Journal articles: 'Professional concerns'

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Bailey, Arlie. "Professional concerns." Physics World 7, no. 5 (May 1994): 21–22. http://dx.doi.org/10.1088/2058-7058/7/5/20.

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&NA;. "PROFESSIONAL CONCERNS." American Journal of Nursing 99, no. 6 (June 1999): 10. http://dx.doi.org/10.1097/00000446-199906000-00005.

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Templer, Donald I., and Hiroko Arikawa. "Concerns about professional schools." American Psychologist 59, no. 7 (October 2004): 646–47. http://dx.doi.org/10.1037/0003-066x.59.7.646.

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Browne, Kevin D., and Margaret A. Lynch. "Professional and public concerns." Child Abuse Review 2, no. 1 (March 1993): 1–2. http://dx.doi.org/10.1002/car.2380020102.

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Campbell, Mark Robin, and Linda K. Thompson. "Perceived Concerns of Preservice Music Education Teachers: A Cross-Sectional Study." Journal of Research in Music Education 55, no. 2 (July 2007): 162–76. http://dx.doi.org/10.1177/002242940705500206.

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The purpose of this study was to explore perceived concern.s of preservice music education teachers across four different points in professional development. A 45-item Teacher Concerns Checklist (Borich, 2000), based upon Fuller and Bown's (1975) three-stage model of teacher development, identified respondents' levels of self-concerns, task concerns, and impact concerns. Participants included 1,121 preservice music educators from 16 institutions of higher education in the United States. Data analysis indicated Field Experience/Practicum students held higher levels of concern than did students in Introduction to Music Education, Methods, and Student Teaching. Fernales consistently held higher concerns than did males. Students indicating a preference to teach elementary level or university level held higher concerns than those intending to teach high school. At all professional development points, impact concerns ranked highest, followed by self concerns, with task concerns ranked lowest. Implications for music teacher educators and suggestions for further research are discussed.

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Blackburn, Sharon. "Sharing professional concerns and expertise." Nursing Older People 12, no. 3 (May 1, 2000): 24. http://dx.doi.org/10.7748/nop.12.3.24.s18.

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Ebersole, Priscilla. "Professional issues and public concerns." Geriatric Nursing 16, no. 3 (May 1995): 97–98. http://dx.doi.org/10.1016/s0197-4572(05)80036-9.

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Alnujaidi, Sulaiman. "Adoption of Mobile Assisted Language Learning (MALL) in Saudi Arabian EFL Classrooms." Journal of Language Teaching and Research 12, no. 2 (March 1, 2021): 312. http://dx.doi.org/10.17507/jltr.1202.13.

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This study aimed to examine EFL teachers' concerns about the adoption of Mobile Assisted Language Learning (MALL) in Saudi Arabia. The Concerns-Based Adoption Model (CBAM) was used to analyze the participants' stages of concern (SoC) about MALL. The study also investigated whether some specific demographic and technographic variables (gender, age, teaching experience, and professional development) had any statistically significant effect on EFL teachers’ stages of concern about MALL. The participants in this study were (130) Saudi EFL public school teachers. The results revealed that the participants had high concerns at the Informational, Personal, and Management stages and minimal concerns at the Awareness, Refocusing, Collaboration, and Consequence stages. The MANOVA analysis revealed no significant difference among EFL teachers in terms of their MALL stages of concerns in relation to their gender, age, and teaching experience. Such findings indicate that Saudi EFL teachers' gender, age, and teaching experience have no effect on their concerns about using and implementing MALL. However, The MANOVA analysis yielded a significant difference among EFL teachers in terms of their MALL stages of concerns in relation to their professional development. These results entail that Saudi EFL teachers' professional development has a significant effect on their concerns about MALL. The study concluded that technology-related professional development could help decrease teachers’ self-concerns and increase their impact-concerns. The study recommended providing EFL teachers with technology-related professional development to ensure successful MALL adoption.

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Perlman, Baron, and Lee I. McCann. "Concerns about “Teaching” at Professional Conferences." Psychology Learning & Teaching 2, no. 1 (March 2002): 23–24. http://dx.doi.org/10.2304/plat.2002.2.1.23.

