) 9, no. 1 (2021): 55–63. http://dx.doi.org/10.21776/ub.jik.2021.009.01.7.

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Continuing professional development is a process that must be carried out by each individual nurse in order to maintain and update the development of health services through setting high standards of professional practice. The purpose of this research was to determine the need for ongoing professional development activities which include training, seminars, workshops, and formal education for alumni of the Faculty of Nursing, Riau University. Design was descriptive quantitative. The research sample was 293 respondents taken using purposive sampling technique. The results showed the need for co

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Lund, Emily M. "Disability as diversity in professional psychology: A continued call for research and action." Training and Education in Professional Psychology 12, no. 4 (2018): 295–96. http://dx.doi.org/10.1037/tep0000218.

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Rivasplata, Heather, Nicole Dettmann, Emily R. LeVan, et al. "A Continued Professional Development Nursing Partnership in a Remote Bolivian Hospital." Journal of Continuing Education in Nursing 52, no. 3 (2021): 142–49. http://dx.doi.org/10.3928/00220124-20210216-09.

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Marushko, R. V. "Standards for integrity and independence in accredited continuing education." Modern pediatrics. Ukraine, no. 7(111) (November 29, 2020): 7–13. http://dx.doi.org/10.15574/sp.2020.111.7.

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The article highlights the report on the development of new standards «Standards for Integrity and Independence in Accredited Continuing Education» by Accreditation Council for Continuing Medical Education (ACCME, USA).These standards have evolved from the» Standards for Commercial Support: «Standards to Ensure Independence in CME Activities», which were first adopted in 1992 and updated in 2004. The goal of the revision process was to streamline, clarify, modernize the Standards, and ensure their continued relevance and effectiveness in the changing healthcare environment. Standards are desig

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Reid, Cheryl S. "Management of Major Craniofacial Anomalies: A Pediatric Perspective." Cleft Palate-Craniofacial Journal 29, no. 6 (1992): 575–77. http://dx.doi.org/10.1597/1545-1569_1992_029_0575_momcaa_2.3.co_2.

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Ethical decision-making regarding complex congenital anomalies has evolved along with improvements in neonatal medical and surgical care, but also reflects a changed medical and social environment. The current process is complex and cumbersome, with no guarantee of consensus, and frequently leads to indecision and disagreement. Improvement of the process will require continued professional education, as well as better reconciliation of areas of ambivalence among professionals, families, and society.

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Minton, Shyrea J. "Examining Graduate Student Engagement in Counseling Services with Diverse Populations in P-12 Education." International Journal of Multicultural Education 19, no. 3 (2017): 103. http://dx.doi.org/10.18251/ijme.v19i3.1380.

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Given the continued diversification of P-12 education, it is imperative for professional school counselors to possess multicultural counseling competency in order to effectively engage diverse students in counseling. Thus, it is relevant to examine the preparation of professional school counselors-in-training related to multicultural and social justice counseling competency. This study explores the multicultural counseling competence of five professional school counselors-in-training and offers recommendations for counselor educators teaching cross-cultural counseling courses and coordinating

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Threlkeld, A. Joseph, Gail M. Jensen, and Charlotte Brasic Royeen. "The Clinical Doctorate: A Framework for Analysis in Physical Therapist Education." Physical Therapy 79, no. 6 (1999): 567–81. http://dx.doi.org/10.1093/ptj/79.6.567.

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Abstract This article explores major considerations for analysis and discussion of the role of the clinical doctorate as the first professional degree in physical therapist education (DPT). A process for this analysis is posed based on a conceptual framework developed by Stark, Lowther, Hagerty, and Orczyk through grounded theory research on professional education. External influences from society and the profession, institutional and programmatic influences, and articulation of critical dimensions of professional competence and professional attitudes as major categories are discussed in relat

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Blândul, Valentin Cosmin, and Adela Bradea. "DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS." Problems of Education in the 21st Century 75, no. 4 (2017): 335–44. http://dx.doi.org/10.33225/pec/17.75.335.

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In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher's theoretical knowledge), psycho-pedagogical (they concern the teacher's ability to know their students and to establish interhuman relationships with them) and methodical (concerns the teacher's ability to teach effectively the elements of the didactic content). Due to the particularities of special / inclusive education, teachers involved i

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Lidin, Konstantin. "education." проект байкал, no. 65 (August 31, 2020): 143. http://dx.doi.org/10.51461/projectbaikal.65.1696.

