The impact of short-term professional development on participant outcomes: a review of the literature

2013 ◽  
Vol 40 (2) ◽  
pp. 207-227 ◽  
Author(s):  
Patricia A. Lauer ◽  
Debra E. Christopher ◽  
Regina Firpo-Triplett ◽  
Francisco Buchting
Author(s):  
Claire McAvinia ◽  
Roisin Donnelly ◽  
Orla Hanratty ◽  
Jen Harvey

The authors are part of a team delivering accredited programmes in teaching at tertiary level, and have collaborated to examine the impact of their work and that of the team over more than ten years in this area: whether accredited professional development programmes for academics have improved teaching—and students' learning—in higher education. A review of the literature is presented, along with new research undertaken in their home institution. The authors' findings from both the literature and their most recent research indicates a range of benefits for higher education in providing and supporting accredited programmes for educators. However, they have also identified methodological issues in measuring these benefits and impact overall. The chapter discusses this work and connects it with the broader themes of this book. The authors emphasise the importance of effective teaching in the midst of the many complex changes influencing higher education at this time.


2003 ◽  
Vol 15 (4) ◽  
pp. 348-359 ◽  
Author(s):  
Phillip D. Tomporowski

A review of the literature indicates that acute bouts of physical activity exert short-term positive benefits on the behavior and cognitive functioning of youths without clinical disorders and on youths who have difficulty focusing attention, controlling impulsive actions, or who evidence high levels of motor activity. Prior research conducted has been largely atheoretical. Information-processing models are suggested to provide a framework for assessing the impact of physical activity and cognition and behavior.


Author(s):  
Claire McAvinia ◽  
Roisin Donnelly ◽  
Orla Hanratty ◽  
Jen Harvey

The authors are part of a team delivering accredited programmes in teaching at tertiary level, and have collaborated to examine the impact of their work and that of the team over more than ten years in this area: whether accredited professional development programmes for academics have improved teaching—and students' learning—in higher education. A review of the literature is presented, along with new research undertaken in their home institution. The authors' findings from both the literature and their most recent research indicates a range of benefits for higher education in providing and supporting accredited programmes for educators. However, they have also identified methodological issues in measuring these benefits and impact overall. The chapter discusses this work and connects it with the broader themes of this book. The authors emphasise the importance of effective teaching in the midst of the many complex changes influencing higher education at this time.


Author(s):  
Florian Arendt

A test was done to see if reading a newspaper which consistently overrepresents foreigners as criminals strengthens the automatic association between foreign country and criminal in memory (i.e., implicit cultivation). Further, an investigation was done to find out if reading articles from the same newspaper produces a short-term effect on the same measure and if (1) emotionalization of the newspaper texts, (2) emotional reactions of the reader (indicated by arousal), and (3) attributed text credibility moderate the short-term treatment effect. Eighty-five participants were assigned to one of three experimental conditions. Participants in the control group received short factual crime texts, where the nationality of the offender was not mentioned. Participants in the factual treatment group received the same texts, but the foreign nationality was mentioned. Participants in the emotionalized treatment group received emotionalized articles (i.e., texts which are high in vividness and frequency) covering the same crimes, with the foreign nationality mentioned. Supporting empirical evidence for implicit cultivation and a short-term effect was found. However, only emotionalized articles produced a short-term effect on the strength of the automatic association, indicating that newspaper texts must have a minimum of stimulus intensity to overcome an effect threshold. There were no moderating effects of arousal or credibility pertaining to the impact on the implicit measure. However, credibility moderated the short-term effect on a first-order judgment (i.e., estimated frequency of foreigners of all criminals). This indicates that a newspaper’s effect on the strength of automatic associations is relatively independent from processes of propositional reasoning.


Author(s):  
Irina A. Prushkovskaya ◽  
Ira B. Tsoy

The study of diatoms in the sediments of the Amur Bay (Sea of Japan), formed over the last 2000 years, showed that the sharp short-term drops in the concentration of diatoms coincide with the minima of bromine content, which can be explained by the influence of typhoons or other catastrophic events leading to floods and used later in paleoreconstructions.


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