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Templer, Donald I. "Addendum to Concerns about Professional Schools." Psychological Reports 97, no. 1 (August 2005): 117–18. http://dx.doi.org/10.2466/pr0.97.1.117-118.

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The present research adds to the October 2004 comments in the American Psychologist of Templer and Arikawa who reported that traditional clinical psychology graduate students had greatly higher mean GRE scores than professional school students. The traditional and professional students had mean undergraduate GPAs of 3.62 ( SD = .13) and 3.36 ( SD = .14), respectively. The mean respective percentages of applicants to 148 traditional and 50 professional programs accepted were 10.4 CSD = 9.5) and 44.4 ( SD =19.5), respectively.

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TEMPLER, DONALD I. "ADDENDUM TO CONCERNS ABOUT PROFESSIONAL SCHOOLS." Psychological Reports 97, no. 5 (2005): 117. http://dx.doi.org/10.2466/pr0.97.5.117-118.

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Banning, Maggi. "Medication errors: professional issues and concerns." Nursing Older People 18, no. 3 (April 2006): 27–32. http://dx.doi.org/10.7748/nop2006.04.18.3.27.c2419.

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Erickson, Keith V., Cathy A. Fleuriet, and Lawrence A. Hosman. "Prolific publishing: Professional and administrative concerns." Southern Communication Journal 58, no. 4 (November 1993): 328–38. http://dx.doi.org/10.1080/10417949309372915.

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Jongmans, C. T., P. J. C. Sleegers, F. P. C. M. De Jong, and H. J. A. Biemans. "Teachers' professional orientation and their concerns." Teacher Development 2, no. 3 (October 1998): 465–79. http://dx.doi.org/10.1080/13664539800200060.

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Beeson, Geoffrey W., Robin J. Matthews, and Jennifer R. Baker. "Early professional concerns of beginning principals." Australian Educational Researcher 19, no. 3 (December 1992): 29–48. http://dx.doi.org/10.1007/bf03219517.

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Poole, Rob, Robert Higgo, Gill Strong, Gordon Kennedy, Sue Ruben, Richard Barnes, Peter Lepping, and Paul Mitchell. "Concerns over professional boundaries remain unresolved." Psychiatrist 34, no. 5 (May 2010): 211–12. http://dx.doi.org/10.1192/pb.34.5.211a.

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Cummings, Nicholas A. "Assessing the computer's impact: Professional concerns." Computers in Human Behavior 1, no. 3-4 (January 1985): 293–300. http://dx.doi.org/10.1016/0747-5632(85)90019-6.

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Lal, Raj B. "Exclusive contracts raise serious professional concerns." Annals of Thoracic Surgery 58, no. 1 (July 1994): 4. http://dx.doi.org/10.1016/0003-4975(94)91060-x.

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Christofoletti, Rogério. "Ethical concerns in journalism done by non-journalists." Comunicação e Sociedade 25 (June 30, 2014): 278–88. http://dx.doi.org/10.17231/comsoc.25(2014).1874.

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If journalism has become post-industrial, we observe facilitators production systems, and publication of user-generated content (UGC) and the performance of professional and amateur sharing. In this context, it is necessary to question how ordinary citizens who practice acts of journalism ethically justify their work. This article draws on three episodes (England, Brazil and the West Bank) to deepen a debate on the approximation of values of amateur and professional journalists. The text also reviews examples of organizations and professionals who strive to harmonize relations in this new media ecosystem.

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Louws, Monika L., Jacobiene A. Meirink, Klaas van Veen, and Jan H. van Driel. "Understanding teachers’ professional learning goals from their current professional concerns." Teachers and Teaching 24, no. 1 (November 6, 2017): 63–80. http://dx.doi.org/10.1080/13540602.2017.1383237.

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Bullard, Morgan B., Chayla D. Rutledge, and Patricia Kohler-Evans. "Using the Stages of Concern Questionnaire to Ensure Professional Development with Teachers and Teacher Candidates." International Research in Higher Education 2, no. 4 (November 21, 2017): 50. http://dx.doi.org/10.5430/irhe.v2n4p50.

