ALANA Professional Development Group: A Framework

2010 ◽  
Author(s):  
Anabel Bejarano
Keyword(s):  
Professional Development ◽  
Group A ◽  
Development Group

scholarly journals To Where Teachers Learn: Following the Yellow Brick Road

2014 ◽  
Vol 8 (1) ◽  
pp. 193-211
Author(s):  
Narrative Inquiry Group
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Learning Community ◽  
Research And Practice ◽  
Inquiry Group ◽  
Collective Experience ◽  
Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

Guiding Our Way

2011 ◽  
pp. 307-326 ◽  
Author(s):  
Kathleen P. King ◽  
Frank J. Melia ◽  
Marlene D. Dunham
Keyword(s):  
Professional Development ◽  
Focus Groups ◽  
Technology Use ◽  
Online Survey ◽  
Formal Education ◽  
Online Professional Development ◽  
Learning Needs ◽  
Group A ◽  
Group B ◽  
K 12

Increased accountability for student outcomes among teachers led to an examination of the needs and motivations of 324 K-12 educators who participated in 6-week online professional development modules of study. This research was conducted through focus groups and an online survey. The most telling findings indicate four themes regarding teacher online professional development: learner expectations, learner support and access, incentives, and content. This project illuminates issues that arise in formal education online learning environments as we continue to discover how to best serve educators’ learning needs. This two step study uses surveys and focus groups to empirically identify critical factors in instructional design and implementation. It benefits from large samples and the application of knowledge derived from Group A experiences to Group B. Follow-up research of 944 participants at year 4 of the project provides additional insight into technology use and motivation.

The Peer Support Group: A Means to Facilitate Professional Development

1988 ◽  
Vol 17 (1) ◽  
pp. 138-146
Author(s):  
Joseph E. Zins ◽  
Charles A. Maher ◽  
John J. Murphy ◽  
Bruce P. Wess
Keyword(s):  
Professional Development ◽  
Peer Support ◽  
Support Group ◽  
Peer Support Group ◽  
Group A

Suggested Guidelines for the Provision and Assessment of Orthodontic Education in Europe. A Report from the Professional Development Group of the EURO-QUAL BIOMED II Project

2000 ◽  
Vol 27 (4) ◽  
pp. 349-352 ◽  
Author(s):  
K. A. Eaton ◽  
J. P. Adamidis ◽  
J. P. Mcdonald ◽  
H. Seeholzer ◽  
B. Sieminska-Piekarczyk
Keyword(s):  
Professional Development ◽  
Development Group

EFFECT OF INSECTICIDES AND HERBICIDES APPLIED TO SOIL ON THE DEVELOPMENT OF PLANT DISEASES. I. THE SEEDLING DISEASE OF BARLEY CAUSED BY HELMINTHOSPORIUM SATIVUM P. K. & B.

1957 ◽  
Vol 37 (3) ◽  
pp. 196-204 ◽  
Author(s):  
Lloyd T. Richardson
Keyword(s):  
Plant Diseases ◽  
Disease Development ◽  
Infection Group ◽  
Seedling Disease ◽  
Helminthosporium Sativum ◽  
Group A ◽  
Group B ◽  
Group D ◽  
Development Group ◽  
Growth Of Seedlings

From the results obtained when nine insecticides and ten herbicides were applied at a series of dosages to soil infested to various degrees with Helminthosporium sativum P.K. & B. it was found possible to separate these chemicals into four groups on the basis of their effects on the growth of barley seedlings and on the development of rootrot infection. Group A (schradan, isodrin, DCU, IPX, and TCA) affected neither host nor disease development. Group B (lindane, dieldrin, and DDT) stimulated the growth of barley seedlings without affecting disease development. Group C (maleic hydrazide and heptachlor) stimulated seedling growth but increased the severity of infection. Group D (aldrin, endrin, chlordane, NPA, 2,4-D, monuron, DNBP, and dalapon) did not affect the growth of seedlings but reduced rootrot infection. Only DNBP was toxic to H. sativum in culture.

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