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Journal articles on the topic 'Inservice model'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Villa, Richard A. "Model Public School Inservice Programs." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 4 (October 1989): 173–76. http://dx.doi.org/10.1177/088840648901200409.

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2

Mathison, Sandra. "An evaluation model for inservice teacher education." Evaluation and Program Planning 15, no. 3 (July 1992): 255–61. http://dx.doi.org/10.1016/0149-7189(92)90089-d.

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3

Wang, Congcong. "From Preservice to Inservice." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 2 (April 2015): 1–21. http://dx.doi.org/10.4018/ijcallt.2015040101.

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Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

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Riordan, Kathleen M. "Teachers Teaching Teachers: An InService Model That Works." Foreign Language Annals 22, no. 2 (April 1989): 185–88. http://dx.doi.org/10.1111/j.1944-9720.1989.tb01983.x.

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Rule, Sarah, Julie Fodor-Davis, Robert Morgan, Charles L. Salzberg, and Jennifer Chen. "An Inservice Training Model To Encourage Collaborative Consultation." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 13, no. 3-4 (July 1990): 225–27. http://dx.doi.org/10.1177/088840649001300318.

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Walsh, Thomas E. "The Implementation and Evaluation of a Sequential, Structured Approach for Teaching Logowriter to Classroom Teachers." Journal of Educational Technology Systems 21, no. 4 (June 1993): 343–62. http://dx.doi.org/10.2190/2cyt-xn8r-rtcl-f61b.

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The goal of this exploratory study was to implement and evaluate a Logo inservice model that focused on effective principles of staff development and emphasized Logo problem solving using teacher-mediated intervention strategies. The model was designed to facilitate teacher use of Logo in classrooms. Evaluation of the Logo inservice provided positive support for the Logo inservice approach providing organization, structure, and opportunity for individual exploration. Results measuring change in teacher Stages of Concern (SoC) indicated all participants, except one, made significant shifts to higher stages focusing on using Logo with students. Teacher support for Logo implementation was found showing preference in structured instructional teaching balanced with opportunities for discovery-based learning. Results from teacher self report of mastery of LogoWriter knowledge and skills indicated that participants reported mastery of twenty out of twenty-seven objectives. In addition, results of the LogoWriter Basic Comprehension Test validated these self reports. The study found that a structured Logo inservice appears to be a positive step in promoting future use of Logo in the classroom.

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McBride, Ronald E., Theresa E. Boggess, and David C. Griffey. "Concerns of Inservice Physical Education Teachers as Compared with Fuller’s Concern Model." Journal of Teaching in Physical Education 5, no. 3 (April 1986): 149–56. http://dx.doi.org/10.1123/jtpe.5.3.149.

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The purpose of this study was to identify and assess the kinds of concerns expressed by experienced physical education teachers and to compare them to Fuller’s postulated developmental theory of teaching concerns. The study also sought to assess the applicability of the Teacher Concerns Questionnaire (TCQ) instrument in a physical education environment. Data were subjected to factor analysis, where it was found that, overall, the experienced teachers did follow Fuller’s three stages of development. Two distinct constellations were identified, as was a third, weaker constellation. This third factor corresponded to Fuller’s task scale and additional study is recommended to identify items more appropriate to an inservice physical education environment. The authors make recommendations for follow-up experiences in an inservice setting.

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8

Neel, H. J., and E. E. Monroe. "Meeting the Inservice Needs of Classroom Teachers: One Model." British Journal of In-Service Education 14, no. 3 (September 1988): 176–79. http://dx.doi.org/10.1080/0305763880140310.

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9

Schlichter, Carol L. "Talents Unlimited: An Inservice Education Model for Teaching Thinking Skills." Gifted Child Quarterly 30, no. 3 (July 1986): 119–23. http://dx.doi.org/10.1177/001698628603000305.

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10

Bott, Deborah A. "Training Educators to Use Computers: A Model for Inservice Workshops." SIG Bulletin 3, no. 2-3 (October 1986): 47–52. http://dx.doi.org/10.1080/07478046.1987.11008185.

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11

Zhang, Ke Chao, Jian Zhang Chen, Han Wan Jiang, and Hai Qiang Liu. "Research of Inservice Arch Bridge Superstructure Damage Status and Evaluation Index System." Applied Mechanics and Materials 361-363 (August 2013): 1358–61. http://dx.doi.org/10.4028/www.scientific.net/amm.361-363.1358.

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Scientific and integrated index system is a basic approach to accurately assess actual structure state of inservice arch bridge. It could provide clear evaluation guidance to assessment work of existing bridges. What is more, it is aimed to avoid or reduce erroneous and omission judgement phenomenon of bridge damage assessment by the grassroots-level maintenance workers. Based on summation of variety common damage in common arch bridges, this paper adopts AHP (analytic hierults are aimed to provide effective method and basis to long-term, persistent damage evaluaarchy process) method to establish arch bridge superstructure damage evaluation model with structure member (or component), the restion of inservice arch bridge.

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12

Stile, Stephen W., Joyce Peters, and Torry Piazza-Templeman. "Improving performance of school personnel: The teaching research inservice training model." Performance + Instruction 25, no. 9 (November 1986): 22–24. http://dx.doi.org/10.1002/pfi.4150250910.

