A National Crisis and a Call to Action

2016 ◽  
pp. 387-408
Author(s):  
H. Carol Greene ◽  
Jane C Manner
Keyword(s):  
Professional Development ◽  
The United States ◽  
Poverty Rate ◽  
Development Programs ◽  
High Quality ◽  
Call To Action ◽  
National Crisis ◽  
Educational Crisis ◽  
Education Today ◽  
Quality Professional Development

Well over 16,000,000 children live in poverty in the United States. One of the widest achievement gaps in education today exists between children from lower and upper income families. Our nation's teachers are woefully unprepared to work with children from poverty and the current soaring poverty rate is serving to exacerbate an already bad situation into a major educational crisis. Considerable dispute exists between and among differing approaches related to identifying an optimum way of perceiving and working with children of poverty, but the literature is clear that high quality professional development programs are critical for preparing teachers to work with these students. This chapter describes a program for preparing teachers to work with children of poverty that could be adapted for use in both preservice programs and also as professional development.

A National Crisis and a Call to Action

2019 ◽  
pp. 232-255
Author(s):  
H. Carol Greene ◽  
Jane C. Manner
Keyword(s):  
Professional Development ◽  
The United States ◽  
Poverty Rate ◽  
Development Programs ◽  
High Quality ◽  
Call To Action ◽  
National Crisis ◽  
Educational Crisis ◽  
Education Today ◽  
Quality Professional Development

Well over 16,000,000 children live in poverty in the United States. One of the widest achievement gaps in education today exists between children from lower and upper income families. Our nation's teachers are woefully unprepared to work with children from poverty and the current soaring poverty rate is serving to exacerbate an already bad situation into a major educational crisis. Considerable dispute exists between and among differing approaches related to identifying an optimum way of perceiving and working with children of poverty, but the literature is clear that high quality professional development programs are critical for preparing teachers to work with these students. This chapter describes a program for preparing teachers to work with children of poverty that could be adapted for use in both preservice programs and also as professional development.

scholarly journals Stemming the Tide of Suicide in Older White Men: A Call to Action

2008 ◽  
Vol 3 (3) ◽  
pp. 189-200 ◽  
Author(s):  
Timothy Schmutte ◽  
Maria O'Connell ◽  
Melissa Weiland ◽  
Samuel Lawless ◽  
Larry Davidson
Keyword(s):  
United States ◽  
Baby Boom ◽  
Public Health Problem ◽  
White Men ◽  
The United States ◽  
Prevention Strategies ◽  
Call To Action ◽  
National Crisis ◽  
National Priority ◽  
Past Half Century

Preventing suicide has been identified as a national priority by recent commissions in the United States. Despite increased awareness of suicide as a public health problem, suicide in older adults remains a neglected topic in prevention strategies and research. This is especially true regarding elderly White men, who in terms of suicide rates have represented the most at-risk age group for the past half century. In light of the unprecedented aging of the United States as the baby boom generation enters late adulthood, suicide prevention initiatives that focus on aging males are needed to prevent a national crisis in geriatric mental health. This article provides a brief review of the perennially under-recognized reality of suicide in older men and prevention strategies that, if implemented, might help stem this rising tide of suicide in this vulnerable population.

Coordination in Planning and Implementing Professional Development Programs for Teachers: A Much-needed Component in Rural Areas

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110684
Author(s):  
Ali Nawab ◽  
Tajuddin Sharar
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Rural Areas ◽  
Influential Factor ◽  
Development Programs ◽  
Study Approach ◽  
Rural Pakistan ◽  
Group Interviews ◽  
Quality Professional Development ◽  
Education Managers

Coordination among stakeholders has been considered as a significant influential factor in providing teachers with quality Professional Development (PD) opportunities. The importance of coordination intensifies when a variety of PD providers work on the capacity building of teachers in the same region such as in some rural areas of Pakistan. The current research explored the nature of coordination among various stakeholders while designing and implementing PD programs for teachers in rural Pakistan. To achieve this aim, qualitative case study approach was used and data were generated through focused group interviews from PD providers, education managers, school leaders, and teachers. The results indicated a limited coordination among the stakeholders leading to a variety of issues such as overlapping programs, conflicting expectations from teachers, and selection of irrelevant teachers for PD. Drawing on the experience of the stakeholders who participated in this research, the paper suggests a model of coordination which the educational reformers, especially the PD providers and education managers, should consider while designing and implementing the capacity building programs for teachers.

