scholarly journals Teacher research as professional development for P–12 educators in the USA[1]

2003 ◽  
Vol 11 (2) ◽  
pp. 301-326 ◽  
Author(s):  
Kenneth M. Zeichner
Keyword(s):  
Professional Development ◽  
Teacher Research ◽  
The Usa

scholarly journals THE PECULIARITIES OF ENHANCING PROFESSIONAL COMPETENCE OF FOREIGN LANGUAGE LECTURERS IN THE USA

2021 ◽  
pp. 12-20
Author(s):  
Жанна Баб’як ◽  
Наталія Щур
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Professional Learning ◽  
Technical Assistance ◽  
Professional Competence ◽  
Time Frame ◽  
Learning Needs ◽  
Smart Goals ◽  
The Usa ◽  
The Individual

The article deals with studying the American experience of educator professional development. To carry out this research the following methods have been applied: content analysis, systematization and theoretical generalization of scientific literature, standards, technical assistance documents and samples of the individual professional development plan (IPDP) for educators. Having conducted the research, the following results and conclusions have been drawn. The primary goal for professional learning is to help educators develop and apply the knowledge and skills necessary to help students to learn foreign languages more effectively and efficiently. Therefore, the planning and designing of professional learning include defining the SMART goals of professional learning drawn from analysis of student and educator learning needs, which are determined by examining data on student learning outcomes. To achieve these goals those who are responsible for professional learning should select the appropriate job-embedded and external forms of professional learning, which allow the educators to satisfy student learning needs, bridge the knowing-doing gap and integrating new ideas and skills into practice. An IPDP is a tool serving as a guide for the professional learning. IPDP enables educators to chart their goals and to plan learning activities that improve their competencies in order to enhance their students’ performance. Completing the IPDP includes setting the goals based on student learning needs, deciding on the professional methods/strategies, tapping possible resources, setting the time-frame, identifying success indicators. After having been accomplished, the IPDP is evaluated by the person in charge. Evaluation of professional learning provides the opportunity to monitor the process of embedding the new learning into practices by observing and assessing changes in educator practice and increases in student learning.

The Flipped K-12 Classroom

2016 ◽  
pp. 38-51 ◽  
Author(s):  
Vanessa P. Dennen ◽  
Jonathan Michael Spector
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
New Technologies ◽  
The Internet ◽  
Classroom Activities ◽  
Internet Resources ◽  
The Usa ◽  
Flipped Classrooms ◽  
The Many ◽  
K 12

New technologies are changing how best to support and facilitate learning in primary and secondary education. Many of these new technologies are available through the Internet, which is an important resource for learning and instruction at all levels and in nearly all contexts. Among the changes that are occurring is the possibility of integrating Internet resources into curricula, which are often linked to mandated standards in schools in the USA and other countries. Among the many possibilities of leveraging these classrooms is the concept of flipping the classroom so that primary presentations of content take place outside the classroom, with classroom activities focused on practice, interaction and feedback. To make a flipped classroom successful requires training teachers about technology integration, providing ongoing professional development, and developing supportive school and home environments with strong educational leadership. The focus of this chapter is on the needs and requirements involved in making flipped classrooms successful learning experiences for students.

Moving Forward with an Eye on the Past

2017 ◽  
pp. 112-128
Author(s):  
Jerome C. Bush
Keyword(s):  
Professional Development ◽  
Teacher Research ◽  
Historical Perspective ◽  
First Century ◽  
Past Century ◽  
Research Projects ◽  
The Past ◽  
Transformative Potential ◽  
New Models ◽  
Potential Benefits

Teacher research has become a well-known term in professional development circles, yet it is still often misunderstood. This chapter seeks to facilitate those who are interested in teacher research by providing a historical perspective. Understanding the development of teacher research over that past century will allow interested parties to move forward with greater insight of the potential benefits and drawbacks inherent in teacher research. Such an analysis may lead to increased success for teacher research projects as the twenty-first century unfolds. Although teacher research can be a challenging form of professional development, it has incredible transformative potential. It has the potential to enhance the entire profession of teaching as well as the knowledge, skills and abilities of individual teachers. A call is made for teachers and academics to move forward by forming an alliance to explore new models and methods of teacher research.

