Relevant bibliographies by topics / Programs of professional development

Academic literature on the topic 'Programs of professional development'

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Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Programs of professional development"

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&NA;. "PHYSICIANS PROFESSIONAL DEVELOPMENT PROGRAMS." Journal of Ambulatory Care Management 10, no. 2 (May 1987): 85. http://dx.doi.org/10.1097/00004479-198705000-00013.

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Holaday, Bonnie, Kenneth A. Weaver, and Linda B. Nilson. "Revisioning Graduate Professional-Development Programs." College Teaching 55, no. 3 (July 2007): 99–103. http://dx.doi.org/10.3200/ctch.55.3.99-103.

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Baldwin, Constance D., Latha Chandran, and Maryellen E. Gusic. "Building Sustainable Professional Development Programs." Journal of Continuing Education in the Health Professions 37, no. 2 (2017): 106–15. http://dx.doi.org/10.1097/ceh.0000000000000151.

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Webster-Wright, Ann. "Reframing Professional Development Through Understanding Authentic Professional Learning." Review of Educational Research 79, no. 2 (June 2009): 702–39. http://dx.doi.org/10.3102/0034654308330970.

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Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.
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Nelson, Mattye. "ACRL Professional Development Programs in Atlanta." College & Research Libraries News 52, no. 4 (April 1, 1991): 256–58. http://dx.doi.org/10.5860/crln.52.4.256.

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Wlodkowski, Raymond J. "Fostering Motivation in Professional Development Programs." New Directions for Adult and Continuing Education 2003, no. 98 (2003): 39–48. http://dx.doi.org/10.1002/ace.98.

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Koikov, Vitaliy. "The Role of Professional Standards in Regulating the Professional Activities of Healthcare Professionals." Journal of Health Development 2, no. 42 (2021): 4–19. http://dx.doi.org/10.32921/2225-9929-2021-2-42-4-19.

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This review is devoted to the analysis of the existing shortcomings in the sectoral qualifications system and the development of suggestions for improving the mechanisms for regulating the professional activities of healthcare professionals in the Republic of Kazakhstan. The main problems in the development of human resources for health care that require a systemic solution include the lack of compliance of training programs and the system of continuous professional development of workers in the industry, a system for assessing professional readiness and admission of health professionals for practical activities to the needs of practical health care, the lack of a clear delineation of the competencies of health professionals by levels qualifications. The above problems are based on the imperfection of the Sectoral Qualifications System due to the absence of the Sectoral Qualifications Framework (covering all professions and professional activities in the health sector) and professional standards (regulating in detail for each qualification level all those labor functions and professional tasks that are necessary for those working in the industry. specialists, as well as the skills, knowledge, and even personal competencies required for this). The implementation of professional standards in the development of educational programs at all levels of education, in the activities of organizations that assess the professional readinesss of healthcare professionals, in the personnel policy of the health system, regions and medical organizations, will ensure that the competencies of graduates of educational programs and specialists working in the health sector correspond to the real needs of practical healthcare. All this will make it possible to achieve greater labor productivity of healthcare professionals, improve the quality of medical and other services provided, reduce the costs of recruiting and enhance the competitiveness of both specialists working in healthcare organizations. Keywords: sectoral qualifications system, professional standards, healthcare professionals
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Guskey, Thomas R. "Enhancing the Effectiveness of Professional Development Programs." Journal of Educational and Psychological Consultation 2, no. 3 (September 1991): 239–47. http://dx.doi.org/10.1207/s1532768xjepc0203_3.

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Basista, Beth, and Susann Mathews. "Integrated Science and Mathematics Professional Development Programs." School Science and Mathematics 102, no. 7 (November 2002): 359–70. http://dx.doi.org/10.1111/j.1949-8594.2002.tb18219.x.

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Oliva, Maricela, and Kathleen Staudt. "Programs in Practice: Latino Professional Identity Development." Kappa Delta Pi Record 41, no. 1 (October 2004): 38–41. http://dx.doi.org/10.1080/00228958.2004.10518810.

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Dissertations / Theses on the topic "Programs of professional development"

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Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.