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13

Platz, Donald L. "STAR parenting: A model for inservice training of child care professionals." Child & Youth Care Forum 25, no. 1 (February 1996): 61–68. http://dx.doi.org/10.1007/bf02589279.

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14

Taylor, Beverley A. P., John P. Williams, Jerry L. Sarquis, and James Poth. "Teaching Science with Toys: A model program for inservice teacher enhancement." Journal of Science Teacher Education 1, no. 4 (September 1990): 70–73. http://dx.doi.org/10.1007/bf03032133.

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Birnbaum, Martin L. "A Model for Inservice Training with Professional Staff in Work with Groups." Social Work With Groups 10, no. 4 (June 26, 1988): 111–25. http://dx.doi.org/10.1300/j009v10n04_09.

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Espinosa, Linda M., Ronald B. Gillam, Robert F. Busch, and Shirley S. Patterson. "Evaluation of an Inservice Model To Train Child Care Providers About Inclusion." Journal of Research in Childhood Education 12, no. 2 (June 1998): 130–42. http://dx.doi.org/10.1080/02568549809594879.

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17

Brotherson, Mary Jane, Sharon J. Brady, and Michele R. Tagher. "Working with Families to Develop and Implement an Individualized Family Service Plan: A Rural Inservice Training Model." Rural Special Education Quarterly 12, no. 1 (March 1993): 47–54. http://dx.doi.org/10.1177/875687059301200108.

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Public Law 99-457, Part H, Program for Handicapped Infants and Toddlers, has created a significant challenge and need for personnel training. This article describes an inservice training project designed to develop the skills of rural professionals in developing and implementing family-focused Individualized Family Service Plans (IFSPs). The primary goals of the training are to provide early interventionists from numerous disciplines with a philosophy, a process framework for developing IFSPs with families, and to teach the skills needed to implement that process. The results of the training with professionals from six regional training workshops serving rural families are presented.

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Romano, John L. "School Personnel Training for the Prevention of Tobacco, Alcohol, and other Drug Use: Issues and Outcomes." Journal of Drug Education 27, no. 3 (September 1997): 245–58. http://dx.doi.org/10.2190/hyew-1eej-74pd-p1e3.

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The training of inservice school personnel in the prevention of tobacco, alcohol, and other drug use among youth is the focus of this article. The training emphasizes an interdisciplinary, youth development, school team training model, entitled “Enhancing Student Well-Being.” The model includes both content and process components. The manuscript describes the model, evaluation procedures, and training issues. Particular attention is given to follow-up assessment and outcome of school-based prevention projects developed during the training and implemented during the school year. Results support the training model as having a positive impact on prevention initiatives in schools.

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Huer, Mary Blake. "Using Concept Maps for Educational Based Implementation of Assistive Technology: A Culturally Inclusive Model for Supervision in Special Education." Journal of Special Education Technology 20, no. 4 (September 2005): 51–59. http://dx.doi.org/10.1177/016264340502000406.

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This article addresses three emerging problems in special education: (a) new learning environments with different teaching styles, (b) equity in access to assistive technology (AT), and (c) an on-going infusion of new AT opportunities within special educational environments. Instructions for designing and creating concept maps are presented as a solution to meet the immense needs currently for AT preservice and inservice personnel preparation. Three sets of teacher/learner questionnaires as well as a new Personal Planning Protocol are introduced for integrating collaborative strategies during AT decision-making, and advocating for a culturally-inclusive model for supervision in special education.

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Frisby, Craig L. "A teacher inservice model for problem-solving in classroom discipline: Suggestions for the school psychologist." School Psychology Quarterly 5, no. 3 (1990): 211–32. http://dx.doi.org/10.1037/h0090610.

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21

Fountain, Cheryl A., and Donna B. Evans. "Beyond Shared Rhetoric: A Collaborative Change Model for Integrating Preservice and Inservice Urban Educational Delivery Systems." Journal of Teacher Education 45, no. 3 (May 1994): 218–27. http://dx.doi.org/10.1177/0022487194045003008.

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22

Rubba, Peter A. "The learning cycle as a model for the design of science teacher preservice and inservice education." Journal of Science Teacher Education 3, no. 4 (December 1992): 97–101. http://dx.doi.org/10.1007/bf02614776.

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Pedersen, Holly F., and Ann Beste-Guldborg. "The Impact of a Collaborative Consultation Service Delivery Model for Rural Deaf/Hard of Hearing Students." Journal of Education and Learning 8, no. 5 (July 4, 2019): 1. http://dx.doi.org/10.5539/jel.v8n5p1.

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Educating students who are deaf and hard of hearing (D/HH) is complex; compounding this complexity is the situation in rural areas, where the incidence levels are lower, students are more spread out, and the availability of specialty staff is more limited. The purpose of this mixed-methods action research study was to examine the impact of a collaborative consultation (CC) service delivery model on the knowledge and self-efficacy of school professionals who serve students who are D/HH in rural areas. A case study research design was used on a team of 3 school professionals from a rural school in the Upper Midwest. Findings indicated that CC increased the knowledge and self-efficacy of school professionals serving rural D/HH students. Implications for social change pertain to education administrators, inservice educators, and D/HH students.

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Simonen, F. A., and M. A. Khaleel. "Effects of Flaw Sizing Errors on the Reliability of Vessels and Piping." Journal of Pressure Vessel Technology 120, no. 4 (November 1, 1998): 365–73. http://dx.doi.org/10.1115/1.2842345.