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Classroom instruction is highly influenced by the quality of the professional development that teachers and teacher candidates receive. Instructional interventions at the classroom level must be research-based, and working with teachers and teacher candidates to implement interventions effectively is a daunting task. One way to help ensure professional development is effective involves gauging teachers’ and teacher candidates’ concerns, using the Stages of Concern Questionnaire (SOCQ) from the Concerns Based Adoption Model (CBAM). In the current study, teacher candidates received professional development at the pre-service level, and teachers received the same professional development at the in-service level. Both groups were taught specific interventions designed to target middle and secondary students using the Strategic Instruction Model Content Enhancement Routines. The SOCQ was administered prior to and following a professional development series that spanned several months. An analysis of results indicated that professional development is effective in reducing concern in both teachers and teacher candidates. Teachers and teacher candidates overall shared similar concerns on some areas yet were different in their levels of concern in other areas. The researchers suggest possible interpretations for the similarities and differences in results and offer areas for future study.

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France, Karyn G. "Handling Parents' Concerns Regarding the Behavioural Treatment of Infant Sleep Disturbance." Behaviour Change 11, no. 2 (June 1994): 101–9. http://dx.doi.org/10.1017/s0813483900004617.

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Infant sleep disturbance (ISD) is widespread and troublesome. Although effective management techniques have been established, some lay and professional authors have expressed concern about these interventions. These concerns are sometimes shared by parents who seek professional advice while feeling ambivalent about undertaking treatment. These concerns include (a) that ISD is normal and inevitable, (b) that it results from unnatural or artificial cultural practices, (c) the belief that ISD expresses a need state, and (d) the belief that the use of extinction is harmful. These concerns are examined and the management of ISD by extinction and its alternatives are considered in the light of the ethics of professional practice. It is concluded that these concerns are best answered within the context of a professional relationship based on a partnership and the sharing of expertise with parents.

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Stebnicki, Mark A. "A Call for Integral Approaches in the Professional Identity of Rehabilitation Counseling: Three Specialty Areas, One Profession." Journal of Applied Rehabilitation Counseling 39, no. 4 (December 1, 2008): 64–68. http://dx.doi.org/10.1891/0047-2220.39.4.64.

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There are multiple indicators that suggest there is a shift in the foundational principles and practices in rehabilitation counseling that have created professional identity concerns. These concerns relate to (a) philosophical differences in the role and function of rehabilitation counseling professionals, (b) professional counselor licensure laws mandating eligibility standards for practice, (c) a variety of professional counseling associations' divergent agendas for communicating the professional counselor's identity, and (d) perceptions and observations made by our colleagues from the other counseling specialty areas about our identity.

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Johnson, Harriette C., David E. Cournoyer, and Betsy M. Bond. "Professional Ethics and Parents as Consumers: How well are we Doing?" Families in Society: The Journal of Contemporary Social Services 76, no. 7 (July 1995): 408–20. http://dx.doi.org/10.1177/104438949507600703.

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Concerns of parents of children with emotional, behavioral, and cognitive problems with respect to the behavior and attitudes they encounter from professionals coincide with concerns professionals have about their own behavior as set forth in professional codes of ethics. Thirty-four experts on professional ethics evaluated items on a behavioral questionnaire. Parents then used the questionnaire to rate professionals who had worked with the mental health problems of their children. Problem areas identified included informed consent, parent self-determination, and respect and compassion for parents.

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Vallières, Nicole. "Le secret professionnel inscrit dans la Charte des droits et libertés de la personne au Québec." Les Cahiers de droit 26, no. 4 (April 12, 2005): 1019–30. http://dx.doi.org/10.7202/042700ar.

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Professional secrecy is expressly defined in section 9 of the Québec Charter of Human Rights and Freedoms. Hence, the substance of this section acquires major importance and an analysis of it must precede any other procedure. Professional secrecy as described therein is a right vested in the person and as such, is an obligation that all professionals governed by the law must respect. This right originates in the professional relationship and only concerns the confidential content of information disclosed at that time. Lastly, the professional's duty to discretion may be suspended by a specific statutory provision without there being an express need to derogate therefrom in the Charter of Rights.

