scholarly journals Critical Review: Professional Development Programs to Face Open Educational Resources in Indonesia

2020 ◽  
Vol 2 (2) ◽  
pp. 109-119
Author(s):  
Rian Fitriansyah ◽  
Lisfatul Fatinah ◽  
Muhammad Syahril
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Education Reform ◽  
Development Program ◽  
The United States ◽  
Open Educational Resources ◽  
Professional Development Program ◽  
Educational Resources ◽  
Education Quality ◽  
Ict In Education

Information and Communication Technology (ICT) in education has become an important issue in education reform in many countries such as Hong Kong, Singapore, the United States, and the United Kingdom. Education reform is needed to give skill set of the 21st century to students. Indonesian government has begun implementing ICT in education since 2002 marked by the establishment of the Indonesian Telematics Coordinating Team (TKTI). Although the development of ICT is still far away compared to Hong Kong and Singapore, ICT development is on the right track. In 2013, Indonesia began to initiate Open Educational Resources (OER) and teacher training on ICT. Open educational resources are digitized materials that can be freely accessed by those who want to teach, learn, or research. The OER initiatives have many challenges ahead, one of them is the development of the OER community involving all teachers in Indonesia. The gap in education quality between islands in Indonesia is added with the differences of education infrastructure and education resources. Therefore, Indonesia must create personalized professional development program based on the need of each island. The Indonesia government could initiate the OER consortium to unite all teachers to build a knowledge society. The methods of creating a professional development program could be deducted from the U.S. which has many districts and gap in education quality between states. The purpose of this paper is to develop a professional development program in creating the OER community in Indonesia. This paper tries to investigate what kind of professional development that has been set in, analyze the problems that would likely to occur, and give some solutions.

scholarly journals In the News

2019 ◽  
Vol 80 (4) ◽  
pp. 189
Author(s):  
David Free
Keyword(s):  
Professional Development ◽  
Academic Library ◽  
Scholarly Communication ◽  
Development Program ◽  
Open Educational Resources ◽  
Professional Development Program ◽  
Educational Resources ◽  
University Of Memphis ◽  
Data Stewardship ◽  
The University

Welcome to the April 2019 issue of C&RL News. We start out this month with two articles focusing on scholarly communication issues. Navigating copyright in open educational resources is the focus of Lindsey Gumb’s Scholarly Communication column “An open impediment.” At the University of Memphis, librarians increased knowledge of data issues on campus through a professional development program for faculty. They write about their efforts in the article “Data Stewardship Week in an academic library.”

Designing a Professional Development Program

2012 ◽  
pp. 171-189
Author(s):  
Amy Payne
Keyword(s):  
Professional Development ◽  
Technology Use ◽  
Development Program ◽  
The United States ◽  
Professional Development Program ◽  
Development Programs ◽  
Effective Professional Development ◽  
The World ◽  
Professional Development Training ◽  
Professional Development Programs

Professional development is an essential aspect of any career. Many professions have minimum standards or requirements of training each year to maintain a license and/or job. This chapter outlines the necessary components for effective professional development training in terms of technology use, and examines some reasons why certain professional development programs may be ineffective. The chapter also discusses ways to assess the overall efficiency of a professional development program and highlight some outstanding professional development programs/practices in existence. A comparison between professional development practices performed in the United States with other countries around the world is provided to offer an understanding how professional development can vary depending upon culture.

scholarly journals Examining inquiry-based learning stages of concern for high school agriscience teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 14-25
Author(s):  
Nathan Conner ◽  
Bryan Reiling ◽  
Christopher T. Stripling ◽  
Matt Kreifels ◽  
Angie Monheim
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Teaching Strategy ◽  
Development Program ◽  
Stages Of Concern ◽  
The United States ◽  
Professional Development Program ◽  
Inquiry Based Learning ◽  
Agriscience Teachers

