Relevant bibliographies by topics / Professional development model

Academic literature on the topic 'Professional development model'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Professional development model"

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Ekinci, Eyüp, and Filiz Evran Acar. "Primary School Teachers’ Opinions on Professional Development (Professional Development Model Proposal)." Journal of Education and Training Studies 7, no. 4 (March 14, 2019): 111. http://dx.doi.org/10.11114/jets.v7i4.4039.

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The purpose of this study is to provide a model for effective professional development by taking the opinions of the primary school teachers on professional development. Grounded theories and techniques which are qualitative research methods have used in the research. Twenty primary school teachers from a district, Küçükçekmece, Istanbul participated in the study, and the data were collected through interview. To reach the model, firstly, the opinions of the participants about the concept of professional development, the processes of providing professional development and the characteristics of effective professional development were taken. The opinions about the idea of professional development are in three sub-categories: change, experience, and burnout; views on the processes of ensuring professional development are in four sub-categories: physical conditions, technology, academic resource, and training process and opinions on the characteristics of effective professional development are being convenience to the needs, right of choice, appropriate content selection, development strategy, active learning environment, and cooperation. In the light of these results, effective professional development model categories are feeling a need, goal setting, planning, development process, and evaluation respectively and these categories constitute a cycle in itself. It was concluded that there should be support and monitoring activities to ensure coordination between the main categories and teacher(s).
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Avidov-Ungar, Orit. "A model of professional development: teachers’ perceptions of their professional development." Teachers and Teaching 22, no. 6 (March 24, 2016): 653–69. http://dx.doi.org/10.1080/13540602.2016.1158955.

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Boturovna, Narzikulova Firuza. "SOCIO-PSYCHOLOGICAL MODEL OF DEVELOPMENT OF A PROFESSIONAL IMAGE OF A TEACHER." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2047–54. http://dx.doi.org/10.37200/ijpr/v24i4/pr201314.

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Petterson, Marilyn. "Career Progression, Model Recognizes, Professional Development." Critical Care Nurse 24, no. 2 (April 1, 2004): 120–19. http://dx.doi.org/10.4037/ccn2004.24.2.120.

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Ken Shimahara, N. "The Japanese model of professional development." Teaching and Teacher Education 14, no. 5 (July 1998): 451–62. http://dx.doi.org/10.1016/s0742-051x(97)00055-3.

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McMurray, Sharon, Susan O'Neill, and Ross Thompson. "An innovative model for professional development." Journal of Research in Special Educational Needs 16 (August 2016): 145–49. http://dx.doi.org/10.1111/1471-3802.12139.

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Sikula, John. "A Professional-Development Model that Works." Kappa Delta Pi Record 39, no. 1 (October 2002): 40–42. http://dx.doi.org/10.1080/00228958.2002.10516382.

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Nelson, Mark D. "Professional Development Schools: An Implementation Model." NASSP Bulletin 82, no. 600 (October 1998): 93–102. http://dx.doi.org/10.1177/019263659808260015.

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Albrecht, Nancy, and Abdelilah Sehlaoui. "A Collaborative Professional Development Teaching Model." International Journal of Learning: Annual Review 15, no. 10 (2008): 175–82. http://dx.doi.org/10.18848/1447-9494/cgp/v15i10/45981.

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Nesbitt, Gordon. "Model for Recreational Sports Professional Development." Recreational Sports Journal 18, no. 1 (October 1993): 22–24. http://dx.doi.org/10.1123/nirsa.18.1.22.

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Dissertations / Theses on the topic "Professional development model"

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Arnold, Amy Joan. "Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99054.

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Professionals called upon to design and deliver online professional development face unique challenges in fulfilling those roles when they may have little or no training experience within the online medium. Using research-based recommendations from the literature via a design and development methodology, this study operationalizes findings into Gilbert's (1978) Behavior Engineering Model to create guidelines for designing and delivering continuing professional development within the online medium. An expert review serves to validate and lead the revision process for the guidelines. This study describes the literature, guideline development, experts' reviews, and the validation of the guidelines.
Doctor of Philosophy
Often, individuals in the workforce are asked to design and teach professional development that is not delivered in a face to face setting. It is a challenging task that could be made easier by following guidance that has been developed by instructional designers and researchers. As such, this study highlights the techniques and best practices located within the publications from the fields of professional development, online learning, and instructional design. These techniques and best practices have been organized into a performance improvement model established by Thomas F. Gilbert entitled The Behavior Engineering Model (1978) and follows the research method known as development research. The findings of this study were reviewed by three experts who research the areas of online learning, performance improvement, and instructional design.
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Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Arunachallam, Sathasivan. "The development of a model for continuing professional development for professional nurses in South Africa." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2377.