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de Sena, Paulo Sergio, Maria Cristina Marcelino Bento, Nelson Tavares Matias, and Messias Borges Silva. "DESIGN THINKING AS ACTIVE TEACHING METHODOLOGY AT THE UNIVERSITY -COMPARATIVE STUDY BETWEEN COURSES." RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218 2, no. 4 (May 8, 2021): e24231. http://dx.doi.org/10.47820/recima21.v2i4.231.

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In a move to go beyond pedagogical concerns for engineering teaching and learning and expand to other higher education courses and other professionals, this study compared the use of Design Thinking as a tool to pedagogically mobilize courses in Business Administration, Design, Nursing and Pedagogy. The results showed that the same pedagogical concern of engineering was shared with the compared courses. The relationships between students were fundamental for solving problems, as proposed by Design Thinking, as well as the relationships between the classes of a given course with their concerns about the professional profile that is being formed.

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Garner, Roberta, and Kenneth Fidel. "Computer workers: professional identity and societal concerns." ACM SIGCAS Computers and Society 20, no. 3 (August 1990): 153–56. http://dx.doi.org/10.1145/97351.97418.

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Snelling, Paul C. "Ethical and professional concerns in research utilisation." Nursing Ethics 20, no. 7 (March 26, 2013): 784–97. http://dx.doi.org/10.1177/0969733013478306.

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Intentional rounding, a process involving the performance of regular checks on all patients following a standardised protocol, is being introduced widely in the United Kingdom. The process has been promoted by the Prime Minister and publicised by the Chief Nursing Officer at the Department of Health as well as by influential think tanks and individual National Health Service organisations. An evidence base is offered in justification. This article subjects the evidence base to critical scrutiny concluding that it consists of poor quality studies and serial misreporting of findings and a failure to consider wider concerns, including transference of evidence to differing health-care systems, and the conflation of perception and quality of care. Political promotion and wide implementation of intentional rounding despite the flimsy and questionable evidence base raise questions about the use of evidence in ethical nursing practice and the status of nursing as an autonomous profession.

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Palmer, Pat Niessner. "Nursing Organizations Explore Professional Concerns with ANA." AORN Journal 45, no. 2 (February 1987): 533–35. http://dx.doi.org/10.1016/s0001-2092(07)68379-3.

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Marquardt, Michael K., Ana P. Gantman, Peter M. Gollwitzer, and Gabriele Oettingen. "Incomplete professional identity goals override moral concerns." Journal of Experimental Social Psychology 65 (July 2016): 31–41. http://dx.doi.org/10.1016/j.jesp.2016.03.001.

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Togtokhmaa, Zagir, and Helga Dorner. "Professional identity of Mongolian adult learning facilitators: Biographical perspective." Andragoske studije, no. 1 (2022): 67–82. http://dx.doi.org/10.5937/andstud2201067z.

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Adult learning professionals lack a unified identity due to the diversity of adult learning and education, which poses challenges to recognizing adult learning professionals and may lead to a fragmented focus on their professional development. However, a coherent and unified professional identity can be determined by referring to adult learning professionals' specific roles and sub-fields. Hence, how adult learning facilitators, who belong to a non-formal sub-field, conceptualize themselves as professionals may be an example of coherent, yet unified, professional identity. Moreover, it is essential to know how adult learning facilitators understand themselves as professionals because this knowledge provides a framework for facilitators to construct their own ideas of being professional. Thus, this research aims to bring insights to the questions of how adult learning facilitators became professionals, how they define their profession, how they determine themselves as professionals and how they perceive their future in the professional context. Thirty-five adult learning facilitators were interviewed using semi-structured interviews with biographical perspectives. Results revealed that adult learning facilitators seem to have a conflicted identity resulting from a gap between ideal and real. Concerns about current qualification and competences were also articulated. Findings implied that professional development programmes for adult learning facilitators need to pay close attention to identity formation, concerns about appropriate qualifications, and adequate support for professionalism through systematic policy-making.