scholarly journals The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

2016 ◽  
Vol 6 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Nataliya Mukan ◽  
Iryna Myskiv ◽  
Svitlana Kravets
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Public School ◽  
Professional Education ◽  
Continuing Professional Development ◽  
Public School Teachers ◽  
School Teachers ◽  
Systematic Analysis ◽  
Analysis And Synthesis ◽  
The Usa

Abstract In the article the theoretical framework of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation and characteristic of two models: the model of unification and the model of diversification of teachers’ professional development in the systems of continuing pedagogical education of Great Britain, Canada and the USA by the dominant traits. Their major components have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: content of public school teachers’ CPD (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD programs (C. Pratt); public school teachers’ CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, А. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

scholarly journals Impact of exposure to patients with COVID-19 on residents and fellows: an international survey of 1420 trainees

2020 ◽  
pp. postgradmedj-2020-138789
Author(s):  
Anne L Cravero ◽  
Nicole J Kim ◽  
Lauren D Feld ◽  
Kristin Berry ◽  
Atoosa Rabiee ◽  
...  
Keyword(s):  
Professional Development ◽  
Well Being ◽  
Negative Effects ◽  
Convenience Sample ◽  
Web Based ◽  
Perceived Safety ◽  
Number Of Patients ◽  
The Usa ◽  
Novel Coronavirus ◽  
Training Opportunities

ObjectivesTo determine how self-reported level of exposure to patients with novel coronavirus 2019 (COVID-19) affected the perceived safety, training and well-being of residents and fellows.MethodsWe administered an anonymous, voluntary, web-based survey to a convenience sample of trainees worldwide. The survey was distributed by email and social media posts from April 20th to May 11th, 2020. Respondents were asked to estimate the number of patients with COVID-19 they cared for in March and April 2020 (0, 1–30, 31–60, >60). Survey questions addressed (1) safety and access to personal protective equipment (PPE), (2) training and professional development and (3) well-being and burnout.ResultsSurveys were completed by 1420 trainees (73% residents, 27% fellows), most commonly from the USA (n=670), China (n=150), Saudi Arabia (n=76) and Taiwan (n=75). Trainees who cared for a greater number of patients with COVID-19 were more likely to report limited access to PPE and COVID-19 testing and more likely to test positive for COVID-19. Compared with trainees who did not take care of patients with COVID-19 , those who took care of 1–30 patients (adjusted OR [AOR] 1.80, 95% CI 1.29 to 2.51), 31–60 patients (AOR 3.30, 95% CI 1.86 to 5.88) and >60 patients (AOR 4.03, 95% CI 2.12 to 7.63) were increasingly more likely to report burnout. Trainees were very concerned about the negative effects on training opportunities and professional development irrespective of the number of patients with COVID-19 they cared for.ConclusionExposure to patients with COVID-19 is significantly associated with higher burnout rates in physician trainees.

scholarly journals Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

2015 ◽  
Vol 5 (4) ◽  
pp. 39-45
Author(s):  
Nataliya Mukan ◽  
Svitlana Kravets
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
Great Britain ◽  
Public School ◽  
Professional Education ◽  
Research Methodology ◽  
Continuing Professional Development ◽  
Public School Teachers ◽  
School Teachers ◽  
The Usa

Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.