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Philosophiae Doctor - PhD
Comparative analysis of the CPD systems internationally and nationally revealed that CPD is mandatory for some whilst for other countries it is compulsory, but not mandatory for licensing purposes. Licensing occurs on a yearly basis, but CPD recognition is accredited over a time period with expiry deadlines and minimum requirements. A portfolio was a common method of recording and proof of evidence for CPD, and a continuous theme was that CPD is needed to ensure competency. The Nursing Act 33 of 2005 makes provision for CPD for nurses but to date the South African Nursing Council has not yet decided on a model of CPD for implementation for SA nurses.
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Super, Daniel Jacob. "Readers Matter: The Development of an Individualized Professional Development Model." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1041.

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An alarming trend of student non-compliance with reading assignments in secondary and post-secondary environments is causing concern in many areas, including college readiness. Public school teachers and university faculty alike are responsible for the literacy levels of graduating students; however, many educators are not implementing the adequate literacy supports within their content area courses. This project used current research on best practice in literacy instruction, as well as the Characteristics of Highly Effective Teaching and Learning to create the Readers Matter™ evaluative process in which faculty members self-select to be assessed regarding the current levels of student literacy support. After scoring the assessment, evaluators are then able to provide individualized professional development targeting areas of weakness made evident by the Readers Matter™ rubric. The current study evaluated five university instructors at a midsized university in the south-central United States. The results of this preliminary development research identified the data collection procedures that were beneficial and ultimately informative in the evaluation process and enabled developers to make informed decisions regarding individualized professional development.
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Roberts, Christopher. "Networked professional development : towards a model for primary care." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14453/.

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Background. Although research has been carried out within higher education circles little is known about any educational benefits that may result from primary care professionals engaging in networked learning and what strategies may be used to overcome barriers to effective learning. Aim. This research was undertaken to identify specific educational strategies which may inform educators wishing to support continuing professional development for healthcare professionals within communication and information technology. Method. A model of networked learning was developed from the literature and using the experience of working models elsewhere. The model was implemented and evaluated over two case studies, and further refined in a third. The evaluation methodology used action research collecting data from surveys, interviews, observer participation, electronic text generated bye-mail discussions, and project documents. Results. Healthcare professionals were able to usefully communicate over a prolonged period with colleagues about clinical and professional matters, developing a number of process skills; using e-mail, web and on-line database searching. Compared to face -to-face small group learning, the added benefit of using e-mail discussions supported by web based learning resources was being able to use the method at a place, pace and time of their own choosing whilst still remaining committed to a shared educational experience. GPs were able to use the educational material to put to-wards a portfolio (personal learning plan) for accreditation for PGEA. Specific roles for an on-line facilitator in addition to small group learning skills were identified. However networked learning is acknowledged to have many obstacles, eg access, using software, lack of support which will need to be overcome. Managing a learning environment for CPO for healthcare professionals involves an integration of the teaching and learning strategy of the host organisation with a networked learning environment. Conclusion. A networked learning environment has the potential of supporting continuing professional development and its assessment with portfolios. For individual participants much depends on there own learning style, what they feel is relevant to learn at the time and their own preferences for a learning format. Much needs to be done to provide the necessary supporting infrastructure and integration of provision across traditional divides within healthcare education. This research describes a number of recommendations, which can inform action by educational stakeholders interested in healthcare education.
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Cary, Lisa Jane. "Complicating the Professional Development School Model: Redemption, Desire and Discourse." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391615665.

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Rasmussen, Clay L. "A Causal-Comparative Model For The Examination Of An Online Teacher Professional Development Program For An Elementary Agricultural Literacy Curriculum." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/94.

