Longitudinal study of persistence in professional development outcomes of early career biology faculty

2019 ◽  
Author(s):  
Nathan C Emery ◽  
Jessica Middlemis Maher ◽  
Diane Ebert-May
Keyword(s):  
Professional Development ◽  
Student Perceptions ◽  
The United States ◽  
Early Career ◽  
Student Centered ◽  
Development Outcomes ◽  
Teaching Professional Development ◽  
The Impact ◽  
Over Time

AbstractThe diversity of teaching professional development (PD) programs that occurred over the last few decades merits our collective attention to assess the impact of these programs over time. In general, the goal of PD programs is that participants continue to practice what they learn in the long term. However, we do not know the degree to which the outcomes of these programs were achieved and ultimately persist. We tracked postdoc participants from the Faculty Institutes for Reformed Science Teaching (FIRST) IV program into their current position as early-career faculty at institutions across the United States. We assessed their teaching approaches, practices, and student perceptions of the learning environment over 6-10 years. Additionally, the FIRST IV faculty were paired with colleagues of similar status in the same departments. We found that professional development outcomes from the FIRST IV program persisted over time and across a significant career transition, from postdoc to faculty. These participants not only maintained their student-centered practices, but were significantly more student-focused than their peers. Lastly, we found that faculty approaches to teaching were correlated with observed teaching practices in the classroom for both groups of faculty. These results provide compelling evidence for the success of the FIRST IV program and the long-term persistence of professional development outcomes.

scholarly journals Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development

2020 ◽  
Vol 6 (25) ◽  
pp. eaba2091 ◽  
Author(s):  
Nathan C. Emery ◽  
Jessica Middlemis Maher ◽  
Diane Ebert-May
Keyword(s):  
Professional Development ◽  
Student Perceptions ◽  
Career Transition ◽  
Early Career ◽  
Teaching Approaches ◽  
Learner Centered ◽  
Early Career Faculty ◽  
Development Outcomes ◽  
Over Time

The goal of STEM professional development for teaching is that participants continue to practice what they learn in the long term. However, we do not know if the outcomes are achieved and ultimately persist. We tracked postdoctoral participants from the Faculty Institutes for Reforming Science Teaching (FIRST) IV program into their current positions as early-career biology faculty. We assessed their teaching approaches, practices, and student perceptions of the learning environment over 6 to 9 years after finishing the program. Simultaneously, we evaluated paired faculty in the same departments. We found that professional development outcomes persisted over time and across a career transition. FIRST IV faculty maintained their learner-centered practices and were more learner-centered than their peers. Last, we found that teaching approaches were correlated with teaching practices in all faculty participants. These results provide evidence for the success of the FIRST IV program and the long-term persistence of professional development outcomes.

Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration

2009 ◽  
Vol 111 (5) ◽  
pp. 1195-1241 ◽  
Author(s):  
Chrystalla Mouza
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Professional Growth ◽  
Development Program ◽  
Multiple Sources ◽  
Design Data ◽  
The Impact ◽  
Over Time ◽  
Continual Learning

Background/Context Although there is a growing body of literature on the characteristics of effective professional development, there is little direct evidence on the extent to which these characteristics influence teacher learning and practice. In particular, few studies exist to date that demonstrate the impact of technology-focused professional development on teacher learning and practice. Even fewer studies have examined teacher learning for more than a year to understand the sustainability and growth of professional development gains. Purpose The purpose of this study is to examine the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Follow-up data are compared with data collected by the author during the teachers’ participation in professional development to (1) investigate the sustainability and growth of teachers’ learning, (2) identify the conditions that facilitated or hindered teachers’ capacity to further develop their thinking, knowledge, and practice with regard to technology, and (3) map the trajectory of teachers’ learning over a 3-year period. Research Design The study employed a qualitative multiple case study design. Data were collected from multiple sources that included teacher interviews, surveys, classroom observations, and collection of artifacts. Two outcomes were defined as critical measures of long-term learning: sustainability and growth. Findings/Results Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology. In two cases, these changes became the basis for continual learning and led to ongoing professional growth. Further, findings revealed three factors that influenced teacher learning over time: (1) student characteristics, (2) access to resources, and (3) social support and opportunities for collaboration with peers. Conclusions/Recommendations Findings of the study suggest that participation in professional development that is grounded in the currently accepted best practices can impact teacher learning and practice. They also offer insights into the process by which teachers modify their knowledge, practices, and beliefs and the conditions that influence learning over time. Further, they provide new lenses for analyzing teacher learning that suggest looking more closely into the interactive relationship between practices and beliefs, as well as the ways in which classroom experience influences continual learning and change.