Delivering the message

2017 ◽  
Vol 35 (1) ◽  
pp. 81-91 ◽  
Author(s):  
Heather Michele Moorefield-Lang
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Academic Library ◽  
Peer Instruction ◽  
Online Programs ◽  
Content Type ◽  
Pull Out ◽  
The Usa ◽  
Qualitative Data Analysis Software ◽  
Online Radio

Purpose The purpose of this paper is to describe the use of podcasts, online radio broadcasts, YouTube channels, and other technology medium to deliver information and professional development to peers in the field and professionals in librarianship. Design/methodology/approach This paper explores five case studies of librarians and library professionals who have created online programs specifically geared to the field using technologies such as podcasting, YouTube channels, Twitter Chats, and Google Hangouts. The case studies include librarians in the public, academic, and school settings as well as one professional from The American Library Association. Interviews via Google Hangouts took place to gather information for each narrative. NVivo 10 qualitative data analysis software was used to pull out themes and commonalities among narratives. Some examples include, intended audience, program focus, platform topics, technology, and challenges. Findings Face-to-face delivery of information and professional development can be difficult with librarians and professionals located across the USA and the world. These five interviewees share new opportunities and examples in the delivery of training and information in the field of librarianship without ever needing to leave an office or desk. Originality/value Podcasting in librarianship is a topic of modest popularity but it is typically used with students and at the academic library level where the topics of podcasts and libraries are addressed. The topics of podcasts, online radio broadcasts, and other technologies in librarian peer-to-peer instruction and professional development are uncharted territory in the field of scholarly research. This piece opens research to multiple opportunities in both practice and scholarship in how technology can aid in professional development and information delivery to peers and practitioners in the field.

Promoting professional development in new school principals

2014 ◽  
Vol 28 (3) ◽  
pp. 28-30
Keyword(s):  
Professional Development ◽  
School Principals ◽  
School Administrators ◽  
Real Life ◽  
School Principal ◽  
Good Time ◽  
Head Teachers ◽  
Content Type ◽  
New Principal ◽  
The Usa

Purpose – The purpose of this paper is to examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Design/methodology/approach – To examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Findings – Teachers in a number of countries receive coaching to improve their effectiveness. It is also now being offered to newly appointed school administrators – the school principal in the USA, the head teacher elsewhere – to help them settle into their new role. Surprisingly, there has been little research assessing the effectiveness of executive coaches or find out what benefits – if any – result from coaching. It seems, then, to be a good time to look at new principal coaching and ask what does or doesn't work. And who better to ask than the coaches themselves. Practical implications – Distinguishes between the coaching needs of newly appointed teachers and those of school administrators. Suggests a requirement for more process-oriented training for new principal coaches. Social implications – Highlights the emphasis that these coaches place on process rather than content and discusses their use of real-life, real-time issues to promote reflective enquiry and professional development. Originality/value – Considers coaching from the perspective of the coach. Demonstrates how coaching can support recently appointed school principals as they adapt to their new work environment and develop the skills needed to take on complex tasks.

Future Possibilities for a Continuum of Professional Development

1988 ◽  
Vol 51 (8) ◽  
pp. 262-264 ◽  
Author(s):  
Averil M Stewart
Keyword(s):  
Professional Development ◽  
Occupational Therapy ◽  
Current Situation ◽  
The Political ◽  
Socioeconomic Aspects ◽  
The Usa ◽  
The Uk

This paper examines some of the political and socioeconomic aspects impinging upon the development of occupational therapy in the UK and compares the current situation with strategies relating to manpower in the USA. (A second paper will present suggestions for possible action in the UK.)

Teacher research: Making a difference in music education. A one-day symposium to celebrate 25 years of the British Journal of Music Education

2009 ◽  
Vol 26 (1) ◽  
pp. 5-6
Author(s):  
PAMELA BURNARD ◽  
GARY SPRUCE
Keyword(s):  
Music Education ◽  
Teacher Research ◽  
Teacher Educators ◽  
25Th Anniversary ◽  
University Of Cambridge ◽  
Education Community ◽  
Making A Difference ◽  
The Usa ◽  
Faculty Of Education ◽  
The Uk

On 1st November 2008, more than 50 people gathered in the Faculty of Education, University of Cambridge to celebrate the 25th anniversary of the BJME. The attendees represented the whole spectrum of the music education community including teachers, researchers, students and teacher-educators as well as BJME past editors. We were delighted to welcome colleagues not only from the UK but also from Ireland, Norway, Italy and the USA.

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