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This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance of the topic. The online survey and interviews indicated teachers were interested and willing to participate in online professional development when they could choose the topic and the setting in which the learning takes place. An additional motivator was the benefit of collaboration and support provided by the facilitator, both during and after the training. Teachers shared their ability to make connections and to reflect on their own experiences increased when they had the opportunity to work collaboratively with the facilitator to develop and implement a lesson using the new knowledge or skill. Teachers who identified taking relevant district online professional development with collaborative facilitators also reported specific examples of how they implemented skills in their classrooms. Teachers described how the district online professional development helped to improve their students’ learning.

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Morris, LeAnn Martin. "Professional Development for One-to-One Mobile Technology Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5231.

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One-to-one mobile technology integration is the goal of increasing numbers of school districts each year, and many factors exist to consider when measuring success. The research problem for this qualitative study focused on one of the critical components for measuring success: the need for effective teacher professional development. The purpose of this study was to examine (a) principles and practices to facilitate the integration of one-to-one mobile technologies into professional learning experiences, and (b) the perceptions of technology instructional coaches regarding changes in teachers' practice and attitudes following professional development. The conceptual framework included Knowles's theory of andragogy and Koehler and Mishra's TPACK framework. In two rounds, 19 interviews were conducted with 13 technology instructional coaches. Thirteen coaches were interviewed in round one and from that data six high level coaches were identified for a second round of interviews. The data from both interview rounds were analyzed and coded to identify themes and categories. The key findings revealed that effective one-to-one mobile technology integration requires supportive leadership; building culture and relationships; instructional design with standards and frameworks; building collaborative, job-embedded teacher agency; and personalized learning with differentiated delivery. All stakeholders could use the key results to make informed decisions for planning and implementing professional learning opportunities. This study may affect positive social change by enhancing how technology is integrated into teaching and learning through increased teacher engagement in professional learning.
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Mikael, Bahar. "The effects of study abroad programs on teachers' professional development /." Full-text of dissertation on the Internet (708.33 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/mikaelbe/mikaelbe_masters_04-07-2010-1.pdf.

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Gonsalves, Bronte B. (Bronte Blondina). "Teacher Evaluation Processes and Professional Development Programs in Independent Schools." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331778/.

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The purposes of this study were to determine (a) what teacher evaluation processes or instruments are used in the 45 independent schools of the Southwest, (b) what types of professional development activities or programs are provided for teachers in these schools, and (c) how the development and implementation of the teacher evaluation process and professional development programs are perceived by the teaching faculty in selected schools. Questionnaires were administered to chief administrators of the 45 member schools of the Independent Schools Association of the Southwest. From the 28 schools submitting completed questionnaires and evaluation instruments, it was found that: (a) 3 of the schools had a very informal process, (b) 7 of the schools had an informal process, (c) 12 of the schools had a formal process, and (d) 6 of the schools had a very formal process. Four generalizations emerged from factors evident at the 5 schools selected for on-site visitations which should be addressed by independent schools regardless of the type of evaluation process used: (a) each school should develop a teacher evaluation policy; (b) each school should develop evaluation criteria and procedures that relate to each teacher's classification; (c) each school should delineate the specific role of the chief administrator in the evaluation process, and (d) each school should design a program of preferred professional development activities for each teacher's classification and level of the school. Finally, the recommendation was made that further research on teacher evaluation in independent schools include the investigation of how and why schools select a particular teacher evaluation process.
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Dromgoole, Darrell Allen. "A study to determine if in-depth professional development provided to extension educators on program development has an effect on planning, implementing, and evaluating extension educational programs." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5967.