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This paper describes probabilistic fracture mechanics calculations that simulate fatigue crack growth, flaw detection, flaw sizing accuracy, and the impacts of flaw acceptance criteria. The numerical implementation of the model is based on a Latin hypercube approach. Calculations have been performed for a range of parameters. For representative values of flaw detection probability, flaw sizing errors, and flaw acceptance criteria, detection capability is the most limiting factor with regard to the ability of the inservice inspections to reduce leak probabilities. However, gross sizing errors or significant relaxations of current flaw acceptance standards could negate the benefits of outstanding probability of detection capabilities.

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Edwards, M. Craig, and Gary E. Briers. "Assessing The Inservice Needs Of Entry-Phase Agriculture Teachers In Texas: A Discrepancy Model Versus Direct Assessment." Journal of Agricultural Education 40, no. 3 (September 1999): 40–49. http://dx.doi.org/10.5032/jae.1999.03040.

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Hedayati, Akram, Babak Shirazi, and Hamed Fazlollahtabar. "An Assessment Model for the State of Organizational Readiness Inservice Oriented architecture Implementation Based on Fuzzy Logic." Computer Science and Information Technology 2, no. 1 (January 2014): 1–9. http://dx.doi.org/10.13189/csit.2014.020101.

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Laney, James D. "Developing Your Own Integrated Art-Social Studies Lessons Using the Discipline-Based Art Education Model: A Procedural Guide for Classroom Teachers." Citizenship, Social and Economics Education 1, no. 1 (March 1996): 89–91. http://dx.doi.org/10.2304/csee.1996.1.1.89.

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This article serves as an addendum to the previous article, ‘Children's Ideas About Selected Art and Economic Concepts Before and After an Integrated Unit of Instruction’. It is addressed to preservice and inservice teachers and provides a seven-step procedural guide for developing integrated art-social studies lessons using the discipline-based art education model. The seven steps in the process include (1) choosing a social studies concept, (2) locating a work of art, (3) researching the content and context of the image, (4) developing guided discussion questions, (5) developing an art production activity, (6) developing an activity to reinforce the social studies concept, and (7) planning a variety of assessments. Explanations and helpful tips are provided by the author for each step. By following the seven steps, meaningful teaching and learning in both disciplines, art and social studies, is assured.

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Aufderheide, Tom P., Dean J. Kereiakes, W. Douglas Weaver, W. Brian Gibler, and Maarten L. Simoons. "Planning, Implementation, and Process Monitoring for Prehospital 12-Lead ECG Diagnostic Programs." Prehospital and Disaster Medicine 11, no. 3 (September 1996): 162–71. http://dx.doi.org/10.1017/s1049023x00042904.

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AbstractPrehospital 12-lead electrocardiographic (ECG) diagnostic strategies have been proven feasible and effective, provided they are designed and implemented properly. The authors of this communication have expended considerable time and effort in determining appropriate planning, implementation, and process monitoring necessary for successful implementation of a variety of prehospital diagnostic strategies. Many of these issues may not be obvious to an emergency medical services (EMS) director initiating a 12-lead ECG program. This level of attention to protocol development, education, training, inservice education, coordination of the health-care community, objective program assessment, monitoring and continuos quality improvement can serve as a model for other diagnostic EMS programs that may develop as an expanded role for EMS.

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Kagan, Dona M. "Teaching as Clinical Problem Solving: A Critical Examination of the Analogy and Its Implications." Review of Educational Research 58, no. 4 (December 1988): 482–505. http://dx.doi.org/10.3102/00346543058004482.

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In 1974, when research on teachers’ cognitions became a major focus of inquiry, teaching, like the practice of medicine, was described as a form of clinical problem solving. The concept of clinical problem solving was invoked primarily in terms of its traditional definition: the diagnosis and treatment of dysfunction. Today, after 14 years of studying teachers’ cognitions, educational researchers are beginning to provide models of classroom teaching that reflect a very different, hierarchical kind of clinical problem solving. Empirical models of each kind of clinical problem solving (diagnosis/treatment vs. hierarchical) are described and compared, as a means of evaluating the distance researchers of teachers’ cognitions have traveled. The author suggests that the transition from the initial to the newer model represents a shift in perspective that has effectively moved teaching farther from science and closer to art. The implications of this shift are discussed in terms of how pre- and inservice teachers are evaluated and trained.

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Hanley, Tom V., Louise S. Appell, and Carolyn DeMeyer Harris. "Technological Innovation in the Context of Special Education Systems: A Qualitative and Structured Research Approach." Journal of Special Education Technology 9, no. 2 (December 1988): 98–108. http://dx.doi.org/10.1177/016264348800900205.

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A multimethod investigation of the integration of CAI into the curriculum for mildly handicapped high school students is being conducted. The research incorporates both qualitative and quantitative methods. The research design is based on an understanding that decisions, actions, and resources at different organizational levels within the school district affect the ways computers are used in resource rooms, regular classes, and computer labs. A theory-driven, structural model is being evaluated through case studies and formal observations of CAI implementation. Findings are being used formatively during Phase I of the investigation to support development of a model of effective practices that will be replicated and refined during Phase II. Preliminary findings from initial case studies in two school districts support efforts to identify, model, and refine practices in four areas: needs assessment procedures, software selection, inservice training and technical assistance, and school communications mechanisms. A special feature of the on-going study is the nature and extent of collaboration between the researchers and local school staff.