THE INFLUENCE OF SCOTTISH ACCOUNTANTS IN THE UNITED STATES: THE EARLY CASE OF THE SOCIETY OF ACCOUNTANTS IN EDINBURGH

1997 ◽  
Vol 24 (1) ◽  
pp. 117-141 ◽  
Author(s):  
T. A. LEE
Keyword(s):  
United States ◽  
General Theory ◽  
Research Program ◽  
The United States ◽  
The World ◽  
Early Case ◽  
The Impact ◽  
Chartered Accountants ◽  
The U.S

This study represents part of a long-term research program to investigate the influence of U.K. accountants on the development of professional accountancy in other parts of the world. It examines the impact of a small group of Scottish chartered accountants who emigrated to the U.S. in the late 1800s and early 1900s. Set against a general theory of emigration, the study's main results reveal the significant involvement of this group in the founding and development of U.S. accountancy. The influence is predominantly with respect to public accountancy and its main institutional organizations. Several of the individuals achieved considerable eminence in U.S. public accountancy.

scholarly journals Long-Term Employment Outcomes among Female Cancer Survivors

2020 ◽  
Vol 17 (8) ◽  
pp. 2751 ◽  
Author(s):  
Christine C. Ekenga ◽  
Eunsun Kwon ◽  
BoRin Kim ◽  
Sojung Park
Keyword(s):  
Cancer Survivors ◽  
Employment Status ◽  
The United States ◽  
Employment Outcomes ◽  
Hours Worked ◽  
Professional Workers ◽  
Working Age ◽  
The Impact ◽  
Female Cancer Survivors

Advances in early detection and treatment have led to a growing population of female cancer survivors, many of whom are of working age. We examined the relationship between cancer and long-term (>5 years) employment outcomes in a nationally representative sample of working-age women in the United States. Data from nine waves of the Health and Retirement Study were used to examine employment status and weekly hours worked among cancer survivors (n = 483) and women without cancer (n = 6605). We used random slope regression models to estimate the impact of cancer and occupation type on employment outcomes. There was no difference in employment status between cancer survivors and women without cancer at baseline; however, during follow-up, cancer survivors were more likely to be employed than women without cancer (odds ratio (OR) = 1.33, 95% confidence interval (CI): 1.11–1.58). Among 6–10-year survivors, professional workers were less likely (OR = 0.40, 95% CI: 0.21–0.74) to be employed than manual workers. Among >10-year survivors, professional workers averaged fewer weekly hours worked (−2.4 h, 95% CI: −4.4–−0.47) than manual workers. The impact of cancer on long-term employment outcomes may differ by occupation type. Identifying the occupation-specific mechanisms associated with the return to work will be critical to developing targeted strategies to promote employment in the growing female cancer survivor population.

scholarly journals “We Are Doing These Things So That People Will Not Laugh at Us”: Caregivers’ Attitudes About Dementia and Caregiving in Nigeria

2021 ◽  
pp. 104973232110041
Author(s):  
Candidus C. Nwakasi ◽  
Kate de Medeiros ◽  
Foluke S. Bosun-Arije
Keyword(s):  
The United States ◽  
Structured Interviews ◽  
Dementia Caregivers ◽  
Term Care ◽  
Awareness Campaigns ◽  
Knowledge Deficit ◽  
People With Dementia ◽  
Qualitative Descriptive ◽  
The Impact

Some Nigerians, in their effort to make sense of dementia symptoms, use descriptions that may stigmatize people with dementia and their families. This qualitative descriptive study focused on the everyday understanding of dementia and the impact of stigma on the caregiving experiences of informal female Nigerian dementia caregivers. Semi-structured interviews were conducted with a purposive sample of 12 adult informal female caregivers in Nigeria and analyzed for themes. Afterward, results were presented to focus groups of 21 adult Nigerians residing in the United States for more contextual insight on the findings. The three major themes were misconceptions about dementia symptoms, caregiving protects against stigmatization, and stigma affects caregiving support. Overall, we argue that knowledge deficit, poor awareness, and traditional spiritual beliefs combine to drive dementia-related stigmatization in Nigeria. Strategies such as culturally appropriate dementia awareness campaigns and formal long-term care policies are urgently needed to help strengthen informal dementia caregiving in Nigeria.

scholarly journals Understanding contributors to quality of care in long-term care and changes under COVID-19

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 960-960
Author(s):  
Sara Luck ◽  
Katie Aubrecht
Keyword(s):  
Quality Of Care ◽  
Long Term Care ◽  
The United States ◽  
Control Measures ◽  
Qualitative Description ◽  
Care Staff ◽  
Term Care ◽  
The Impact