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Program excellence in Extension is contingent on an Extension educator’s ability to identify issues, prioritize these issues, implement educational programs to address these issues and resulting in measurable outcomes, evaluate these issues and utilize the results of these evaluations to redirect educational programs, and utilize these evaluation results as the foundation for program interpretation. The future success of Extension programs is dependent on the capacity of Extension to retain highly qualified Extension educators and the ability of these Extension educators to implement the process of Extension program development. A comprehensive professional development intervention, entitled the “South Region Excellence in Programming Academy,” was designed and implemented from May 2006 to November 2006 to provide early to mid-career Extension educators with comprehensive instruction related to program planning, program implementation and evaluation and interpretation. A Pre-experimental research, One-Group pre-test-post test, involved the administration of a pre-test (O1) to research subjects followed by the Academy (X) and then followed by a post-test (O2) to determine if Extension educators’ knowledge in program development increased as result of participation in the Academy. Extension educators perceive that their proficiency in the Extension program development process increases as a result of their participation in the Academy. Extension educators incorporate principles covered during the Academy and were satisfied with the Academy in terms of providing skills that will enhance their ability to execute the Texas Cooperative Extension Program Development Model. This study showed that as an Extension educator’s knowledge of the program development process increased, and their perception of the elements of program development increased, Extension educators will incorporate the principles of program development covered during the Academy, and Extension educators were satisfied with the Academy. Recommendations are offered to improve future professional development interventions focusing on program planning, implementation, evaluation, and interpretation. The results of this study will contribute to the body of knowledge that will enhance the ability of personnel to provide quality professional development related to program development.
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Whittaker, Sarah. "Program Evaluation of Project Team and Project Prep, Preservice Interdisciplinary Early Childhood Training Programs." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/325.

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A survey of graduates who participated in Project TEAM (School Psychology, Social Work, and Speech/Language Pathology) and Project PREP (Interdisciplinary Early Childhood Education) is presented. Graduates completed coursework, seminars and practica that emphasized knowledge and skills related to working with children in the birth through 5 age group and their families. The survey determined in which competencies graduates indicated they were best and least prepared by the program and which competencies were most and least applicable to their present careers. The survey also determined what teaming models the graduates are currently using and would prefer to use in their careers. Results indicated a general trend towards the interdisciplinary and trans-disciplinary teaming models as those that graduates would prefer to use. The survey also looked at the process of the programs (i.e., participating in seminars with various disciplines, participating in the practica as a team, taking courses with other disciplines, etc.) to determine whether or not participants benefited from the program's overall organization. Results indicated that graduates agreed with the program process.
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Bruner, Carl. "School improvement planning and the development of professional community /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7801.

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Hedgpeth, Pamela S. "Professional development practices for developing principal instructional leadership /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988668.

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Garcia, Arriola Alfonso. "An Examination of the Relationship Between Professional Development Providers' Epistemological and Nature of Science Beliefs and their Professional Development Programs." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3636.

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In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.
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Lindvall, Jannika. "Critical features and impacts of mathematics teacher professional development programs : Comparing and characterizing programs implemented at scale." Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-37298.