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Lombard, Anne S., Richard D. Konicek, and Klaus Schultz. "Description and evaluation of an inservice model for implementation of a learning cycle approach in the secondary science classroom." Science Education 69, no. 4 (July 1985): 491–500. http://dx.doi.org/10.1002/sce.3730690405.

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Johnson, Lindy L., and Grace MyHyun Kim. "Experimenting with game-based learning in preservice teacher education." English Teaching: Practice & Critique 20, no. 1 (January 27, 2021): 78–93. http://dx.doi.org/10.1108/etpc-10-2019-0125.

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Purpose The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students. Design/methodology/approach Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified. Findings The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others. Research limitations/implications Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic. Originality/value Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.

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Sharpe, Tom, Monica Fabian Lounsbery, Cindy Golden, and Chris Deibler. "Analysis of an Ongoing, District-Wide Collaborative Approach to Teacher Education." Journal of Teaching in Physical Education 19, no. 1 (October 1999): 79–96. http://dx.doi.org/10.1123/jtpe.19.1.79.

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Collaboration among teacher educators and practicing teachers is currently a popular education reform strategy. Two matched undergraduate cohorts, one prepared in a Professional Development School (PDS) collaborative, were followed over a 5-year period to determine the benefits of one collaborative model. Qualitative data were collected across the 2 undergraduate groups (n = 8, n = 6), two cooperating teacher groups (n = 16, n = 12), two public school administrative groups (n = 4, n = 3), and one faculty group (graduate student n = 3, faculty n = 3). Observational data were also collected for each undergraduate cohort, representing practicum, student teaching, and inservice teaching. Qualitative data over the 5-year study period showed trends from apprehension to receptivity and recommitment to the teacher education process for all collaborative participants. While not directly attributable to the collaboration model alone, exposed undergraduates and their students also demonstrated marked changes in select daily practices correlated with effective instruction. Challenges and implications for research on collaborative activities are last discussed.

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Diem Bui, Le, Yong Gi Kim, Won Ho, Ho Thi Thu Ho, and Nguyen Khang Pham. "Developing WebQuest 2.0 model for promoting computational thinking skill." International Journal of Engineering & Technology 7, no. 2.29 (May 22, 2018): 140. http://dx.doi.org/10.14419/ijet.v7i2.29.13304.

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In this paper, we propose a new WebQuest model using Web 2.0 services to organize online learning activities by using OKMindmap for building WebQuest and suggest Scratch projects created by students for outcome. WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. WebQuests can be a valuable addition to a collaborative classroom. One of the goals is to increase critical thinking by employing higher levels of Bloom’s Taxonomy and Webb’s Depth of Knowledge. WebQuests can be a versatile tool for teaching students. OKMindmap is a useful, free, easy to use knowledge manipulation tool for content creation and management. It helps building an innovative collaborating environment for online class and provides a way to embed web service as a node. With this capability, any web service can be embedded as a node on a single map. Moreover, many users (about 40) can work on a same map together. Scratch is a free educational programming language that was developed by the Lifelong Kindergarten Group at the Massachusetts Institute of Technology (MIT) with over 21 million registered users and 25 million shared projects. Scratch is designed to be fun, educational, and easy to learn. It’s a programming language for all with the tools for creating interactive stories, games, art, simulations, and more, using block-based programming. Facebook is also used as a tool for connecting and sharing WebQuest with students. This model was experimented at the School of Education at Can Tho University, which brought us positive results through blended learning. Our desire is to build a WebQuest library in a simple, cost-effective way through this STEM-style education so that inservice and preservice teachers can share together for the best professional development during the current industrial revolution 4.0.

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Regan, Kelley, Margaret (Peggy) Weiss, and Anya Evmenova. "Using eCoaching to Improve Practice of Novice Teacher Educators." Journal of Teaching and Learning with Technology 6, no. 1 (February 2, 2017): 45–64. http://dx.doi.org/10.14434/jotlt.v6.n1.21321.

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Coaching is becoming a more widely-accepted model of support for both preservice and inservice P-12 teachers. With the use of technology such as Bluetooth headsets and live streaming, coaching has become less intrusive and more “in the moment.” In this case study, we describe the use of an eCoaching process for two PhD students who taught courses in a teacher preparation program of a higher education institution. The four-step process included (a) observing the PhD students teach, (b) collaboratively developing instructional goals with the coach, (c) providing performance feedback while coaching, and (d) reflecting on the process with the two PhD students who were teaching undergraduate courses. Findings indicate that eCoaching was well received and provided multiple opportunities for both PhD students and their coach to reflect on instruction as well as the eCoaching process. Implications for practice and future research are discussed.

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Devrilmez, Erhan, Fatih Dervent, Phillip Ward, and Mustafa Levent Ince. "A test of common content knowledge for gymnastics: A Rasch analysis." European Physical Education Review 25, no. 2 (January 24, 2018): 512–23. http://dx.doi.org/10.1177/1356336x17751232.