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The rapid development of the Internet blurs the geographical concept of province. In the “space of the worldwide web”, centers emerge, become influential and then lose their status so quickly that they simply have no time to become a metropolis. Architectural education experiences these trends to the full extent.The global crisis of the educational system has created a strong demand for distant forms of the professional training; while the coronavirus pandemic has boosted the development of online education.The themes of students’ projects are also changing: provincial cities have become a pop

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Lidin, Konstantin. "education." проект байкал, no. 65 (August 31, 2020): 143. http://dx.doi.org/10.51461/projectbaikal.65.1696.

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The rapid development of the Internet blurs the geographical concept of province. In the “space of the worldwide web”, centers emerge, become influential and then lose their status so quickly that they simply have no time to become a metropolis. Architectural education experiences these trends to the full extent.The global crisis of the educational system has created a strong demand for distant forms of the professional training; while the coronavirus pandemic has boosted the development of online education.The themes of students’ projects are also changing: provincial cities have become a pop

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Teichler, Ulrich. "The Professional Relevance of Study." International Journal of Chinese Education 5, no. 2 (2017): 135–61. http://dx.doi.org/10.1163/22125868-12340065.

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The extent to which and how curricula, teaching and learning in higher education should be shaped to prepare students for their subsequent work and for activities in other life spheres has been a frequently and often controversially discussed theme in economically advanced countries since about the 1950s. The increase of the graduation rates from less than 5% to about 50% on average was often hailed as a contribution to economic growth and often criticized as leading to ‘over-education’ and increasing ‘mismatches’ between the graduates’ competences and the demands of the employment system. Ove

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Yachnyuk, M., I. Yachnyuk, Yu Yachnyuk, and E. Ibragimov. "Formation of continuous coaches’ education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(125) (September 27, 2020): 163–67. http://dx.doi.org/10.31392/npu-nc.series15.2020.5(125).33.

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The society developments model requires a modern specialist of a wide range of knowledge, skills and competencies for successful fulfilment of their professional functions, ensuring comprehensive and sustainable development of education and science of Ukraine. A rapidly evolving modern society needs skilled workers who can compete in the labor market, are competent, responsible and free to own a profession, capable of working effectively with a specialty at world-wide standards, ready for continued professional growth, social and occupational mobility. Postgraduate education involves the

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Spreckelsen, C., and C. Weßel. "Continued Multidisciplinary Project-based Learning – Implementation in Health Informatics." Methods of Information in Medicine 48, no. 06 (2009): 558–63. http://dx.doi.org/10.3414/me0586.

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Summary Objectives: Problem- and project-based learning are approved methods to train students, graduates and post-graduates in scientific and other professional skills. The students are trained on realistic scenarios in a broader context. For students specializing in health informatics we introduced continued multidisciplinary project-based learning (CM-PBL) at a department of medical informatics. The training approach addresses both students of medicine and students of computer science. Methods: The students are full members of an ongoing research project and develop a project-related applic

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O'Malley, Dave. "Bringing the dental team together." Bulletin of the Royal College of Surgeons of England 89, no. 3 (2007): 105–9. http://dx.doi.org/10.1308/147363507x181086.

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The FGDP(UK) has long recognised that it is not sufficient only to provide continuing education for dentists, but that modern dentistry requires continued learning for the whole dental team to provide the best standard of patient care. To this end, in 2004 the Faculty launched Team in Practice (TiP), a quarterly educational journal for dental care professionals (DCPs). Its aim is to provide team training and continuing professional development (CPD) for DCPs, and this April marks its third anniversary.

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Ong, Eng Tek, Charanjit Kaur Swaran Singh, Nurulhuda Abd Rahman, and Laili Farhana Md Ibharim. "The Character of Biology Teaching Practices: Pedagogical Hiatuses and the Implications for Continued Professional Development." Journal of Social Sciences Research, no. 52 (January 25, 2019): 389–99. http://dx.doi.org/10.32861/jssr.52.389.399.

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This study was conducted to characterise the Biology teaching practices in a teacher education institution so as to inform us the existing practices which could then be compared with the aspired practices, uncovering the pedagogical hiatuses. This study employed a form of implementation study using classroom observation. A total of three lessons drawn from a Biology course within the Bachelor of Education (Biology Major) by a lecturer in one Teacher Education Institution were observed over a one-semester period. A psychometrically-supported Observation Checklist comprising 50 items or indicato

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Day, Lance, and Jaroslaw Szurek. "Beyond the MLS: Reflections on the role of professional and continued education for academic library liaisons." College & Undergraduate Libraries 25, no. 2 (2018): 131–49. http://dx.doi.org/10.1080/10691316.2018.1455547.

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Gresham, Gina. "Preservice to Inservice: Does Mathematics Anxiety Change With Teaching Experience?" Journal of Teacher Education 69, no. 1 (2017): 90–107. http://dx.doi.org/10.1177/0022487117702580.

