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Published: 4 June 2021
Last updated: 25 April 2022

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1

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

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2

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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3

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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4

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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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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11

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

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12

Hassel, Emily. Professional development: Learning from the best : a toolkit for schools and districts based on the National Awards Program for Model Professional Development. Oak Brook, Ill: North Central Regional Educational Laboratory, 1999.

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13

(Organization), WestEd. Teachers who learn, kids who achieve: A look at schools with model professional development. San Francisco, CA: WestEd, 2000.

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14

Brown, Rosemary M. Managing personal and professional development for women in higher education: A model for positive action. Sheffield: UCoSDA, 1996.

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15

A legislative history: The development of the ABA model rules of professional conduct, 1982-2013. Chicago, Illinois: American Bar Association, Center for Professional Responsibility, 2013.

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16

Wendy, Wagner, ed. Leadership for a better world: Understanding the social change model of leadership development. San Francisco: Jossey-Bass, 2009.

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17

Heilmann, Christian. Beginning JavaScript with DOM scripting and Ajax: From novice to professional. Berkeley, CA: Apress, 2006.

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18

Evtikhov, Oleg. Manager leadership development. ru: INFRA-M Academic Publishing LLC., 2014. http://dx.doi.org/10.12737/3676.

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The monograph is devoted to a problem of development of leader potential of the head in the context of increase of efficiency of its professional activity as organizational leader. In it(her) foreign and domestic theories of leadership are consistently considered, structural components of leader potential are analyzed, the author´s social and psychological model of development of leader potential of the head is described. Research is addressed to psychologists, teachers and heads.
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19

Uruntaeva, Galina, and Ekaterina Gosheva. Psychology of cognition preschooler in professional and pedagogical activity of the teacher. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1074084.

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The monograph is devoted to analysis of professional and pedagogical activity of educator of preschool educational organizations in the aspect of cognition of preschool children. Describes the conceptual presentation of these activities, including structural-functional model of the activities to knowledge and activities for analysis of its process and results in order to assess its effectiveness. In accordance with the business model for knowledge of child the proposed system of professional training of future educators for its development in the learning process at the University, partly experimentally tested. Intended for researchers, professional and pedagogical activity of the teacher of preschool educational institutions, teachers and practitioners of preschool education and teachers and students of psychological and pedagogical universities.
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20

Makarova, Svetlana, and Semen Reznik. Undergraduates of the Russian University: management of social behavior and professional training. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1137904.

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The textbook discusses the main approaches to the formation of the conceptual foundations of the social state, which in modern conditions ensure the consolidation of the model of the modern state, focused on the consistent development and implementation of social projects, and effective social policy. Special attention is paid to the consideration of socio-anthropological and value-normative approaches that provide a more complete study of the features of the formation of the social character of the state, along with formal and legal ones. Special attention is paid to the formation of competencies necessary for the activities of employees of social institutions, state and municipal employees, volunteers and other participants of public associations.
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21

Models and approaches to STEM professional development. Arlington, Virginia: NSTA Press, National Science Teachers Association, 2014.

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22

Joyce, Bruce R. Models of professional development: A celebration of educators. Thousand Oaks, Calif: Corwin Press, 2010.

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23

Mazo, Aleksandr, and Konstantin Potashev. The superelements. Modeling of oil fields development. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1043236.

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This monograph presents the basics of super-element modeling method of two-phase fluid flows occurring during the development of oil reservoir. The simulation is performed in two stages to reduce the spatial and temporal scales of the studied processes. In the first stage of modeling of development of oil deposits built long-term (for decades) the model of the global dynamics of the flooding on the super-element computational grid with a step equal to the average distance between wells (200-500 m). Local filtration flow, caused by the action of geological and technical methods of stimulation, are modeled in the second stage using a special mathematical models using computational grids with high resolution detail for the space of from 0.1 to 10 m and time — from 102 to 105 C. The results of application of the presented models to the solution of practical tasks of development of oil reservoir. Special attention is paid to the issue of value transfer in filtration-capacitive properties of the reservoir, with a detailed grid of the geological model on the larger grid reservoir models. Designed for professionals in the field of mathematical and numerical modeling of fluid flows occurring during the development of oil fields and using traditional commercial software packages, as well as developing their own software. May be of interest to undergraduate and graduate students studying in areas such as "Mechanics and mathematical modeling", "Applied mathematics", "Oil and gas".
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24

Emily, Calhoun, ed. Models of professional development: A celebration of educators; A Joint publication with the National Staff Development Council. Thousand Oaks, Calif: Corwin Press, 2010.

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25

Sergeeva, Valentina. Design of innovative technologies and modeling in the educational process of the University. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1085370.

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Textbook designed to assist teachers of higher and secondary professional educational institutions. Revealed the foundations of innovative development of pedagogical education, the peculiarities of the project-organizational functions of the academic staff of the University, presented the specifics of the model design and technology innovative research activities in the educational process. It will be useful to undergraduates, graduate students, assistants, teachers and lecturers in the implementation of project and research activities with students.
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26

Sommer, Axel. Managing Green Business Model Transformations. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.