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Common content knowledge (CCK) is comprised of the knowledge of rules, techniques, and tactics and can be used to define the scope of what teachers teach in their lessons. Developing reliable and valid measures of teacher knowledge such as CCK strengthens our understanding of what teachers know and in turn the field’s ability to help teachers in their practice. There are, however, few validated tests of CCK of sport for teachers. The primary purpose of this study was to provide content and concurrent validity evidence for a 19-question test of the CCK for gymnastics required in Turkish elementary and secondary schools. Participants were 240 preservice teachers who had previously taken a class in content knowledge for gymnastics in six state universities. Rasch modeling was used to evaluate the validity and reliability of the CCK gymnastics test. Results indicated good item model fit for all 19 items. High internal consistency for item difficulty and high internal consistency for person-ability were obtained. Overall analysis showed good evidence to support the validity and reliability of the CCK gymnastics test. The CCK test can be used in initial teacher education and continuing professional development to determine the CCK knowledge of preservice and inservice teachers and in turn a measure of what they learn from professional development efforts.

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Girolametto, Luigi, Elaine Weitzman, and Janice Greenberg. "The Effects of Verbal Support Strategies on Small-Group Peer Interactions." Language, Speech, and Hearing Services in Schools 35, no. 3 (July 2004): 254–68. http://dx.doi.org/10.1044/0161-1461(2004/024).

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Purpose: This study investigated whether child care providers could learn to facilitate peer interactions by using verbal support strategies (e.g., prompts, invitations, or suggestions to interact) during naturalistic play activities. Method: Seventeen caregivers were randomly assigned to experimental and control groups, stratified by center so that staff from one center could attend the training program together. The experimental group received inservice training on how to facilitate peer interaction; the control group received training on adult-child communication strategies. Caregivers in the experimental group were taught to facilitate children’s interactions with their peers by using indirect referrals (e.g., alerting children to situational information, offering praise) and direct referrals (e.g., telling a child what to say to a peer, inviting children to play together). Results: At posttest, the caregivers in the experimental group used more verbal supports for peer interaction than the caregivers in the control group. Specifically, they used more utterances to promote communication between peers and to invite children to interact together. In turn, the children in the experimental group initiated interactions with peers more often and engaged in extended peer sequences more often than the children in the control group. Clinical Implications: The results support the viability of this training model in early childhood education settings and suggest that future research of its effects with children who have disabilities is warranted.

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Sterné, Sharette C., Shelly L. Hayward, Mary J. Ferrill, and Scott A. Iteen. "Impact of Pharmacy Efforts to Promote the Optimal Use of Ranitidine in a University Teaching Hospital." Journal of Pharmacy Technology 12, no. 5 (September 1996): 207–13. http://dx.doi.org/10.1177/875512259601200505.

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Objective: To determine whether the development, implementation, and outcome of a hospital-wide, pharmacy-initiated, educational and intervention program impacted ranitidine prescribing patterns specific to institution guidelines. Methods: The development of a standardized ranitidine medication utilization guideline (R-MUG) form was established by the departments of pharmacy and gastroenterology in conjunction with the pharmacy and therapeutics committee at the University of California, Irvine. Using this standardized R-MUG form, all hospitalized patients (excluding pediatric, mental health, and labor and delivery) receiving ranitidine during their hospitalization were identified and evaluated for appropriate ranitidine use patterns. A baseline evaluation phase that included 240 patients was conducted, and diagnosis, dosage, and dosage form were recorded. This was followed by an educational program and subsequently a posteducational pharmacist intervention phase involving 210 patients, in which data were collected over a 3-week period. From these data, projected ranitidine cost savings were calculated. Results were used to determine the impact the educational process had on modifying ranitidine prescribing patterns. Results: Initially, ranitidine was prescribed according to the guidelines in 74% of the patients. After educational inservice sessions this number rose to 96% (p < 0.001). The 3-week intervention phase saved approximately $930 compared with the baseline period by limiting the amount of ranitidine used. The optimal choice of ranitidine dosage form increased significantly from baseline (87%) to the posteducational data collection period (94%) (p < 0.01). Targeted intervention of high-need areas of the hospital (surgical and burn intensive care units) resulted in a significant decrease (p < 0.001) in the percentage of inappropriate dosing with continuous ranitidine infusion, but not with intravenous piggyback or syrup. Conclusions: This program was an effective method of educating healthcare professionals regarding ranitidine prescribing, improving the pattern of use of ranitidine, and decreasing costs to the institution. It may serve as a model for addressing other medication usage concerns.

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Bottiani, Jessika H., Kristine E. Larson, Katrina J. Debnam, Christina M. Bischoff, and Catherine P. Bradshaw. "Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions." Journal of Teacher Education 69, no. 4 (August 16, 2017): 367–85. http://dx.doi.org/10.1177/0022487117722553.

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Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality of the empirical studies, and (c) characterize study measures, outcomes, and conclusions regarding intervention impact. We found a total of just 10 empirical studies of the impact of CRP inservice training models (two quantitative and eight qualitative). Study methods universally failed to meet standards of evidence for efficacy, effectiveness, and dissemination; none employed rigorous design features to allow causal inference. Findings suggest that the research base is inadequate to draw conclusions regarding effectiveness and that more rigorous CRP inservice intervention research is needed.

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Hoffman, Ruth Irene. "Educational Technology for Elementary and Middle Schools." Journal of Educational Technology Systems 16, no. 4 (June 1988): 299–314. http://dx.doi.org/10.2190/nnbt-3y3h-uq6e-cdt3.

