The Unconference

2017 ◽  
pp. 356-366
Author(s):  
Rebecca Ann Shore ◽  
Debra Morris
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
High School Principals ◽  
Constructivist Approach ◽  
National Staff Development Council ◽  
Technological Advances ◽  
Evaluation Models ◽  
History Of ◽  
The Impact ◽  
Learning Forward

This chapter traces a brief history of professional development (PD) in P-12 schools from the emergence of the National Staff Development Council (1978), now called Learning Forward, and reviews the evolution of evaluation models from Kirkpatrick (1959) to Guskey (2000). It then traces a brief history of learning theory from Behaviorism to Constructivism, and the impact of the evolving understanding of how we learn on changing professional development delivery. The authors share technological advances from the sciences that have influenced the design and delivery of learning and offer a brain-based approach for delivering PD. A recent phenomenon, the unconference, or EdCamp as some have been called, represents a constructivist approach to professional development which is more closely aligned with brain-based principles of how we learn. (Both authors planned, administered, and evaluated an EdCamp Professional Development day for a program of aspiring high school principals in the spring of 2015.)

Personalizing Professional Development Through the Unconference

2019 ◽  
pp. 28-40
Author(s):  
Rebecca Ann Shore ◽  
Debra Morris
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Staff Development ◽  
Real Time ◽  
Learning Theory ◽  
National Staff Development Council ◽  
Evaluation Models ◽  
History Of ◽  
The Impact ◽  
Learning Forward

This chapter shares a framework for personalizing professional development through which adult learners' needs are determined in real time and discussed and investigated at the time of need for educators. The model, referred to as an unconference or EdCamp, brings educators together, either physically on the same site or electronically, where needs are identified at the start of the meeting, then shared and addressed by those with similar needs. This chapter traces a brief history of professional development (PD) in P-12 schools from the emergence of the National Staff Development Council, now called Learning Forward, and reviews the evolution of evaluation models. It then traces a brief history of learning theory from Behaviorism to Constructivism, and the impact of the evolving understanding of how we learn on changing professional development delivery. The authors share advances from the sciences that have influenced the design and delivery of learning and offer a brain-based approach for delivering PD.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

scholarly journals Improved Professional Development Through Teacher Leadership

2018 ◽  
Vol 26 (2) ◽  
Author(s):  
Wesley D. Hickey ◽  
Sandra Harris
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
Exemplary Teachers ◽  
Development Model ◽  
Faculty Effectiveness ◽  
Professional Development Model ◽  
Teaching Faculty ◽  
The Impact

Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district’s professional development model, which was evaluated to determine its potential in developing teacher leaders. This district’s professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally taught by non-district experts. This study utilized a practitioner research methodology to determine effectiveness of using teachers as leaders. Data were collected to determine the impact on the teacher leaders and the effectiveness of the presentations as perceived by the overall teaching faculty. The results suggest an overall positive experience for teachers, as well as an increase in collaboration. In addition, teacher presenters believed their participation in staff development increased faculty effectiveness and increased the perception of the teacher presenters as leaders within the district.  

scholarly journals PROFESSIONAL DEVELOPMENT IN OPEN AND DISTANCE LEARNING SYSTEM: ANALYTICAL EVALUATION OF TRAINING PROGRAMMES

2008 ◽  
Vol 3 (1) ◽  
pp. 55-70
Author(s):  
Anil K. Dimri ◽  
Anil Kumar Misra
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Educational Administration ◽  
Learning System ◽  
Research Activities ◽  
Distance Learning System ◽  
Open And Distance Learning ◽  
Evaluation Of Training ◽  
Training Programmes ◽  
The Impact

Present article seeks to analyze the impact of training programmes on the professional development skills of the academics working primarily at the Regional Centers of Indira Gandhi National Open University spread across the country. Article also seeks to analyze how the issues pertaining to the academics which include educational, administration, student support, supervision and maintenance of study centers. monitoring, staff development, survey and research activities, development of self instructional material, admission, examination, teleconferencing, interactive radio counseling, gyanvani, tele-learning center activities, maintenance of database, financial and administrative matters were taken up while imparting training. Interrelationship among the variables was also analyzed in order to asses the impact one variable on the other variables by using regression technique, i.e while dealing with the issues pertaining to educational administration the impact of training on monitoring was also assessed.

Culturomics and the history of psychiatry: testing the Google Ngram method

2017 ◽  
Vol 36 (1) ◽  
pp. 23-27
Author(s):  
O. P. O’Sullivan ◽  
R. M. Duffy ◽  
B. D. Kelly
Keyword(s):  
Quantitative Analysis ◽  
Sigmund Freud ◽  
Exponential Growth ◽  
Potential Application ◽  
History Of Psychiatry ◽  
Modern Technique ◽  
Technological Advances ◽  
History Of ◽  
The Impact

ObjectivesCulturomics is the study of behaviour and culture through quantitative analysis of digitised text. We aimed to apply a modern technique in this field to examine trends related to the history of psychiatry. In doing so, we aimed to explore the nature of the Google Ngram methodology.MethodsUsing Google Ngram Viewer, we studied Google’s corpus of over 4% of all published books and explored relevant trends in word usage.ResultsAn exponential growth in the use of ‘psychiatry’ between 1890 and 1984 was identified. ‘Sigmund Freud’ was mentioned more frequently than all other prominent figures in the history of psychiatry combined. Mentions of ‘suicide’ increased since 1820. The impact of several DSM editions is discussed.ConclusionThis study demonstrated the potential application of the Ngram methodology to the study of the history of psychiatry. The role of textual analysis in this field merits careful, constructive consideration and is likely to expand with technological advances.