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The purpose of this study was to determine the effectiveness of a teacher professional development program as measured by the extent that participants have continued to use lessons and materials up to three years after the professional development experience. The professional development program was delivered online and structured by five key characteristics of effective professional development. Sixty-five participants of Food, Land, and People (FLP) professional development completed an online survey answering certain demographic variables and indicating the number of lessons and activities they had used from the FLP professional development. An implementation and continued use measurement model was used to create weighted FLP use scores and compare participants within each group. Results suggest that the FLP professional development program was effective in obtaining long-term continued use of materials.
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Brennan, Amy R. "Reconceptualizing Teacher Professional Development as Professional Learning: A Qualitative Case Study of a School-Supported Self-Directed Professional Learning Model." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623956218485476.

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Lalitha, Hettiarachchige Done Asie. "Development of a model for the continuing professional development of teachers a qualitative investigation /." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060926.094927/index.html.

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Wallace, Debra Kay. "Curriculum development in professional education, a design model for information studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ45680.pdf.

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Books on the topic "Professional development model"

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Leighton, Mary S. Model strategies in bilingual education: Professional development. [Washington, D.C.?]: Dept. of Education, 1995.

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National awards program for model professional development. Washington, DC: Office of Educational Research and Improvement, U.S. Dept. of Education, 1999.

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M, Hightower Amy, Wrigley Pamela G, and United States. Dept. of Education. Office of the Under Secretary., eds. Model strategies in bilingual education: Professional development. [Washington, D.C.?]: Dept. of Education, 1995.

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National Association of Alcoholism and Drug Abuse Counselors (U.S.). Development of model professional standards for counselor credentialing. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1986.

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Role model: A key to character development. New Delhi: Pentagon Press, 2010.

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Fiszer, Edward P. How teachers learn best: An ongoing professional development model. Lanham, Md: ScarecrowEducation, 2004.

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Short, Deborah. Using the SIOP model: Professional development manual for sheltered instruction. Washington, D.C: Center for Applied Linguistics, 2002.

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Short, Deborah. Using the SIOP model: Professional development manual for sheltered instruction. Washington, DC: Center for Applied Linguistics, 2011.

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Short, Deborah. Using the SIOP model: Professional development manual for sheltered instruction. Washington, D.C: Center for Applied Linguistics, 2002.

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Taking charge of professional development: A practical model for your school. Alexandria, Va: ASCD, 2009.

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Book chapters on the topic "Professional development model"

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Akiba, Motoko. "Traveling Teacher Professional Development Model." In The Global and the Local, 77–97. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-654-5_5.

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Koper, Rob. "A Conceptual Model of Learning Networks." In Learning Network Services for Professional Development, 313–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-00978-5_18.

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Vanassche, Eline, Geert Kelchtermans, Ruben Vanderlinde, and Kari Smith. "A conceptual model of teacher educator development." In Teacher Educators and their Professional Development, 15–27. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge research in teacher education: Routledge, 2021. http://dx.doi.org/10.4324/9781003037699-2.

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A. C. Rushton, Elizabeth. "A Model of the Teacher Scientist Identity." In Science Education and Teacher Professional Development, 205–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64107-8_9.

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Zuber-Skerritt, Ortrun. "Action research as a model of professional development." In Action Research for Change and Development, 112–35. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003248491-9.

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Sargent, Cynthia, and Freda Husic. "An Overview of Professional Development at Harmony Public Schools." In A Practice-based Model of STEM Teaching, 133–47. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-019-2_10.

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Qualls, Sara Honn. "Building competencies in professional geropsychology: Guidelines, training model, and strategies for professional development." In Treatment of late-life depression, anxiety, trauma, and substance abuse., 11–48. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14524-002.

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Korthagen, Fred, and Ellen Nuijten. "Working with the reflection model." In The Power of Reflection in Teacher Education and Professional Development, 23–45. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003221470-2.

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Miller, Erica R., and Emily Braley. "A Distributed Leadership Model for Informal, Online Faculty Professional Development." In Research in Mathematics Education, 271–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80230-1_14.

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Sarama, Julie, Douglas H. Clements, and Shannon Stark Guss. "Longitudinal evaluation of a scale-up model for professional development in early mathematics." In Early Childhood Teachers' Professional Competence in Mathematics, 163–86. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-10.