Abstract Nursing home facilities are responsible for providing care for some of the most vulnerable groups in society, including the elderly and those with chronic medical conditions. In times of crisis, such as COVID-19 or other pandemics, the delivery of ‘regular’ care can be significantly impacted. In relation to COVID-19, there is an insufficient supply of personal protective equipment (PPE) to care for residents, as PPE not only protects care staff but also residents. Nursing homes across the United States and Canada have also taken protective measures to maximize the safety of residents by banning visitors, stopping all group activities, and increasing infection control measures. This presentation shares a research protocol and early findings from a study investigating the impact of COVID-19 on quality of care in residential long-term care (LTC) in the Canadian province of New Brunswick. This study used a qualitative description design to explore what contributes to quality of care for residents living in long-term care, and how this could change in times of crisis from the perspective of long-term care staff. Interviews were conducted with a broad range of staff at one LTC home. A semi-structured interview guide and approach to thematic analysis was framed by a social ecological perspective, making it possible to include the individual and proximal social influences as well as community, organizations, and policy influencers. Insights gained will improve the understanding of quality of care, as well as potential barriers and facilitators to care during times of crisis.

Gender, mobility and contact

2021 ◽  
Vol 7 (2) ◽  
pp. 142-167
Author(s):  
Catherine E. Travis ◽  
Inas Ghina
Keyword(s):  
Older Women ◽  
High Mobility ◽  
Spontaneous Speech ◽  
Social Changes ◽  
Change Over Time ◽  
Aceh Province ◽  
Rural Variety ◽  
The Impact ◽  
Over Time

Abstract We examine variation in a rural variety of Acehnese spoken in Aceh Province, to better understand the impact of long-term contact with Indonesian and increasing urbanization. The Great Aceh variety is characterized by variable realization of word-final (t) as a dental vs. glottal stop. Analyses of over 2,000 tokens of this variable from a corpus of spontaneous speech from 35 speakers indicate that the variability is relatively stable among men, and among women of high mobility, measured in terms of education, occupation, and time spent outside Great Aceh. Women with low mobility produce the lowest rates of [t̪], and in this group we observe a higher rate of [t̪] by younger than older women, suggesting change over time. We thus find both stability – among those who have long enjoyed high levels of mobility – and change – among those most affected by recent social changes, namely low-mobility women.

A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students

2015 ◽  
Vol 117 (2) ◽  
pp. 1-52
Author(s):  
Dennis J. Barr ◽  
Beth Boulay ◽  
Robert L. Selman ◽  
Rachel Mccormick ◽  
Ethan Lowenstein ◽  
...  
Keyword(s):  
Professional Development ◽  
Randomized Controlled Trial ◽  
Self Efficacy ◽  
Controlled Trial ◽  
The United States ◽  
Performance Measure ◽  
Civic Learning ◽  
Randomized Controlled ◽  
10Th Grade ◽  
The Impact

Background/Context Billions of dollars are spent annually on professional development (PD) for educators, yet few randomized controlled trials (RCT) have demonstrated the ultimate impact PD has on student learning. Further, while policymakers and others speak to the role schools should play in developing students’ civic awareness, RCTs of PD designed to foster civic learning are rare. This randomized controlled trial contributes to the knowledge base on the effectiveness of PD designed to integrate civic learning, ethical reflection, and historical thinking skills into high school humanities courses. Focus of Study The study examined the impact of a PD intervention in two areas: (a) teacher self-efficacy, burnout, and professional engagement and satisfaction; and (b) the academic, civic, social, and ethical competencies of 9th and 10th grade students in the teachers’ classes. Population/Participants/Subjects The study involved 113 teachers and 1,371 9th and 10th grade students in 60 high schools from eight metropolitan regions in the United States. Intervention/Program/Practice The intervention, Facing History and Ourselves, provides PD through a five-day seminar, curricular materials, and follow-up coaching and workshops to help teachers develop their capacities to implement an interdisciplinary historical case study unit using student-centered pedagogy. Research Design The study used a school-level, randomized, experimental design to investigate impacts of the intervention for teachers and their 9th and 10th grade students. Findings/Results Intervention teachers showed significantly greater self-efficacy in all eight assessed domains, more positive perceptions of professional support, satisfaction and growth, and greater personal accomplishment. Intervention students demonstrated stronger skills for analyzing evidence, agency, and cause and effect on a historical understanding performance measure; greater self-reported civic efficacy and tolerance for others with different views; and more positive perceptions of the classroom climate and the opportunities afforded for engaging with civic matters. Fidelity analysis found these causal effects despite the fact that roughly half of the intervention teachers did not fully implement the program. Conclusions/Recommendations Educators need evidence-based approaches for teaching complex social, civic, and political issues enabling students of diverse mindsets and backgrounds to engage constructively with one another while obtaining necessary skills and knowledge. These findings provide empirical support for a professional development approach that engages teachers in fostering academic and civic competencies critical to both participation in a democracy and success in college and career.

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