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Bartholdson, Cecilia, Kim Lützén, Klas Blomgren, and Pernilla Pergert. "Clarifying perspectives." Nursing Ethics 23, no. 4 (March 3, 2015): 421–31. http://dx.doi.org/10.1177/0969733015570511.

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Background: Childhood cancer care involves many ethical concerns. Deciding on treatment levels and providing care that infringes on the child’s growing autonomy are known ethical concerns that involve the whole professional team around the child’s care. Objectives: The purpose of this study was to explore healthcare professionals’ experiences of participating in ethics case reflection sessions in childhood cancer care. Research design: Data collection by observations, individual interviews, and individual encounters. Data analysis were conducted following grounded theory methodology. Participants and research context: Healthcare professionals working at a publicly funded children’s hospital in Sweden participated in ethics case reflection sessions in which ethical issues concerning clinical cases were reflected on. Ethical considerations: The children’s and their parents’ integrity was preserved through measures taken to protect patient identity during ethics case reflection sessions. The study was approved by a regional ethical review board. Findings: Consolidating care by clarifying perspectives emerged. Consolidating care entails striving for common care goals and creating a shared view of care and the ethical concern in the specific case. The inter-professional perspectives on the ethical aspects of care are clarified by the participants’ articulated views on the case. Different approaches for deliberating ethics are used during the sessions including raising values and making sense, leading to unifying interactions. Discussion: The findings indicate that ethical concerns could be eased by implementing ethics case reflection sessions. Conflicting perspectives can be turned into unifying interactions in the healthcare professional team with the common aim to achieve good pediatric care. Conclusion: Ethics case reflection sessions is valuable as it permits the discussion of values in healthcare-related issues in childhood cancer care. Clarifying perspectives, on the ethical concerns, enables healthcare professionals to reflect on the most reasonable and ethically defensible care for the child. A consolidated care approach would be valuable for both the child and the healthcare professionals because of the common care goals.

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Jesser, Andrea, Yvonne Schaffler, Afsaneh Gächter, Rachel Dale, Elke Humer, and Christoph Pieh. "School Students’ Concerns and Support after One Year of COVID-19 in Austria: A Qualitative Study Using Content Analysis." Healthcare 10, no. 7 (July 18, 2022): 1334. http://dx.doi.org/10.3390/healthcare10071334.

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Adolescents suffer severely from the psychological consequences of the COVID-19 pandemic. Using qualitative content analysis, this study examined open-ended responses to a survey on the mental health of school students in Austria in February 2021. A representative sample (n = 214) was drawn from a total survey sample of 3052 adolescents aged 14–20. The analysis revealed several areas of concern, including school-related concerns, concerns about restrictions, self-related concerns, and interpersonal problems. School-related concerns associated with distance learning were mentioned most frequently. Compared with research conducted at the beginning of the pandemic, it appeared that concerns about educational and professional futures increased. The analysis also indicated young people’s most important sources of support, such as social contacts, recreational activities, attitudes and abilities, distraction, and escape. Of concern is the proportion of young people citing maladaptive coping strategies and the reluctance to seek professional support. Ideas for practice-oriented measures were developed from the study results, such as embedding youth-led peer interventions in traditional mental health services.

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Wilson, Dave. "Intentional deception and lies." British Journal of Forensic Practice 5, no. 4 (November 1, 2003): 29–37. http://dx.doi.org/10.1108/14636646200300025.

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SINGH, GAURAV. "Continuous Professional Development of Teachers Through Open and Distance Learning: Perception and Concerns." Issues and Ideas in Education 6, no. 1 (March 5, 2018): 63–86. http://dx.doi.org/10.15415/iie.2018.61004.

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Castledine, George. "What are the professional nursing concerns for 1998?" British Journal of Nursing 7, no. 1 (January 8, 1998): 52. http://dx.doi.org/10.12968/bjon.1998.7.1.5795.

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Sussman, Steve. "Introduction to Issue on Professional Competence-Related Concerns." Evaluation & the Health Professions 33, no. 3 (August 27, 2010): 232. http://dx.doi.org/10.1177/0163278710377801.