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The Mathematics programs in elementary and middle schools are unchanged in the past fifty years. The content itself needs to be updated; teachers need to experience inservice programs for incorporating computers, models, and calculators into their classrooms. This article summarizes the work done in two projects funded by NSF.* The first revised the K-6 mathematics curriculum and also revised the computer “literacy” program. The second project was an institute for forty middle school teachers to incorporate computers, calculators, and models into their classroom teaching. The entire institute (sixty hours) was videotaped and every attendee was given an edited two hour version to use when they in turn conduct inservice programs in their districts.

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Carlson, Helen L., and Dennis R. Falk. "Interactive Learning Models Using Videodiscs in College and Inservice Instruction." Computers in Human Services 7, no. 3-4 (September 14, 1990): 277–93. http://dx.doi.org/10.1300/j407v07n03_08.

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McGlynn-Stewart, Monica. "The Far Reaching Influence of Early Literacy Education: Beginning Teachers Look to Their Own Early Literacy Teachers as Role Models for Their Teaching." Language and Literacy 16, no. 1 (May 23, 2014): 71. http://dx.doi.org/10.20360/g2hg67.

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This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. Results illustrate that the participants' early literacy experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants all reported modeling their teaching after one or two specific teachers from their own childhoods. Using these role models as guides, the participants focused on teaching students whose needs were similar to their own needs as students. Implications for preservice and inservice teacher education are discussed.

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Garton, Bryan L., and Namyoung Chung. "An Assessment Of The Inservice Needs Of Beginning Teachers Of Agriculture Using Two Assessment Models." Journal of Agricultural Education 38, no. 3 (September 1997): 51–58. http://dx.doi.org/10.5032/jae.1997.03051.

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Goshovskyi, Sergii V., and Oleksii V. Zurian. "Human-induced load on the environment when using geothermal heat pump wells." Journal of Geology, Geography and Geoecology 29, no. 1 (April 8, 2020): 57–68. http://dx.doi.org/10.15421/112006.

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The research is aimed to study the process of change in temperature mode dynamics for the Earth subsurface layer when heat is extracted with geothermal heat pump systems, reveal and disclose specifics of effect on the ecology caused by technologies using geothermal resources and give practical recommendations regarding further development of methods for designing heat pumps using low potential heat energy of soil based on the long-term forecast and efficacy assessment. Mathematical statistics and mathematical model methods were applied for assessment of economic and environmental effects. Methods based on principles of the theory of thermal conductivity, hydromechanics, theory of differential equations and mathematical analysis were applied for calculation of proposed systems and review of field observation findings. The authors had developed for research purposes an experimental geothermal heat pump system consisting of four structurally connected geothermal wells, each with installed U-shaped twin collectors of 200 m overall length, and a heat pump of 14 kW capacity with a heat energy battery for 300 L connected to the building heat-supply system. They also created a computer data archivation and visualisation system and devised a research procedure. The paper provides assessment of the effect caused by changes in the process operation mode of the heat pump system on the soil temperature near the geothermal well. As a result, the authors have found that the higher the intensity of heat energy extraction, the lower the soil temperature near the geothermal heat exchanger, in proportion to the load on the system. Moreover, it has been determined by experimental means that at critical loads on the geothermal heat exchanger the soil temperature is unable to keep up with regeneration and may reach negative values. The research also determined relation between inservice time and season of the system operation and temperature fluctuations of geothermal field. For example, it has been found by experimental means that the heat flow from the well is spread radially, from the well axis to its borders. Additionally, it has been proved that depending on the heat load value, the bed temperature is changed after the time of the first launch. For example, the geothermal field temperature has changed from the time of the first launch during 1-year operation by 0.5 °С in average. The research has proved that depending on the heat load value, under seasonal operation (heating only or cooling only) of the system, the soil temperature has decreased for five years by 2.5 °С and switched to quasi-steady state, meanwhile, stabilisation of the geothermal field in the state under 1-year operation (heating and cooling) occurred yet in the 2nd year of operation. In conclusion, the paper reasonably states that geothermal heat pump systems using vertical heat exchangers installed into the wells put no significant human-induced load on the environment. At the same time, still relevant are issues of scientific approach to development of the required configuration of the geothermal collector, methodology for its optimal placement and determination of efficacy depending on operation conditions.

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Peterson, Dan, and Cleborne D. Maddux. "Rural regular and special education teachers’ perceptions of teaching hyperactive students." Rural Special Education Quarterly 9, no. 2 (May 1988): 10–15. http://dx.doi.org/10.1177/875687058800900203.

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This article explores the perceptions of teachers in rural settings concerning the teaching of hyperactive students. Regular and special educators (N=101) identified minimizing distractions, providing clear expectations and rules, and the use of time-out techniques as the most successful strategies for teaching such students. Although both regular and special education teachers believe that the skills of teaching and managing hyperactive students are important, regular teachers were critical of the emphasis given these skills during their training. The teachers rated the advice they received from peers as the most useful, while advice from school psychologists, principals, parents, and school counselors were rated as least helpful. The results suggest the potential value of peer problem-solving committees, peer consultant models, and more effective preservice and inservice preparation in the area of hyperactivity.