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Conference papers on the topic "Professional development model"

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Contuk, Tuba Kıvanç, and Derin Atay. "Teacher Professional Development through Harezmi Educational Model." In 1st International Conference on Teaching, Education and Learning Conference. iConferences (Pvt) Ltd, 2021. http://dx.doi.org/10.32789/tel.2021.1003.

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Harezmi Educational Model, a national model first piloted in 2016, is based on the inclusion of multi-disciplines, use of computational skills in the problem-solving process, development of life skills, and using robotics, coding, and game designs in learning. Teachers interested in implementing this model are expected to attend in-service training for several weeks to gain theoretical knowledge and practical skills. The purpose of the present study is to explore how the whole process, from the training to implementation in class stages, has affected teachers’ beliefs, perceptions, and attitudes regarding teaching. Sixteen teachers participated in this study. Data came from an online survey with 11 open-ended questions and online focus group interviews. In the analysis, the recurring themes were determined through content analysis, and themes that emerged at the beginning and end were compared. The results suggested that besides developing a critical eye on their own teaching, teachers improved their collaboration skills and observed an increase in their autonomy. This study is an attempt to address a gap in the field concerning this model and how this model has the potential to contribute to the professional development of teachers.
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Alekina, E. V. "Conceptual Model Of Professional Risk Management." In GCPMED 2018 - International Scientific Conference "Global Challenges and Prospects of the Modern Economic Development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.159.

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Sun, Hongtao, Hengguo Zhang, and Qinhua Zheng. "Data Model Building for Online Teachers' Professional Development." In 2018 Seventh International Conference of Educational Innovation through Technology (EITT). IEEE, 2018. http://dx.doi.org/10.1109/eitt.2018.00057.

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F. Nelson, Regena. "Teaching with Technology: A Comprehensive Professional Development Model." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-1814_eel14.16.

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Ouyang, Youwen, and Katherine Hayden. "AN ENGAGING AND ITERATIVE PROFESSIONAL DEVELOPMENT MODEL FOR POWERFUL CYBERLEARNING EXPERIENCES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1065.

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Fridrichova, Petra. "THE MODEL OF PROFESSIONAL DEVELOPMENT OF TEACHERS IN SCHOOL." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.100.

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Shvetsova, Olga A. "The Model of Professional Competences' Development in South Korea." In 2018 Third International Conference on Human Factors in Complex Technical Systems and Environments (ERGO). IEEE, 2018. http://dx.doi.org/10.1109/ergo.2018.8443923.

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Lee, Chung eun, Heather Arnett, Noah Samuel, Lisa Bievenue, Jeffrey Ginger, and Maya Israel. "Towards an Inclusive Model of Makerspace Educator Professional Development." In FabLearn '20: FabLearn 2020 - 9th Annual Conference on Maker Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3386201.3386209.

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Instefjord, Elen, and Svein Ove Lysne. "FROM DIGITAL COMPETENT TEACHER TO TEACHER SPECIALIST IN PROFESSIONAL DIGITAL COMPETENCE – A MODEL FOR PROFESSIONAL DEVELOPMENT FOR IN-SERVICE TEACHERS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1558.

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Fridrichova, Petra. "TEACHERS� REFLECTION ON THE MODEL OF PROFESSIONAL DEVELOPMENT IN SCHOOL." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.094.

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Reports on the topic "Professional development model"

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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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Litvinova, Tatiana Mikhailovna, Evgeniia Alekseevna Budenkova, Liudmila Ivanovna Babaskina, Dmitrii Vladimirovich Babaskin, Irina Iurevna Glazkova, Olga Valerevna Krylova, and Irina Igorevna Galuzina. Methodological recommendations for the implementation of a marketing model of the development process and the formation of professional competencies in higher pharmaceutical education. OFERNIO, January 2022. http://dx.doi.org/10.12731/er0526.17012022.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman, and Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, March 2022. http://dx.doi.org/10.51388/20.500.12265/152.