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D’Andrade, Amy C. "Professional Stakeholders’ Concerns about Reunification Case Plan Requirements." Social Service Review 93, no. 3 (September 2019): 524–61. http://dx.doi.org/10.1086/705318.

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Rolls, Elizabeth. "Competence in professional practice: some issues and concerns." Educational Research 39, no. 2 (June 1997): 195–210. http://dx.doi.org/10.1080/0013188970390207.

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Juarez-Tarraga, Amable, Cristina Santandreu-Mascarell, and Juan A. Marin-Garcia. "What are the main concerns of human resource managers in organizations?" Intangible Capital 15, no. 1 (May 8, 2019): 72. http://dx.doi.org/10.3926/ic.1342.

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Purpose: This study examines whether high involvement work programs (HIWP) are included in, and respond to, the priorities of HR managers in organizations. We analyze reports to identify the main concerns for managers, and compare the solutions implemented to address them, to evaluate the extent to which HIWP are adopted to meet these challenges.Design/methodology/approach: To conduct this study we carried out a systematic literature review, selecting reports by consulting firms and human resource management associations.Findings: Our key findings from this research suggest that HIWP are used as a lever for change to meet the challenges faced by HR managers in organizations, the most urgent of which are talent management and improving leadership.Research limitations/implications: The paper identifies possible lines of research that respond specifically to the interests of the professional ambit and would be better appreciated by HR managers in companiesPractical implications: The issues raised are relevant to HR professionals, allowing them to compare their priorities against those of managers occupying similar positions, and to view a selection of the most commonly used programs to solve priority problems. This enables HRMs to plan ahead and prepare by providing them with an overview of the most important challenges they have to face.Originality/value: On the one hand in the professional arena, as they provide professionals with an overview of the challenges they face, so they can plan optimal HR management programs, work methods geared and identify improvement opportunities. And on the other hand, in the academic sphere, our study opens possible future research lines that may contribute to the development of the profession, identify research lines that genuinely address the concerns of professionals and could help reduce the gap that some researchers have identified between the academic and professional spheres.

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Hanline, Mary Frances, and Ann Halvorsen. "Parent Perceptions of the Integration Transition Process: Overcoming Artificial Barriers." Exceptional Children 55, no. 6 (April 1989): 487–92. http://dx.doi.org/10.1177/001440298905500601.

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The parents of 14 students with disabilities participated in interviews to evaluate the support they received during their child's transition to an integrated educational placement, to explore their concerns, and to discuss the effects of integration. Although parents identified areas of concern, they consistently expressed satisfaction regarding the outcomes of integrating their child, including professional and personal support. Responses emphasized the importance of commitment from local school districts and professionals, an individualized approach to parent involvement, and ongoing communication with parents.

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Kapanadze, Marika, Claus Bolte, Vincent Schneider, and Ekaterine Slovinsky. "ENHANCING SCIENCE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 254–66. http://dx.doi.org/10.33225/jbse/15.14.254.

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Decreasing motivation in science classes is often reported in many countries. Georgia, one of the post Soviet countries, has overcome the highly centralised educational system and nowadays implements a new national educational reform. National reforms demand more student-active and inquiry-based learning. Many Georgian teachers aren’t ready for these changes and need professional development training to enhance their professional skills in Inquiry-Based Science Education (IBSE). Therefore Ilia State University offers special continuous professional development (CPD) programs for science teachers in the frame of PROFILES project. The aim of the research was to determine what profession oriented attitudes and concerns Georgian in-service science teachers have regarding IBSE and what changes are visible after the implementation of PROFILES-based CPD programme. In order to conduct the research, the Stages of Concern model was used. 40 teachers took part in the two terms of the CPD programme. Research shows that the implemented CPD programme fosters the professional attitudes and concerns of Georgian science teachers in a positive manner. Therefore, it can be highly recommended to use the framework of the PROFILES-based CPD programme(s). Key words: IBSE, in-service teachers in Georgia, professional development, stages of concern.