There is documented need for improvement of science comprehension amongst high school students in the United States, and inquiry-based learning (IBL) is a recommended teaching strategy to improve science comprehension.  Several researchers have focused on examination of learning outcomes for students, but few have researched the concerns of teachers who may wish to adopt IBL methodology.  This study used the stages of concern questionnaire to profile ten Midwest high school agriscience teachers’ concerns regarding implementation of IBL, before and after participation in a year-long professional development program where IBL lessons were developed and used in the participants’ high school classrooms. Results indicated that while some participants showed a positive progression in their stage of concern, most professional development program participants did not progress in their concern stage, and some developed increased resistance to IBL as a teaching strategy. This suggests that teachers may need more robust and tailored support when adopting IBL for their classrooms. 

scholarly journals Preparing Teacher Leaders for English Language Learners in Rural Settings

2019 ◽  
Vol 9 (1) ◽  
pp. 44-60 ◽  
Author(s):  
Maria R Coady ◽  
Mark Preston Lopez ◽  
Nidza Marichal ◽  
Deon Heffington
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
Online Survey ◽  
English Language ◽  
Teacher Leaders ◽  
Development Program ◽  
The United States ◽  
Professional Development Program ◽  
Rural School District

The number of English language learners (ELs) across the United States continues to grow, particularly in rural and new destination settings. However, educators remain un- and under-prepared for working with ELs nationally. This article provides findings from a study of one teacher leader professional development program in a rural school district that sought to prepare educators for ELs. We describe the professional development program and the rural context of the district. Findings from this study derive from an online survey of participants. Data reveal that rural educators seek to acquire skills and strategies that go beyond the classroom setting and that enable them to connect with EL families. They also believe that teacher leaders of ELs demonstrate compassion and build social-emotional support networks for themselves as professionals, as well as with EL families.

scholarly journals An Examination of Factors Correlating with Course Failure in a High School Computer Science Course

2018 ◽  
Author(s):  
Steven McGee ◽  
◽  
Ronald I. Greenberg ◽  
Lucia Dettori ◽  
Andrew M. Rasmussen ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
Public Schools ◽  
Computer Science ◽  
Development Program ◽  
The United States ◽  
Demographic Characteristics ◽  
Professional Development Program ◽  
Graduation Requirement ◽  
School Computer

Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

Designing a Professional Development Program

2014 ◽  
pp. 655-672
Author(s):  
Amy Payne
Keyword(s):  
Professional Development ◽  
Technology Use ◽  
Development Program ◽  
The United States ◽  
Professional Development Program ◽  
Development Programs ◽  
Effective Professional Development ◽  
The World ◽  
Professional Development Training ◽  
Professional Development Programs

Professional development is an essential aspect of any career. Many professions have minimum standards or requirements of training each year to maintain a license and/or job. This chapter outlines the necessary components for effective professional development training in terms of technology use, and examines some reasons why certain professional development programs may be ineffective. The chapter also discusses ways to assess the overall efficiency of a professional development program and highlight some outstanding professional development programs/practices in existence. A comparison between professional development practices performed in the United States with other countries around the world is provided to offer an understanding how professional development can vary depending upon culture.

scholarly journals The art of knowing: Designing a nursing professional development program based on American nurses’ experiences of providing care to Arab Muslims

2017 ◽  
Vol 7 (7) ◽  
pp. 104 ◽  
Author(s):  
Stephen R. Marrone
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Ways Of Knowing ◽  
The United States ◽  
Professional Development Program ◽  
Development Programs ◽  
Culture Care ◽  
Care Needs ◽  
Culturally Congruent ◽  
Nursing Professional

