scholarly journals An orthopedic manual physical therapy fellowship training’s impact on professional development, involvement, personal lives, and income – A survey study

2020 ◽  
Vol 28 (5) ◽  
pp. 287-297
Author(s):  
Julie M. Whitman ◽  
Mark Shepherd ◽  
Brett Neilson ◽  
T. J. Janicky ◽  
William J. Garcia ◽  
...  
Keyword(s):  
Professional Development ◽  
Physical Therapy ◽  
Survey Study ◽  
Personal Lives

Factors Influencing Student Success in a Graduate Clinical Neuroscience Course: A Survey Study

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505188p1-7512505188p1
Author(s):  
Cassie A. Baus ◽  
Dianna Lunsford ◽  
Kristin Valdes
Keyword(s):  
Physical Therapy ◽  
Student Success ◽  
Survey Study ◽  
Clinical Neuroscience ◽  
Factors Influencing ◽  
Physical Therapy Programs ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The purpose of this study is to explore factors that may influence student success in a graduate clinical neuroscience course using a survey. Success in a neuroscience course may be supported with prior science coursework and additional resources such as a tutor, visuals, and other supplementary materials. OT and physical therapy programs may consider implementing a neuroscience course that provides additional resources in order to facilitate student success. Primary Author and Speaker: Cassie A. Baus Additional Authors and Speakers: Dianna Lunsford, Kristin Valdes

scholarly journals An exploratory cross-sectional survey study of elementary teachers' conceptions and methods of STEM integration

2017 ◽  
Author(s):  
◽  
Kathryn Ann Arnone
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Content Knowledge ◽  
Teacher Preparation Programs ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Preparation Programs ◽  
Cross Sectional ◽  
Education Professional Development ◽  
Stem Content Knowledge

Because elementary teachers are typically responsible for teaching all subjects, there is a unique opportunity for integrative approaches to teaching iSTEM Education at the elementary level (Becker and Park, 2011). However, there is a need for professional development if teachers are to be successful in teaching iSTEM Education (NRC, 2011), as elementary teachers may lack strong content knowledge in STEM disciplines (Ginns and Watters, 1995; Trygstad, 2013; Honey et al., 2014; Fulp, 2002; Ma, 1999; Hanover, 2012). Elementary teachers are prepared as generalists--they take few courses in STEM content, and experiences with iSTEM Education in their teacher preparation programs are rare (Fulp, 2002). Beyond the need for professional development related to STEM content knowledge, however, we know very little about the unique needs of elementary teachers regarding instructional approaches to iSTEM Education. This study examines and describes the ways in which elementary teachers conceptualize iSTEM Education and the integrative approaches they use when teaching STEM content, with the intent to inform the development of elementary specific iSTEM Education professional development.

scholarly journals The good teacher attributes – a cross sectional study on teaching evaluation at rehman medical college, Peshawarq

2019 ◽  
Vol 26 (06) ◽  
Author(s):  
Ali Raza ◽  
Hajira Zainab
Keyword(s):  
Professional Development ◽  
Assistant Professor ◽  
Cross Sectional Study ◽  
Teaching Evaluation ◽  
Survey Study ◽  
Good Teacher ◽  
Sectional Study ◽  
Senior Faculty ◽  
Cross Sectional ◽  
Medical College

Introduction: The role of teacher is crucial to a college’s/ university success. Teaching evaluation when done properly enhances teacher’s professional practice as well as aids in professional development. There is a clearer link between student learning standards and teacher preparation standards, as teaching evaluation is relevant to every segment of the educational system. This is a controversial area involving technical, psychological, political, ethical and educational complexities. The purpose of this study is to present qualities of a good teacher as are evaluated by Higher Education Commission (HEC) teaching evaluation survey. Study Design: Cross sectional study. Setting: Rehman Medical College, Peshawar. Period: April to October 2017. Methodology: The survey was conducted by quality enhancement cell. The senior faculty i.e assistant professor and above of respective subjects were evaluated by the students. The survey was done from year 1 to year 4 MBBS. The total number of responses for all subjects were 2190. Results: Year wise and subject wise analysis was done using ANOVA and chi-square tests. Both tests showed no difference between the perception of students year wise and subject wise. However, individual item analysis showed certain difference which were more due to the teachers’ influence on the students. The disagreement level for Biochemistry as compared to other subjects was consistently high which desires further probation. Conclusion: Although it’s a very difficult area and involves controversy. Individual to individual feedback can improve the situation. Regular professional development workshops will develop teachers professionally.

Honors International Faculty Learning Online (HIFLO 2020): A model for honors online professional development

2020 ◽  
Vol 4 (1) ◽  
pp. 1-8
Author(s):  
John Zubizarreta ◽  
Beata Jones ◽  
Marca Wolfensberger
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Talent Development ◽  
Collaborative Group ◽  
International Faculty ◽  
Christian University ◽  
Personal Lives ◽  
Honors Education ◽  
Faculty Learning ◽  
Teaching Learning