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Kjørstad, Monica, Harald S. Koht, Iveta Reinholde, and Geir Conrad Tufte. "Legal norms, Profesional values, and practical ethics in local government: Elderly care in Latvia, Lithuania, and Norway." Barataria. Revista Castellano-Manchega de Ciencias Sociales, no. 21 (October 31, 2016): 131–49. http://dx.doi.org/10.20932/barataria.v0i21.197.

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This article reports findings from a comparative study of the influence of values and norms on the delivery of administrative and professional services in the public sector at the local gov-ernment level in three selected countries in the Baltic Sea Region, Latvia, Lithuania, and Norway. The research concerns the criteria that professional welfare and health professionals apply in individual cases whenever they are expected to make high-quality judgments regard-ing the care of older people. The research question seeks to ascertain whether there are signif-icant differences with regard to the effect of formal rules and norms on the effort to arrive at good solutions in providing public services in three democracies, one long-established and two recent. The results of this study show that in making their decisions, professionals in all countries emphasize the necessity of considering a broad range of legal and professional norms. For all respondents these considerations – in varying degrees of intensity – rank ahead of economic and administrative concerns.

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Ritzhaupt, Albert D., Karthikeyan Umapathy, and Lisa Jamba. "A Study on Services Motivating Computing Professional Association Membership." International Journal of Human Capital and Information Technology Professionals 3, no. 1 (January 2012): 54–70. http://dx.doi.org/10.4018/ijhcitp.2012010105.

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The purpose of this study is to investigate computing professionals’ perspectives on services offered by a professional association. A conceptual framework was developed based on a review of relevant literatures to explore the motivations of professionals to join and maintain professional association membership. A survey instrument was developed based on the conceptual framework, and was subsequently deployed within the Association of Information Technology Professionals (AITP). The analyses (N = 220) include descriptive analyses, exploratory factor analysis, and internal consistency reliability analyses. The results suggest that members’ needs and motivations are multidimensional, involving ten distinct and internally consistent underlying constructs. This paper contributes by providing a reliable measurement system for computing professional association leadership to make informed decisions and provides substantive recommendations for offering targeted services. The findings suggest that important aspects of computing professional membership are networking with local professionals, professional development programs, and promoting their concerns.

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Abadie, Michelle, and Krishna Bista. "Understanding the Stages of Concerns." Journal of School Administration Research and Development 3, no. 1 (June 20, 2018): 57–66. http://dx.doi.org/10.32674/jsard.v3i1.1932.

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This study investigated the initial implementation processes of the Common Core State Standards (CCSS) in public and private schools in a single Loui- siana district. Results suggested participants’ high level of concern in many aspects of the implementation of the CCSS in public schools related to the timeline and instability of curriculum decisions, which negatively affected teachers’ confidence levels. Private school teachers experienced greater stability in their curricula, a more feasible timeline of implementation, positive professional development, and positive experiences with CCSS implementation, affecting their teacher identity and impact on students. However, public school teachers reported instability in their curricula, difficult timelines of implementation, unsupportive professional development, and overall negative experiences, affecting their teacher identity and impact on students with the implementation of the CCSS.

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McGaghie, WC. "Evaluating professional competence." Journal of the American Podiatric Medical Association 83, no. 6 (June 1, 1993): 338–44. http://dx.doi.org/10.7547/87507315-83-6-338.

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Professional competence evaluation should involve attention to its intellectual and social context, and not just worry about technical fine points. The author frames professional competence evaluation broadly, containing sections on social issues, conceptual problems, and technical matters. The author uses illustrations from podiatric medicine and from other professions that have similar concerns about the evaluation of practitioner competence. Several suggestions are given for improving evaluating practices.

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Bañez, Tomasa. "“All teenagers have problems, whether they’re adopted or not”: Discourses on adolescence and adoption among parents of transnationally adopted teens." Qualitative Social Work 16, no. 3 (December 2, 2015): 394–410. http://dx.doi.org/10.1177/1473325015617234.