Objective and methods: The purpose of this project was to gain insight into American nurses’ experiences of providing care to Arab Muslims in order to design a nursing professional development program that supports the provision of culturally congruent care to Arab Muslims. Empirical, personal, ethical, and aesthetic ways of knowing were used to generate a comprehensive view of how American nurses describe their experiences of providing care to Arab Muslims.Results: Prevailing themes included culture care knowledge, modesty, gender-specific considerations, privacy and dignity, cleanliness, worship rites, and the concept of In Shallah. Not having enough time was a significant factor influencing nurses’ intentions to provide culturally congruent care. Nurses also shared that it was less important to meet the culture care needs of acutely or critically ill patients.Conclusions: The themes underscored the value of including empirical, personal, ethical, and aesthetic knowledge in the design of a nursing professional development programs in the United States and globally.

scholarly journals Ongoing and Multifaceted Assessment of Academic Library Professional Development Programs Enhances Their Efficacy

2018 ◽  
Vol 13 (2) ◽  
pp. 115-117
Author(s):  
Rachel Elizabeth Scott
Keyword(s):  
Professional Development ◽  
Peer Review ◽  
Academic Library ◽  
Development Program ◽  
The United States ◽  
Likert Scale ◽  
Professional Development Program ◽  
Fiscal Year ◽  
Development Programs ◽  
Professional Development Programs

A Review of: Harker, K. R., O'Toole, E., & Sassen, C. (2018). Assessing an academic library professional development program. portal: Libraries and the Academy, 18(1), 199-223.  https://doi.org/10.1353/pla.2018.0010 Abstract Objective – To analyze various measures of need, participation, satisfaction, and impact of an academic library professional development program. Design – Multi-modal; surveys, curriculum vitae (CV) analysis, and attendance statistics. Setting – Academic library in the United States. Subjects – Library faculty of all ranks. Methods – Assessment of the Career Development Program began with an interest survey conducted at the beginning of the fiscal year in which participants ranked their interest in professional development topics. Attendance statistics were collected at all program sessions and participants were emailed post-event surveys comprised of three Likert-scale questions and an open-ended question. Participants in the peer-review service were emailed a survey with two Likert-scale questions and an open-ended question. All programs and surveys were voluntary. An “activities survey” attempted to document counts of scholarly publications and presentations according to geographic scope, format, and peer-review. However, due to low response rates, the activities survey was replaced after two years with an analysis of library faculty member CVs on a publicly-accessible university website. The final assessment was a narrative annual report that drew on and summarized all of the previously conducted assessments. Main Results – Multi-modal assessment of the professional development program improved its relevance and quality while also documenting its impact. Conclusion – Continuous and multi-faceted assessment of professional development programs not only leads to improved efficacy, but also provides accountability and details the value of the program to stakeholders. Professional development programs promote scholarly productivity, which has implications for the career satisfaction of academic librarians. Further research should investigate the validity of professional development program assessment instruments and identify which assessment methods are most effective for evaluating professional development programs and measuring the impact of this programming on scholarship.

The Impact of Professional Development on Teacher Learning, Practice and Leadership Skills: A Study on the Integration of Technology in the Teaching of Writing

2007 ◽  
Vol 37 (3) ◽  
pp. 229-266 ◽  
Author(s):  
Patricia Scott ◽  
Chrystalla Mouza
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Positive Impact ◽  
Leadership Skills ◽  
Development Program ◽  
The United States ◽  
Professional Development Program ◽  
Specific Content ◽  
The Impact ◽  
Teaching Of Writing

This study reports on the design, implementation, and outcomes of a research-based professional development program aimed at helping teachers integrate technology in the teaching of writing. The program was funded by the National Writing Project (NWP), a pioneer professional development model for teachers of writing across the United States. Specifically, the study investigates the ways in which key features of the professional development program influenced teacher knowledge, practices, beliefs, and leadership skills with regard to the role of technology in the teaching of writing. Findings of the study indicated that the program had a positive impact on four aspects of teacher learning: (a) acquisition of new knowledge, (b) application of technology into the teaching of writing, (c) beliefs toward using technology in writing, and (d) opportunities for exercising leadership roles. Findings from this work have important implications for professional development designers, as well as school and district personnel directly involved in the design and implementation of technology professional development programs for teachers that target specific content areas.

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