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27

Zakas, Nicholas C. Professional Ajax. New York: John Wiley & Sons, Ltd., 2007.

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28

Zakas, Nicholas C. Professional Ajax. 2nd ed. Indianapolis, IN: Wiley Technical Pub., 2007.

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29

Zakas, Nicholas C., Jeremy McPeak, and Joe Fawcett. Professional Ajax. 2nd ed. Indianapolis, USA: Wrox, 2007.

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30

Zakas, Nicholas C. Professional Ajax. New York: John Wiley & Sons, Ltd., 2007.

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31

Zakas, Nicholas C. Professional Ajax. Indianapolis, IN: Wiley Technology Pub., 2006.

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32

Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.

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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.
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33

Helge, Ronnestad Michael, ed. The evolving professional self: Stages and themes in therapist and counselor development. Chichester: J. Wiley, 1992.

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34

Tony, Donk, ed. Models of teaching: Connecting student learning with standards. Thousand Oaks: Sage Publications, 2007.

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35

Dell'Olio, Jeanine M. Models of teaching: Connecting student learning with standards. Thousand Oaks: Sage Publications, 2007.

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36

Kozhevina, Ol'ga, and Natal'ya Salienko. Strategic change management. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1045608.

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The textbook is developed on the basis of competence-based and interdisciplinary approaches, contains theoretical foundations for the formation, change, development and improvement of organization management systems in a dynamic environment, as well as methodological aspects of the development and practical implementation of strategic changes. The publication examines the features of strategic changes, the technology of change management, reflects the models and principles of organizational changes, defines the prerequisites for the development of scenarios for the development of the organization, factors, conditions and mechanisms for the implementation of the change management strategy in the organization. The publication fully complies with the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying in the areas of training 38.03.02 "Management", 38.03.03 "Personnel Management", 38.03.04 "State and municipal management". It will also be useful for students of MBA programs, advanced training courses and professional training of managerial personnel, senior students of economic specialties of universities, graduate students, teachers, practitioners and anyone interested in the problems of effective development of organizations based on the approach of organizational change.
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37

Titova, Elena. The ideology of old believers ' entrepreneurship in the XVIII — early XX centuries. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/21033.

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The old believer entrepreneurship as a holistic socio-economic phenomenon in the history of Russia as a direction of social and economic thought still never found another proper scientific reflection, despite his advanced age of almost 350 years. Such a long period of existence makes to refer back to the question and think about the reasons for the emergence of old belief as a socio-economic phenomenon, its development, role in the spiritual and economic life of the country, that forces him to live and to survive. Undoubtedly, a special vitality to the old believers, the value of his spiritual and economic heritage by the fact that it was able to impose its own model of management, based on the Russian corporate spirit, ideals of the community, "households" moral and ethical standards of doing business. The publication can be useful for students and professionals.
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38

Educational Resources Information Center (U.S.), ed. Model professional development programs win recognition. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1999.

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39

Professional Contracting Certification: An Examination and Model Development. Storming Media, 1999.

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40

How Teachers Learn Best, An Ongoing Professional Development Model. ScarecrowEducation, 2003.

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41

United States. Office of Educational Research and Improvement., ed. National Awards Program For Model Professional Development, January 15, 1998. [S.l: s.n., 1997.

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42

Vogt, MaryEllen, Deborah J. Short, and Jana Echevarria. Implementing the SIOP Model Through Effective Professional Development and Coaching. Allyn & Bacon, 2007.

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43

E, Neapolitan Jane, ed. Traditions, standards & transformations: A model for professional development school networks. New York: P. Lang, 2004.

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44

Arnold, Gary John. A model for the design of technical corporate professional development programs. 1986.

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45

(Editor), Jane E. Neapolitan, T. D. Proffitt (Editor), Cheryl L. Wittmann (Editor), and Terry R. Berkeley (Editor), eds. Traditions, Standards, and Transformations: A Model for Professional Development School Networks. Peter Lang Publishing, 2004.

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46

Rodrigues, Susan. A Model Of Teacher Professional Development: The Partnership In Primary Science Project. Nova Science Publishers, 2005.

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47

Marbach-Ad, Gili, Laura C. Egan, and Katerina V. Thompson. A Discipline-Based Teaching and Learning Center: A Model for Professional Development. Springer, 2016.

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48

Promoting Intentional Teaching: The Learn Professional Development Model for Early Childhood Educators. Brookes Publishing, 2018.

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49

Miller, Lucille Marie. Professional development in a large school district: An application of Guskey's model. 2006.

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50

Marbach-Ad, Gili, Laura C. Egan, and Katerina V. Thompson. A Discipline-Based Teaching and Learning Center: A Model for Professional Development. Springer, 2015.

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