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Adopted children’s arrival at adolescence is an object of interest and concern among researchers, professionals, and politicians. In this article, I offer an analysis of parental talk among 24 families about their concerns related to their transnationally adopted teens. The majority of the adoptive parents reported having concerns about their children, which they attributed to their children’s entry into adolescence and their children’s inherent personality traits. In this article, I focus on the first of these attributions, which places the “blame” on adolescence. I do this from a perspective integrating a theoretical view from social anthropology that analyzes social discourses and a more applied view from social work that explores how these discourses influence family practices. The results of this analysis can guide family and professional practices and public policies on adoption.

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Asiri, Abdullah Ali. "Teachers’ Concern and Professional Development Needs in Adopting Inclusive Education in Saudi Arabia, Based on Their Gender for Vision 2030." Journal of Education and Learning 9, no. 6 (October 23, 2020): 9. http://dx.doi.org/10.5539/jel.v9n6p9.

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This study looks into the concerns and the required professional development for adopting an inclusive education system, as expressed by elementary school teachers, based on their gender in Saudi Arabia. Participants in this research were special and general education teachers randomly selected from elementary schools in Riyadh, Saudi Arabia, which have special education programs. The theoretical framework of the study was the Concern Based Adoption Model (CBAM). Non-experimental cross-sectional survey was used to collect data. Data were obtained from 332 teachers, i.e., the response rate was 83%. The Stages of Concerns Questionnaire (SoCQ) provided by CBAM indicated that respondent stages of concern 0–2 (Unconcerned, Informational, and Personal) ranked the highest, while stages 4–6 (Consequence, Collaboration, and Refocusing) ranked the lowest. This profile was identified as a “non-user profile”, meaning respondents wanted more information about inclusive education. Teachers, in general, showed interest for professional development on inclusive education, including immediate training and seminars/workshops. The only significant difference in interest for professional development was by gender. The t-test indicated that female teachers have more interest for professional development compared to male teachers.

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Annushkin, Vladimir I., and Hui H. Yi. "Business communication course in Russia: assessments and concerns." Verhnevolzhski Philological Bulletin 1, no. 28 (2022): 96–103. http://dx.doi.org/10.20323/2499-9679-2022-1-28-96-103.

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The article deals with the problem of teaching business communication in situations of starting professional activity, in situations related to employment and further professional education. Particular attention is paid to the forms of organizing vocational training in Russia. The authors determine the concept of modern business communication and its importance. Not only do the problems of communication attract considerable attention among people of different ages, professions and education, but, above all, they are an essential component of any specialist’s professional competence. A modern specialist needs knowledge in the field of business communications to be able to understand communication partners, establish contacts with them, conduct business conversations, negotiations, and master the basics of public speech. The features of business negotiations are described in the article. Negotiations is business communication with the aim of reaching a joint solution. Throughout our lives, we negotiate, exchange commitments and promises. Whenever two people need to come to an agreement, they must negotiate. Negotiations proceed in the form of business discourse on issues of interest to both parties, and serve to establish cooperation ties. Negotiations differ significantly in their goals: signing a supply contract, a contract for conducting research or design work, an agreement on cooperation and coordination of activities, etc. The authors consider the process of teaching professional business communication in Russia. Business (professional) communication is the most common and complex type of communication between people in society; without it, interaction in the field of economic, legal, diplomatic, commercial, and administrative relations is impossible. The ability to successfully conduct business negotiations, to draw up a business document competently and correctly, and much more has now become an integral part of the professional culture of any person: a manager, a leader at all levels, a referent, an employee. To achieve high performance in almost any professional activity, it is necessary to possess a certain set of information, knowledge, ideas about the rules and principles of business communication. “Business is the ability to talk to people,” say enterprising Americans.

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Many, Joyce E., Ruchi Bhatnagar, Carla Tanguay, Shaneeka Favors-Welch, Clarice Thomas, Susan Ophelia Cannon, Tamra Ogletree, et al. "State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators." education policy analysis archives 27 (October 9, 2019): 121. http://dx.doi.org/10.14507/epaa.27.4460.

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This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators’ Stages of Concern, the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common Stage of Concernfor edTPA coordinators was Management.Coordinators’ interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty.

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Journal articles on the topic 'Professional concerns'

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