The Instructional Technologist and Hearing-Impaired Learner: Determining a Need for Professional Development Support

1982 ◽  
Vol 127 (3) ◽  
pp. 365-368
Author(s):  
James Carroll
Keyword(s):  
Professional Development ◽  
Hearing Impaired ◽  
Instructional Technologist ◽  
Development Support

Professional development support for women engineering faculty with Lean In Circles

2021 ◽  
Author(s):  
Maria Rubi Forte-Celaya ◽  
Maria Yolanda Burgos-Lopez ◽  
Vianney Lara-Prieto ◽  
Cecilia Ramirez-Figueroa ◽  
Daniela Franco-Penuelas
Keyword(s):  
Professional Development ◽  
Engineering Faculty ◽  
Development Support

Naval Enlisted Professional Development Information Support System

1977 ◽  
Vol 6 (2) ◽  
pp. 133-141
Author(s):  
Douglass Davis
Keyword(s):  
Professional Development ◽  
Instructional Technology ◽  
Support System ◽  
Information Support ◽  
Design Development ◽  
Job Requirements ◽  
Enlisted Personnel ◽  
Development Support ◽  
Derived Data ◽  
Information Support System

The Navy has an impressive record in the application of instructional technology to the design, development, and delivery of training. An information support system is being designed within the Naval Education and Training Command to optimize the application of instructional technology, resulting in increased efficiencies in training, personnel utilization, and professional development for the Navy enlisted force. The Naval Enlisted Professional Development Support System (NEPDISS) will be based upon specific tasks performed by enlisted personnel and will display a complete audit trail from job requirements to subsequent appraisal of task performance on the job. Inherently, it will furnish objectively derived data upon which management and enlisted man alike can base decisions.

scholarly journals Teachers’ primary concerns in a case of educational innovation introduction in primary schools in Greece

2020 ◽  
Vol 8 (8) ◽  
pp. 203-215
Author(s):  
Dr. Charalabos Psaras
Keyword(s):  
Professional Development ◽  
Urban Areas ◽  
Primary Schools ◽  
Educational Innovation ◽  
Educational Programme ◽  
Book Reading ◽  
Teacher Concerns ◽  
Effective Manner ◽  
Development Support

By converting all-day primary schools of suburban and urban areas in Greece into schools that implement the Comprehensive Reformed Educational Programme (CREP), a set of innovations were implemented, significantly altering the Greek school. The purpose of this study was to investigate the effect of selected variables over concerns of teachers who work at such schools. Additionally, this research asked the teachers to identify the professional development support and interventions required to enable them to make better use of the Book-reading Advancement (Philanagnosia) Activities innovation. Teachers’ administrative and pedagogical guidance executives, based on the above, will design the necessary interventions to positively address teachers’ concerns and implement the specific innovation in the most effective manner. Overall, the study found that higher teacher concerns were task related, with a significant record of information and self-concerns, which may indicate that the introduction of the innovation was not properly designed to address teachers’ primary concerns.

scholarly journals Exploring Professional Development for New Investigators Underrepresented in the Federally Funded Biomedical Research Workforce

2019 ◽  
Vol 29 (Suppl 1) ◽  
pp. 123-128 ◽  
Author(s):  
Japera Hemming, PhD ◽  
Kristin Eide ◽  
Eileen Harwood ◽  
Ratib Ali ◽  
Zhu Zhu ◽  
...  
Keyword(s):  
Professional Development ◽  
Race And Ethnicity ◽  
Early Career ◽  
Federally Funded ◽  
Grant Application ◽  
Development Support ◽  
Conducting Research ◽  
Research Workforce ◽  
Core Facilities ◽  
Research Resources

Objective: The National Research Mentor­ing Network (NRMN) is a strategic partner­ship whose goals include remedying docu­mented disparities by race and ethnicity in the awarding of National Institutes of Health research grants. Our objectives were to offer a profile of early-career investigators who applied to NRMN’s Grantsmanship Coach­ing Programs (GCP) and test for differences in the research productivity, professional obligations, research resources, and motiva­tions of applicants from underrepresented groups (URGs) compared with applicants from well-represented groups (WRGs). We also evaluated how employment at a minority serving institution (MSI) influenced access to research resources and profes­sional obligations.Participants: 880 investigators who submit­ted online applications to join an NRMN GCP between August 1, 2015 and February 1, 2018.Methods: We used two-sample tests of pro­portions and logistic regression to explore differences in applicants’ characteristics and local research environment by group (URG vs WRG) and institution type (MSI vs Other).Results: URG and WRG applicants did not differ in grant application submission history. However, URG applicants had published fewer articles than WRG peers (9.8 vs 15.3, P<.001) and fewer articles as first/last author (4.4 vs 6.9, P<.001). URG appli­cants reported less access to core facilities to conduct research (74% vs 81%, P<.05). Investigators at MSIs reported less access to collaborators (P<.01) and departmental colleagues with federal funding (P<.001) and spent less time on conducting research (P<.001). URGs were more motivated to seek professional development support to expand their peer networks (P<.05) and advance their careers (P<.001).Conclusions: Our findings identified several points of intervention to help applicants from URGs to improve their future chances of obtaining competitive funding.Ethn Dis. 2019;29(Suppl 1): 123-128; doi:10.18865/ed.29.S1.123.

The Minerva Professional Development Agency

2017 ◽  
Author(s):  
Robin B. Goldberg ◽  
Anne Kauth
Keyword(s):  
Professional Development ◽  
Educational Experience ◽  
Career Services ◽  
Job Placement ◽  
Career Trajectory ◽  
Agency Model ◽  
Development Agency ◽  
Development Support ◽  
And Training

Just as we have re-imagined every aspect of the educational experience, Minerva’s Professional Development Agency takes what universities call Career Services to a whole new level. The goal of the Agency is to improve the career trajectory for those who are and have been students, both while in school and for the rest of their lives. This chapter focuses on the initial vision and strategy for the agency model, and then explains how the Agency is structured into three distinct areas: coaching and advising, employer network and job placement, and ongoing professional development support by providing opportunities and training for exposure on public platforms.

Personal and Professional Support

2021 ◽  
pp. 45-59
Author(s):  
Kemi Elufiede ◽  
Carissa Barker-Stucky
Keyword(s):  
Professional Development ◽  
Social Development ◽  
Action Planning ◽  
Professional Support ◽  
Development Support ◽  
Community Writing ◽  
Writing Resources

This chapter provides strategies for successfully completing writing projects with the support of the community through personal and professional development support. This type of support is established through education, social development, and action planning. Individuals and groups often feel that writing is a solo activity and fail to seek additional resources, but writing is part of the larger community. Writing is the craft of art that is distributed to the community in various forms. Literature related to writing resources, personal, and professional development is reviewed. The authors explain the psychology of inspiration through its etymology, from the word for breathing in. They then recommend a framework for creating writing inspiration, which includes becoming the expert, engaging the interest, developing the objectives, and promoting the concept.

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