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Inservice teachers, participants in a prior study on mathematics anxiety, were revisited to determine whether their levels of mathematics anxiety still existed and/or continued to change after 5 years teaching experience. A 98-item Likert-type survey, informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted. Date revealed that all inservice teachers still experienced some degree of mathematics anxiety ( p < .001). Results have implications for teacher education programs concerning the continued professional support of teachers, measurement of m

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Martin, Tami S., and William R. Speer. "Mathematics Teaching Today." Teaching Children Mathematics 15, no. 7 (2009): 400–403. http://dx.doi.org/10.5951/tcm.15.7.0400.

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Features, consistent messages, and new components of Mathematics Teaching Today: Improving Practice, Improving Student Learning (NCTM 2007), an updated edition of Professional Standards for Teaching Mathematics (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing, supervising, and improving mathematics teaching; and outlines guidelines for the education and continued professional growth of teachers.

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Bertrand Jones, Tamara, La'Tara Osborne-Lampkin, Shawna M. Patterson, and Danielle Joy Davis. "Creating a “Safe and Supportive Environment:” Mentoring and Professional Development for Recent Black Women Doctoral Graduates." International Journal of Doctoral Studies 10 (2015): 483–99. http://dx.doi.org/10.28945/2305.

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Formal structures that support doctoral student socialization are limited, while formal programs for Black women doctoral students specifically are even more scarce. The purpose of this research was to examine an early career professional development program for Black women doctoral students and its influence on the mentoring relationships developed by participants. We conducted individual interviews with six Black women who participated in the Research BootCamp®, an early career professional development program, as doctoral students. Two salient features of the program were identified, includ

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Bellner, Anna-Lena. "The Impact of Educational Level on Occupational and Physical Therapists' Perceptions of Professional Status." Occupational Therapy Journal of Research 16, no. 3 (1996): 147–65. http://dx.doi.org/10.1177/153944929601600301.

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This article is a descriptive study of 356 occupational therapists and 346 physical therapists in Sweden regarding their perceptions of professional status. These groups were compared according to educational level to determine whether the transfer of their education to a university level had made a difference in their perception of their own professional status and that of others. The status differences between the groups remained, and the structure of professional status seemed stable through time and not dependent on educational level. Professionals with a more positivistic knowledge base—p

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Turner, David A., Alan Schwartz, Carol Carraccio, et al. "Continued Supervision for the Common Pediatric Subspecialty Entrustable Professional Activities May Be Needed Following Fellowship Graduation." Academic Medicine 96, no. 7S (2021): S22—S28. http://dx.doi.org/10.1097/acm.0000000000004091.

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Schnitman, Paul A. "Dental Implants: State of the Art, State of the Science." International Journal of Technology Assessment in Health Care 6, no. 4 (1990): 528–44. http://dx.doi.org/10.1017/s0266462300004190.

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AbstractAnalysis of epidemiologic studies reveals that even with advances in preventive dentistry, edentulism continues to be a pressing problem especially in a rapidly expanding senior population. As an alternative to traditional removable dentures, dental implants can provide fixed support for crowns and bridges. A recent National Institutes of Health Consensus Development Conference revealed significant growth in implant technology and established that, although a complex treatment alternative, implants can function for 10 years or more. Continued development in basic and clinical research,

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Richardson, Megan. "Education for Sustainability." Learning and Teaching 9, no. 1 (2020): 5–23. http://dx.doi.org/10.7459/lt/9.1.02.

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This article argues for the implementation of Education for Sustainability (EfS) through the Humanities learning areas in primary education, as together they can deliver powerful knowledge, concepts, skills, values and actions that prepare students to create and participate in a more sustainable future. To overcome barriers to EfS, such as, lack of teacher preparedness, conceptual understanding, enthusiasm and confidence in teaching controversial issues, greater exposure to and experience in EfS not only during pre-service teacher education, but also as continued professional development, is c

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Denat, Yıldız, Gülşah Gürol Arslan, and Muazzez Şahbaz. "Change in students' perception of profession during nursing education in Turkey: A longitudinal study." International Journal of Human Sciences 13, no. 1 (2016): 900. http://dx.doi.org/10.14687/ijhs.v13i1.3462.

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Background: Progress in the nursing is only possible with nursing students who graduate with sufficient information and comprehension about their professions. Objectives: This study aimed to investigate nursing students’ professional perceptions during 4-year undergraduate nursing program and to determine whether changes occur in this time frame Desing and Methods: This study was designed as a longitudinal cohort survey research. Data were collected over a four -year period. The study sample was constituted of 137 undergraduate nursing students attending two Schools of Health located in the we

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Wieczorek, Douglas. "Principals’ perceptions of public schools’ professional development changes during NCLB." education policy analysis archives 25 (February 6, 2017): 8. http://dx.doi.org/10.14507/epaa.25.2339.