The Spring of 2020 brought many disruptions to our professional and personal lives due to the COVID-19 pandemic that forced worldwide mid-semester campus closures; pivoting of traditional, face-to-face classes to remote teaching and learning; and postponements or cancellations of conferences, workshops, and other professional development events. One example of the breakdown of scheduled opportunities for us as honors colleagues to gather in-person to enhance our practices and strengthen our community was the cancellation of the 2020 International Conference on Talent Development and Honors Education in Groningen, the Netherlands, originally slated for June 10-12  but moved to  June 16-18, 2021. Immediately following the 2020 conference, we (the authors) had planned to offer the fifth Honors International Faculty Institute (HIFI), an international and highly interactive occasion for honors and talent development teachers, researchers, and leaders to engage in presentations, experiential activities, place-as-text explorations, collaborative group work, reflective exercises, and showcases designed to improve teaching, learning, and programming in honors. Suddenly, the coronavirus upended our world, and we had to reimagine the institute that we had previously organized four times alternately at Hanze University of Applied Sciences (Netherlands) and Texas Christian University (USA). Putting aside the disappointment of the moment and recognizing the value of coming up with an alternative to HIFI that would ensure the safety and health of our honors colleagues, we decided to create a fully online version with free registration to encourage participation and create resources accessible to all members of our international community. We wanted to highlight the challenges of how all of us unexpectedly had to pivot to remote teaching and learning as the global pandemic intensified, but we also wanted to share information, experiences, and models that could open new avenues for  operationalizing online honors education more generally beyond the COVID-19 crisis. We wanted, in other words, to explore how honors pedagogy could (and maybe should) be adapted to the increasingly online world of primary, secondary, and higher education. Thus, HIFLO 2020 was born! HIFLO stands for Honours International Faculty Learning Online.

An acute interprofessional simulation experience for occupational and physical therapy students: Key findings from a survey study

2017 ◽  
Vol 31 (3) ◽  
pp. 317-324 ◽  
Author(s):  
Erin M. Thomas ◽  
Melinda F. Rybski ◽  
Tonya L. Apke ◽  
Deb A. Kegelmeyer ◽  
Anne D. Kloos
Keyword(s):  
Physical Therapy ◽  
Survey Study ◽  
Physical Therapy Students ◽  
Occupational And Physical Therapy

scholarly journals An Exploratory Cross-Sectional Survey Study of Elementary Teachers’ Conceptions and Methods of STEM Integration

2018 ◽  
Vol 4 (2) ◽  
pp. 159-178
Author(s):  
Kathryn Annie Arnone ◽  
Deborah Hanuscin
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Content Knowledge ◽  
Teacher Preparation Programs ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Preparation Programs ◽  
Cross Sectional ◽  
Education Professional Development ◽  
Stem Content Knowledge

Because elementary teachers are typically responsible for teaching all subjects, there is a unique opportunity for integrative approaches to teaching iSTEM Education at the elementary level (Becker & Park, 2011). However, there is a need for professional development if teachers are to be successful in teaching iSTEM Education (NRC, 2011), as elementary teachers may lack strong content knowledge in STEM disciplines (Ginns & Watters, 1995; Trygstad, 2013; Honey et al., 2014; Fulp, 2002; Ma, 1999; Hanover, 2012). Elementary teachers are prepared as generalists--they take few courses in STEM content, and experiences with iSTEM Education in their teacher preparation programs are rare (Fulp, 2002). Beyond the need for professional development related to STEM content knowledge, however, we know very little about the unique needs of elementary teachers regarding instructional approaches to iSTEM Education. This study examines and describes the ways in which elementary teachers conceptualize iSTEM Education and the integrative approaches they use when teaching STEM content, with the intent to inform the development of elementary specific iSTEM Education professional development.

scholarly journals The Needs of Continuous Professional Development Perceived by Novice and Experienced Teachers

2021 ◽  
Vol 5 (11) ◽  
pp. 1664
Author(s):  
Andista A.F. Anggraeni ◽  
Sri Rachmajanti
Keyword(s):  
Professional Development ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Continuous Professional Development ◽  
Experienced Teachers ◽  
Survey Study ◽  
Learning Approaches ◽  
Subject Field ◽  
The Subject ◽  
Descriptive Survey

<p class="contenttable"><strong>Abstract</strong><strong>:</strong> This study was intended to investigate the current needs of continuous professional development viewed from the eyes of novice and experienced teachers in Malang senior high schools. The study was conducted through a descriptive survey study. The results identified some similarities and differences of needs between the novice and experienced teachers. Based on the order of importance, novice teachers agree that they need professional development in (1) knowledge and understanding of learner’s characteristics and (2) pedagogical competencies in teaching the subject field, (3) knowledge about curriculum or syllabus, (4) teacher’s communication skill in the classroom, and (5) teaching and learning approaches. Meanwhile, the experienced teachers need CPD about (1) knowledge and understanding of learner’s characteristics, (2) pedagogical competencies in the subject, (3) Information and Communication Technology, (4) students’ evaluation and assessment, and (5) teaching and learning approaches. Knowing the findings above, policy makers are suggested to arrange CPD programs based on the teachers’ needs and learning styles. The suitability and effectiveness of the program must be put into consideration.</p><strong>Abstrak</strong><strong>:</strong><em> </em>Penelitian ini mengungkap kebutuhan Pengembangan Keprofesian Berkelanjutan guru dilihat dari sudut pandang guru pemula dan berpengalaman di sekolah menengah atas di wilayah Malang. Penelitian menggunakan metode survei deskriptif. dan hasilnya menemukan bahwa terdapat persamaan dan perbedaan kebutuhan diantara guru pemula dan berpengalaman. Berdasarkan tingkat prioritas, PKB yang diperlukan guru pemula saat ini (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) pengetahuan tentang kurikulum atau silabus, (4) keterampilan berkomunikasi di kelas, (5) pendekatan belajar pembelajaran. Di lain pihak, guru berpengalaman memerlukan PKB tentang (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) penggunaan TI di dalam pengajaran, (4) penilaian peserta didik, (5) pendekatan belajar pembelajaran. Dengan mengetahui hal-hal diatas hendaknya pembuat kebijakan merancang program PKB berdasarkan kebutuhan dan gaya belajar masing-masing guru. Aspek kecocokan dan keefektivitasan program Pengembangan Keprofesian Berkelanjutan perlu diperhatikan.

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