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Lailatussaadah, Lailatussaadah, Fitriyawany Fitriyawany, Erfiati Erfiati, and Sri Mutia. "FAKTOR-FAKTOR PENUNJANG DAN PENGHAMBAT DALAM PELAKSANAAN PEMBELAJARAN DARING (ONLINE) PPG DALAM JABATAN (DALJAB) PADA GURU PEREMPUAN DI ACEH." Gender Equality: International Journal of Child and Gender Studies 6, no. 2 (September 29, 2020): 41. http://dx.doi.org/10.22373/equality.v6i2.7735.

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Abstract The low quality of education in Indonesia has something to do with the low quality of teacher. Meanwhile, facing the challenge of 4.0 era, teacher is supposed to prepare the student to have the competencies and master the information and technology. Thus, professional teacher is absolutely needed in order to increase the quality of education. To solve this problem, the government conduct the Teacher Professionalism Improvement Program (PPG). This study is aimed at investigating the pros and cons in applying the online PPG daljab for Female teachers in Aceh province. This study is conducted through the qualitative approach, interview, observation and documentation. The subjects of this study are consisting of four female teachers, three online facilitators. Whilst, the data analysis techniques were conducted through the Miles and Hubberman models. The result of this study shows that there are two supporting factors in the success of the implementation of online PPG for the female Acehnese teachers. First, the support is from the online group members and then the second is from the support from the family members in operating the Information and Technology (IT) related issues. Meanwhile, the cons factors are the disability of the teacher to operate the laptop, poor internet connection, lack of focuses due to the teaching tasks at school, and the teacher motivation in mastering the IT and applying it in the teaching learning process. Therefore, it can be concluded that the program evaluation and IT training for in- service PPG are absolutely required. It is essential to conduct an IT empowerment for the pre- training teacher in the basis of the network availability and age. Key Word: Certified Teachers, Professional Teacher, Improving the Quality of Education, Inservice Training, Online Learning

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JIMÉNEZ ASENSIO, Rafael. "La «nueva oficina judicial» y el modelo constitucional de justicia: problemas abiertos." RVAP 89, no. 89 (April 29, 2011): 93–116. http://dx.doi.org/10.47623/ivap-rvap.89.2011.03.