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.

Ensuring Quality in Technology-Focused Professional Development

2011 ◽  
pp. 845-852
Author(s):  
Marcie J. Bober
Keyword(s):  
Professional Development ◽  
Formal Training ◽  
High Quality ◽  
Quality Matters ◽  
Quality Professional Development

Few would argue that teachers exposed to technology-focused professional development are better prepared to effectively and systematically integrate computers, peripherals and software into their classrooms than those without any formal training. However, one must necessarily assume that quality matters … that teachers participating in high-quality professional development are more likely than those engaged in token or perfunctory training to use technology well (for instructional preparation, delivery and assessment); to be cognizant of technology’s advantages and limitations; and to situationally model both hardware and software (Hirsh & Sparks, 2000).

Glenn Commission….This is High School Science ….We Have Liftoff!

2011 ◽  
Vol 1364 ◽  
Author(s):  
Michael J. Ireland ◽  
Daniel J. Steinberg
Keyword(s):  
Professional Development ◽  
High School ◽  
Value Added ◽  
School Science ◽  
High School Science ◽  
Teaching Skills ◽  
Science Program ◽  
High Quality ◽  
The Past ◽  
Quality Professional Development

ABSTRACTBeing a dedicated and enthusiastic high school science teacher is not enough to successfully prepare our children to take on the challenges of the 21st century and live up to its potential. We need high quality professional development opportunities in order to enrich our subject knowledge and teaching skills and reflect these skills in our craft. The Glenn Commission report, released ten years ago, details goals and associated action strategies included addressing professional development needs in order to deliver high-quality teaching as well as providing for teachers to engage in common study. We typically must scrutinize long lists of potential development opportunities to weigh the value of the program against the commitment of time and likelihood that intent of the training can be implemented. Beyond the training comes the quest for resources necessary for implementation and support to sustain the intent once new ideas and skills are brought back to school. Too often do teachers get their batteries charged from a professional development experience only to return to school where they become challenged to employ new skills or ideas and become further discouraged if there is no sustained support from the professional development sponsor. The best value-added programs that I have experienced are those where professional relationships can be forged through a significant and meaningful experience. Through these relationships, support networks can be established to help sustain knowledge and initiatives to provide a world-class education for our children.I have had the excellent fortune to experience a top quality professional development program at the Princeton Center for Complex Materials (PCCM), a Materials Research Science and Engineering Center (MRSEC). My experience with the PCCM programs has demonstrated to me how a truly effective program can change lives. Over the past six consecutive summers I have gained invaluable experience starting with the Research Experience for Teachers (RET) program and subsequent involvement with PUMA and other PCCM programs that have provided me with the necessary resources to improve my teaching skills, depth of knowledge in my discipline and enable me to sustain a higher quality science program at my school. Through the RET program, I engaged directly with professors for two consecutive summers who were enthusiastic about helping improve my teaching skills and supportive of my pursuit to improve the science program at my school. This experience has led to the development of two new courses I have been able to offer for the past four years in Chemistry and Materials Science designed to engage students through hands on experiences. It was this experience that became the catalyst for me to further collaborate with local industry professionals who joined my cause and also helped in the development of one of the two new courses. Through this short paper, I will expand on my professional development experiences over the past six years to demonstrate how others can maximize opportunities provided by MRSEC educational outreach programs.

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