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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practices that will promote key student, teacher, and system outcomes. The research agenda stands to accelerate the research timeline and stimulate a broad range of research projects addressing these critical needs. To support the collaborative development and activation of the research agenda, we outline an initial logic model for OpenSciEd. The logic model can shape research efforts by clarifying intended relationships among (1) the principles, commitments, and key affordances of OpenSciEd; (2) the components of OpenSciEd and how they are implemented and supported in classrooms, schools, districts, and states; and (3) the desired outcomes of OpenSciEd.
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Zhang, Yongping, Wen Cheng, and Xudong Jia. Enhancement of Multimodal Traffic Safety in High-Quality Transit Areas. Mineta Transportation Institute, February 2021. http://dx.doi.org/10.31979/mti.2021.1920.

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Numerous extant studies are dedicated to enhancing the safety of active transportation modes, but very few studies are devoted to safety analysis surrounding transit stations, which serve as an important modal interface for pedestrians and bicyclists. This study bridges the gap by developing joint models based on the multivariate conditionally autoregressive (MCAR) priors with a distance-oriented neighboring weight matrix. For this purpose, transit-station-centered data in Los Angeles County were used for model development. Feature selection relying on both random forest and correlation analyses was employed, which leads to different covariate inputs to each of the two jointed models, resulting in increased model flexibility. Utilizing an Integrated Nested Laplace Approximation (INLA) algorithm and various evaluation criteria, the results demonstrate that models with a correlation effect between pedestrians and bicyclists perform much better than the models without such an effect. The joint models also aid in identifying significant covariates contributing to the safety of each of the two active transportation modes. The research results can furnish transportation professionals with additional insights to create safer access to transit and thus promote active transportation.
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Wang, Shanshan, Yingjiao Xu, and Hongbo Wang. Development of a 3D Neck Model for Chinese Male Professionals. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1291.

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Mayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, January 2017. http://dx.doi.org/10.53328/mwud6984.

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The Sustainable Development Goal 6 targets are all dependent on capacity development as outlined in SDG 6a “Expand international cooperation and capacity-building support to developing countries in water- and sanitation related activities and programmes “. Massive Open On-line Courses (MOOCs) and distance learning in general have a significant role to play in this expansion. This report examines the role that MOOCs and similar courses could play in capacity development in the water sector. The appearance of MOOCs in 2010/11 led within 4 years to a huge increase in this type of course and in student enrollment. Some problems with student dropout rates, over-estimating the transformational and disruptive nature of MOOCs and uncertain business models remain, but less “massive” MOOCs with more engaged students are overcoming these problems. There are many existing distance learning courses and programmes in the water sector designed to train and/ or educate professionals, operators, graduate and undergraduate students and, to a lesser extent, members of communities dealing with water issues. There are few existing true MOOCs in the water sector. MOOCs could supply significant numbers of qualified practitioners for the water sector. A suite of programmes on water-related topics would allow anyone to try the courses and determine whether they were appropriate and useful. If they were, the students could officially enroll in the course or programme to gain a meaningful qualification or simply to upgrade their qualifications. To make MOOCs more relevant to education and training in the water sector an analysis of the requirements in the sector and the potential demand for such courses is required. Cooperation between institutions preparing MOOCs would be desirable given the substantial time and funding required to produce excellent quality courses. One attractive model for cooperation would be to produce modules on all aspects of water and sanitation dealing with technical, scientific, social, legal and management topics. These should be produced by recognized experts in each field and should be “stand-alone” or complete in themselves. If all modules were made freely available, users or mentors could assemble different MOOCs by linking relevant modules. Then extracts, simplified or less technical versions of the modules could then be used to produce presentations to encourage public participation and for other training purposes. Adaptive learning, where course materials are more tailored to individual students based on their test results and reactions to the material, can be an integral part of MOOCs. MOOCs efficiently provide access to quality courses at low or no cost to students around the world, they enable students to try courses at their convenience, they can be tailored to both professional and technical aspects, and they are very suitable to provide adaptive learning courses. Cooperation between institutions would provide many course modules for the water sector that collectively could provide excellent programmes to address the challenges of capacity development for SDG 6 and other issues within the water sector.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Thompson, John. Development and Analysis of a Model for Change in the Workplace, Using Quasi-Experimentation with Computer Professionals in Northwestern Investor Owned Utilities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1247.

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10

Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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