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This study investigated public school principals’ reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals’ reported changes in levels of teacher involvement and alignment of professional development with standards, student learning outcomes, school goals, resources, and district goals during No Child Left Behind (NCLB). Using two-level, Hierarchical Generalized Linear Proportional Od

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Twohig, Peter L. "Education, Expertise, Experience and the Making of Hospital Workers in Canada, 1920-1960." Scientia Canadensis 29, no. 2 (2009): 131–53. http://dx.doi.org/10.7202/800522ar.

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Abstract Beginning in the 1920s, many Canadian hospitals underwent an extensive period of modernization. A wide variety of workers, generally termed "allied health professionals," began to work alongside physicians and nurses. This paper examines the history of two such groups, x-ray and laboratory technicians, paying particular attention to the ways in which technical education was transformed and, through this transformation, new occupational identities forged. Initially, those who staffed the laboratory and x-ray departments were given quick, practical instruction. In many cases, these work

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Graue, Elizabeth, Kelly Hatch, Kalpana Rao, and Denise Oen. "The Wisdom of Class-Size Reduction." American Educational Research Journal 44, no. 3 (2007): 670–700. http://dx.doi.org/10.3102/0002831207306755.

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In this study, the authors explore the implementation of a statewide class-size reduction program in nine high-poverty schools. Through qualitative methods, they examined how schools used class-size reduction to change staffing patterns and instructional programs. Requiring changes in space allocation, class-size reduction was accomplished through attention to pupil:teacher ratio, with classes ranging from 15:1 to 30:2 team taught. Most partner classes used tag-team teaching, with one teacher leading and the other doing clerical work. Working without specific professional development to enhanc

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Ball, Arnetha F. "Toward a Theory of Generative Change in Culturally and Linguistically Complex Classrooms." American Educational Research Journal 46, no. 1 (2009): 45–72. http://dx.doi.org/10.3102/0002831208323277.

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This article situates the preparation of teachers to teach in culturally and linguistically complex classrooms in international contexts. It investigates long-term social and institutional effects of professional development and documents processes that facilitate teachers’ continued learning. Data from a decade-long study of U.S. and South African teachers supported a model of generative change that explained how professional development could be internalized by teachers, subsequently serving as a heuristic to help them organize their individual programs of instruction. Drawing primarily on t

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Côrte, Beltrina, and Vera Brandão. "Territories of Frailty: Aging and Public Policy – A Project of Continuing Education." Ciências e Políticas Públicas / Public Sciences & Policies 6, no. 2 (2020): 169–93. http://dx.doi.org/10.33167/2184-0644.cpp2020.vvin2/pp.169-193.

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In the contemporary world, the progressive aging of the population is both a major achievement and a huge challenge for developing countries, especially when it relates to public policies for the elderly. The scenario is particularly worrying in peri-urban spaces, which we call “territories of fragility”, in which multiple deficiencies overlap — basic sanitation, housing, accessibility, education and health — those aspects coupled with the disruption of community ties, negatively impact the aging process. In this article, we analyze the previously presented scenario through the results of a co

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Perera, Srinath, Solomon Olusola Babatunde, John Pearson, and Damilola Ekundayo. "Professional competency-based analysis of continuing tensions between education and training in higher education." Higher Education, Skills and Work-Based Learning 7, no. 1 (2017): 92–111. http://dx.doi.org/10.1108/heswbl-04-2016-0022.

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Purpose The education and training of construction graduates are highly influenced by the higher education institutions which produced them and the relevant professional bodies, which set the competencies that guide both academic and industrial learning. Thus, it is important to ascertain what the key stakeholders perceive construction graduates should achieve in competencies. Construction is a practice-oriented collection of professions, thus, this research focussed on the quantity surveying (QS) profession that is responsible for cost control and management of construction projects, and accr

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Mamdouh, Amr, Morad Abdelkader, and Tamer Samir. "Assessing the currently-used methods for improving continued-education skills in the architectural engineering departments in Egypt." Facta universitatis - series: Architecture and Civil Engineering 18, no. 2 (2020): 131–46. http://dx.doi.org/10.2298/fuace200621010m.

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The present study is concerned with assessing the currently used methods for improving the skills of continued education in the architectural engineering departments as well as the architectural market in Egypt. The main hypothesis of this study is that: the concept of continued-education in architecture is absent in Egypt, the current mechanisms of supporting continued-education are neither active nor effective, and the architectural education is not enough alone to build a professional architectural character. Survey forms have been distributed for practitioners, and interviews have been con

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