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LABURPENA: Hainbat urtean zain egon ondoren, ≪Bulego Judizial Berria≫ martxan jarri da, prozesuen legedia aldatu eta bulego judizial berria ezartzeko azaroaren 3ko 13/2009 Lege berria indarrean jarri ahala, eta Botere Judizialaren Lege Organikoa aldatzen duen prozesuen legedia berria erreformatzeko legearen osagarri den 1/2009 Lege organikoa indarrean jarri ahala. Horri esker, lehenengo bultzada eman zaio (arau hutsezkoa eta ez oso erreala oraindik) Justiziaren Administrazio Publikoan ondorio itzelak izango dituen ustezko antolaketa-aldaketari. Hala eta guztiz ere, erreforma hauek guztiek, berandu ezarri direnez, arriskua dute ez izateko benetako aurrerapausoa sistema judizial espainiarrak beharrezko duen berrikuntza-prozesuan, ezin baita Bulego Judizialaren erreforma prozesal hutsa edo nagusiki prozesala egin baldin eta sistema judizialak instituzionalizazioarazo sakonak baditu, eta inoiz ganoraz konpondu ez direnak. Sistema judizialaren gobernantzak oso ageriko ditu defizit handi batzuk, eta demarkazio eta oinarri judiziala, berriz, irizpide dezimononikoak josita daude, inondik ere egokitu gabe errealitate sozial berrira. Gainera, esateko moduan gara Justizia Administrazioan nagusi den antolaketa- eta kudeaketa-eredua agortuta dagoela eta ez duela balio Espainiako gizarteak XXI. mende bete-betean dituen premiei erantzuteko. Zama horiek guztiek Bulego Judizial Berria benetan ezartzeko oztopo izan daitezke, eta, neurri batean, antzu egiten dute eredu hori martxan jartzeko egiten den ahalegina arauetan, aurrekontuetan eta antolaketan. Justiziaren arazoen ikuspen global eta integralak bakarrik uzten du Bulego Judizial Berria eredu koherente eta luzaroan garatzeko aukera duen batean txertatzea, hemen planteatu dugun hiru hankako oinarritik abiatuta: gobernantza, demarkazioa eta oinarria, eta kudeaketaereduaren paradigmaren aldaketa. Baina horretarako ezinbestekoa litzateke Espainian justiziaren instituzioa oinarritik berreraikitzea, ekonomia eta finantzen aldetik zurrunbiloan sartuta gauden honetan, diru-sarrera fiskalak erortzen ari diren honetan eta indar politikoen artean behar den adostasuna erabat apurtuta dagoen honetan; are gehiago, herritarrek erakundeetan eta horiek zuzentzeko omen dauden politikoengan konfiantza galtzen ari diren honetan. Oso koadro konplikatua ageri zaigu bista aurrean, pentsatu ere egiteko erreforma horiek benetan ereduaren funtsezko aldaketa ekarriko dutenik edo, alderantziz, beste askotan bezala, pilatuta geratuko diren erreforma puntual hutsak ekarriko dituztenik, batez ere, ereduak gero eta argiago erakusten duelako instituzio gisa agortuta dagoela eta inondik ere ez duela balio XXI. mendeko bigarren erdiko gizarte espainiarrak justizian dituen premiak betetzeko. RESUMEN: La puesta en marcha de la ≪Nueva Oficina Judicial≫ tras largos anos de espera, que se ha concretado en la reciente entrada en vigor de la Ley 13/2009, de 3 de noviembre, de reforma de la legislacion procesal para la implantacion de la nueva oficina judicial, asi como de la Ley organica 1/2009, complementaria de la Ley de reforma de la nueva legislacion procesal por la que se modifica la Ley Organica del Poder Judicial, supone un primer impulso (todavia normativo y escasa mente real) a un presunto cambio organizativo de importantes consecuencias en la Administracion Publica de la Justicia. Sin embargo, todas estas reformas, tardiamente implantadas, corren serio riesgo de no suponer un avance real en el proceso de innovacion que exige el sistema judicial espanol, puesto que no se puede llevar a cabo una reforma solo o predominantemente procesal del modelo de Oficina Judicial cuando el sistema judicial tiene profundos problemas abiertos de institucionalizacion y nunca resueltos de forma seria. La gobernanza del sistema judicial muestra unos deficit importantes, mientras que la demarcacion y planta judicial esta fuertemente imbuida por criterios decimononicos y nada adaptada a las nuevas realidad social, asi como el modelo de organizacion y gestion imperante en la Administracion de Justicia bien se puede calificar de agotado e inoperante para asumir las exigencias de una sociedad como la espanola en pleno siglo XXI. Todos estos lastres pueden condicionar la implantacion efectiva de la Nueva Oficina Judicial y hacer hasta cierto punto esteril el esfuerzo normativo, presupuestario y organizativo que la puesta en marcha de este modelo puede suponer. Solo una concepcion global e integral de los problemas de la Justicia desde la triple optica planteada (gobernanza, demarcacion y planta y cambio de paradigma del modelo de gestion) podrian permitir una insercion de la Nueva Oficina Judicial en un modelo coherente y con perspectivas de desarrollo en el tiempo. Pero eso exige una refundacion institucional de la Justicia en Espana en un momento de fuertes turbulencias economico-financieras, de caida de ingresos fiscales y de quiebra absoluta del consenso necesario entre las fuerzas politicas, asi como de creciente perdida de confianza ciudadana en las instituciones y en los politicos que las deberian dirigir. Un cuadro enormemente complejo para pretender que estas reformas supongan realmente un cambio sustancial del modelo o, por el contrario, deriven en meras reformas puntuales que se acumularan —como habitualmente se viene produciendo— a un modelo que muestra claros sintomas de agotamiento institucional y absolutamente inservible para dar respuesta a las necesidades que la sociedad espanola de la segunda decada del siglo XXI demanda de la Justicia. ABSTRACT: The starting of the ≪New Court Office≫ after waiting good years, which has recently been specified by the recent entry into force of Act 13/2009, from November 3rd, about the reform of the procedural legislation for the introduction of a new court office, as well as the Organic Act 1/2009 complementary to the Act for the reform of the new procedural legislation which amends the Organic Act on the Judiciary Power. Nevertheless, all these reforms, belatedly introduced, run risk of not being a true progress within the process of innovation by the Spanish judiciary since an only or predominately procedural reform on the Court Office shows deep open problems of institutionalization and which had never been seriously solved. The governance of the Judiciary shows important deficits, the court district is strongly imbued by nineteenth century criteria and totally unadapted to the new social reality, and so it is the prevailing model of organization and management in order to face the requirements of a society such as the Spanish in the XXI century. All these burdens may conditionate the effective introduction of the New Court Office and to a certain extent to make non productive the normative, budgetary and organizative effort which the starting of this model implies. Only by a global and integral conception of the problems relating to Justice from the aforementioned threefold point of view (governance, court district and change in the management’s paradigm) might allow the insertion of the New Court Office within a coherent model and with prospects of development in due time. But that calls for a new institutional version of the Justice in Spain in an economic and financial turmoil moment, with a fall in State tax revenues and the absolute failure of the necessary consensus among political forces as well as the growing lost of confidence by the citizenship in the institutions and the politicians that should preside over them. An enormously complex framework to pretend that these reforms could really mean a substantial change of model or, quite the contrary, that they might result in just concrete reforms that will accumulate —as it has usually happened— in a model which shows clear signals of institutional exhaustion and absolutely useless to tackle the needs of the Spanish society.

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Silver, Sandra. "A Comprehensive Inservice Model for Rural Special Education." Educational Considerations 17, no. 1 (September 1, 1989). http://dx.doi.org/10.4148/0146-9282.1559.

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Hand, Brian, and David Treagust. "Development of a Constructivist Model for Teacher Inservice." Australian Journal of Teacher Education 20, no. 2 (January 1, 1995). http://dx.doi.org/10.14221/ajte.1995v20n2.4.

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Dorner, Helga, and Swapna Kumar. "Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes." Online Learning 21, no. 4 (December 1, 2017). http://dx.doi.org/10.24059/olj.v21i4.1020.

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This study examines Hungarian pre- and inservice teachers’ satisfaction (n=154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from two surveys to identify conditions in the MIM that most contribute to overall satisfaction with online mentoring. Self-efficacy with technology was identified as a must-be attribute. Online communication was a one-dimensional attribute contributing to linear increase of mentees’ satisfaction, although preservice and inservice teachers’ perceptions about the mentor’s activity in the MIM differed. The results reinforce the importance of online communication during online collaborative mentoring.

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