The Use Culturally Proficient Professional Development to Enhance Learning Transfer

2021 ◽  
pp. 105268462110182
Author(s):  
Corinne Brion
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Learning Outcomes ◽  
Culturally Responsive ◽  
Learning Transfer ◽  
Cultural Proficiency ◽  
Student Learning Outcomes ◽  
National Staff Development Council ◽  
Conceptual Paper ◽  
Culturally Proficient

The National Staff Development Council recommends that principals devote 10% of the school budget and 25% of teacher time to professional development (PD). While PD requires time, it is crucial that the time be organized, carefully structured, and purposefully led to avoid the waste of human and financial resources. Despite the millions of dollars spent on professional development nationally, student learning outcomes continue to stagnate or dwindle, discipline issues continue to skyrocket, and teacher moral plummets. This may be due, in part, to leaders paying little attention to learning transfer. Culture plays a key role in one’s ability to learn because learning is a social endeavor. Because our schools worldwide are more and more diverse, professional development that is grounded in culture is paramount for educators whose goal is to improve learning outcomes for all students. Because attending professional development does not necessarily equate to the implementation of knowledge or skills, this conceptual paper proposes a Culturally Proficient Professional Development (CPPD) framework that includes a Multidimensional Model of Learning Transfer (MMLT). The MMLT and its rubrics aim to be culturally responsive tools that school leaders in PK-12 schools can use to organize, deliver, and assess professional development offerings while also enhancing learning transfer and improve educators’ cultural proficiency. Considering culture as the main enhancer or inhibitor to transfer is innovative and useful because schools spend large amounts of money and resources on PD, yet the money invested does not often produce the desired outcomes.

scholarly journals THE IMPLEMENTATION OF TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT AND ITS IMPACT ON EDUCATIONAL QUALITY: PRIMARY SCHOOLS IN FAGITA LEKOMA WOREDA, AWI ZONE, AMHARA REGION, ETHIOPIA IN FOCUS

2019 ◽  
Vol 9 (1) ◽  
pp. 81-94
Author(s):  
Solomon Melesse ◽  
Kassa Gulie
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Data Gathering ◽  
Continuous Professional Development ◽  
Work Place ◽  
Significant Difference ◽  
Quality In Education ◽  
The Impact

This study examined the extent to which Primary Schools of Fagita Lekoma Woreda implement teachers’ CPD and its impact to quality in education. Data were collected from teachers, school principals, and woreda education office supervisors. Questionnaire and interview were used as the data gathering tools of the study. The quantitative data was analyzed using percentage and one sample t-test. The qualitative data was analyzed via thematic description. The findings confirmed that the respondents’ level of agreement regarding the implementation of teachers’ CPD was found significantly greater than the expected mean (3) in some parameters of the implementation of CPD (e.g., teachers' access to new ideas (3.48), teachers' state of sharing experiences (3.44), and teachers' professional interaction (3.48)). But, there was no significant difference between the expected mean (3) and the calculated means of the other parameters (e.g., attention given for teachers true learning (3.15), focus on staff professional development (3.10), pursuit for improved teaching and learning (3.06), teachers' engagement into continuous professional development (3.31), the match between professional development provision and professional needs (3.08), conceptualization of professional development (2.92), being insensitive of matching of staff development opportunities to individual concerns (2.75), effort made to relate learning experiences to work place conditions (2.88), and teachers’ engagement into professional development that promotes inquiry, creativity, and innovation (3.04)). The aggregate calculated mean value of extent of CPD implementation (3.14) also showed insignificant difference from the expected mean (3). Moreover, it was confirmed that there was no significant difference between the expected mean and the calculated means of all the parameters of the impact of CPD implementation on quality in education of primary schools of the woreda. Having considered the above major findings, relevant recommendations were forwarded in the recommendation section of this article.

Investigating the Relationship Between Self-Esteem and Stigma Among Young Adults With History of Suicide Attempts

Crisis ◽  
2016 ◽  
Vol 37 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Meshan Lehmann ◽  
Matthew R. Hilimire ◽  
Lawrence H. Yang ◽  
Bruce G. Link ◽  
Jordan E. DeVylder
Keyword(s):  
Young Adults ◽  
Suicide Attempts ◽  
Self Esteem ◽  
High Risk Population ◽  
High Functioning ◽  
People With Mental Illness ◽  
History Of ◽  
The Individual ◽  
The Impact ◽  
The Relationship

Abstract. Background: Self-esteem is a major contributor to risk for repeated suicide attempts. Prior research has shown that awareness of stigma is associated with reduced self-esteem among people with mental illness. No prior studies have examined the association between self-esteem and stereotype awareness among individuals with past suicide attempts. Aims: To understand the relationship between stereotype awareness and self-esteem among young adults who have and have not attempted suicide. Method: Computerized surveys were administered to college students (N = 637). Linear regression analyses were used to test associations between self-esteem and stereotype awareness, attempt history, and their interaction. Results: There was a significant stereotype awareness by attempt interaction (β = –.74, p = .006) in the regression analysis. The interaction was explained by a stronger negative association between stereotype awareness and self-esteem among individuals with past suicide attempts (β = –.50, p = .013) compared with those without attempts (β = –.09, p = .037). Conclusion: Stigma is associated with lower self-esteem within this high-functioning sample of young adults with histories of suicide attempts. Alleviating the impact of stigma at the individual (clinical) or community (public health) levels may improve self-esteem among this high-risk population, which could potentially influence subsequent suicide risk.

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