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The aim of this thesis is to contribute to the knowledge base on conceptualizations and impacts of teacher professional development (PD) programs. This is done by studying the case of two large-scale teacher PD programs. The first was mandatory for all public elementary school mathematics teachers in a larger Swedish municipality, and the second has been completed by 76% of all elementary school mathematics teachers in Sweden. In the municipality, and during the time frame in which this study was conducted, it was possible to make a comparison between teachers participating in different programs. Data on the programs’ impacts on teachers, instruction, and student achievement were gathered both immediately and one year after the teachers’ participation in one of them. In other words, the context of the study created an opportunity to respond to recent calls for studies that (a) examine the impacts of PD programs implemented on a larger scale, (b) adhere to PD programs’ impacts on teachers, instruction, and student achievement, (c) examine the sustainability of PD programs’ impacts, and (d) attend to variations within and between PD programs’ impacts. The results show that the studied programs are highly similar if characterized according to established research frameworks on what constitutes critical features of teacher PD. At the same time, they demonstrate different impacts, both between the programs and within them. These results suggested an elaboration of two of the five critical features of teacher PD: Content Focus and Coherence. Through the development and application of a more finely grained tool to characterize the programs’ Content Focus, differences between their characteristics were detected. Together with a systematic review of the PD research literature on Coherence, these results formed a basis for discussing plausible reasons for the difference in the programs’ impacts as well as elaborating on the critical features of Content Focus and Coherence. In summary, the thesis contributes: (a) empirical results in relation to large-scale teacher PD programs’ impacts; (b) methodological results in the form of tools for characterizing PD programs’ Content Focus and Coherence; and (c) theoretical results, as it examines established frameworks for characterizing teacher PD programs by using them in practice and, in light of the results, also suggests an elaboration of them.
I denna avhandling har två storskaliga kompetensutvecklingsprogram (KUP) för lärare använts som fall för att bidra till kunskap om kritiska aspekter av sådana program samt deras inverkan på lärare, undervisning och elevresultat. Det första programmet, Räkna med Västerås (RäV), var obligatoriskt för alla kommunala grundskolelärare som undervisade i matematik i kommunen. Det andra programmet, Matematiklyftet, har genomförts av 76 % av alla grundskolelärare i Sverige som undervisar i matematik. Under den tidsperiod som studien genomfördes var det möjligt att göra en jämförelse mellan programmen, då det vid tillfället fanns lärare i kommunen som antingen deltagit i RäV, Matematiklyftet, eller inget program alls. Data gällande programmens inverkan på lärare, undervisning och elevresultat samlades in både direkt och ett år efter lärarnas deltagande. Med andra ord gjorde studiens kontext det möjligt att svara upp mot nyliga uppmaningar om att det behövs fler studier som studerar: (a) inverkan av KUP som genomförts i större skala, (b) KUPs inverkan på lärare, undervisning och elevresultat, (c) KUPs långsiktiga inverkan, och (d) variationen mellan olika KUPs inverkan. Resultaten visar att de studerade programmen är ytterst lika om de karaktäriseras enligt etablerade ramverk om vad som utgör kritiska faktorer av KUP för lärare, samtidigt som de visar på olika inverkan på lärare, undervisning och elevresultat. I ljuset av dessa resultat föreslås en utveckling av två kritiska aspekter gällande KUP för lärare: innehållsfokus och samstämmighet. Genom att utveckla ett mer finkänsligt verktyg för att karaktärisera programmens innehållsfokus upptäcktes också skillnader mellan dem. Tillsammans med en systematisk litteraturöversikt av forskningslitteraturen kring ”samstämmighet” utgjorde dessa resultat en bas för att diskutera möjliga förklaringar till skillnaderna i programmens inverkan, samt en utveckling av de kritiska aspekterna innehållsfokus och samstämmighet. Sammantaget bidrar denna avhandling med: (a) empiriska resultat i förhållande till storskaliga KUPs inverkan, (b) metodologiska resultat i form av verktyg för att karaktärisera KUPs innehållsfokus och samstämmighet, och (c) teoretiska resultat då etablerade ramverk för att karaktärisera KUPs har studerats genom praktisk användning och i ljuset av resultaten föreslås även utvecklingar av dem.
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Books on the topic "Programs of professional development"

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Ward, James G. State programs for funding teacher professional development. Oak Brook, Ill: North Central Regional Educational Laboratory, 1999.

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Association, American Bankers. Bank programs & professional development: Committee member handbook. Washington, DC: The Association, 1996.

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Peter, Wainwright, and Gundavaram Shishir, eds. Professional Perl development. Birmingham, UK: Wrox Press, 2001.

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Fox, Steven. Professional Office Business Application Development. New York: John Wiley & Sons, Ltd., 2008.

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Transforming professional development into student results. Alexandria, Va: ASCD, 2010.

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ERIC Clearinghouse on Higher Education., ed. Higher education leadership: Enhancing skills through professional development programs. College Station, Tex: Association for the Study of Higher Education, 1987.

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Adelson-Goldstein, Jayme. Step forward professional development program. New York: Oxford University Press, 2006.

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Institute, Sandler Sales. President's Club: Professional development program. [Stevenson, Md.]: Sandler Sales Institute, 2000.

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Palladino, Connie D. Focus: A professional development program. Palo Alto, Calif: Consulting Psychologists Press, 1986.

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1967-, Holder Sara. Library collection development for professional programs: Trends and best practices. Hershey PA: Information Science Reference, 2013.

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Book chapters on the topic "Programs of professional development"

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Roth, Jeffrey C., and Terri A. Erbacher. "Developing Effective Professional Development." In Developing Comprehensive School Safety and Mental Health Programs, 307–28. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003150510-21.

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Humayun, Shazia. "Foreign Professional Development Programs in Pakistan." In English Language Teaching: Theory, Research and Pedagogy, 35–54. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7826-4_4.

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Roth, Jeffrey C., and Terri A. Erbacher. "Best Practices in Professional Development." In Developing Comprehensive School Safety and Mental Health Programs, 329–47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003150510-22.

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Gerard, Libby, Ou Lydia Liu, Stephanie Corliss, Keisha Varma, Michele Spitulnik, and Marcia C. Linn. "Professional Development Programs for Teaching with Visualizations." In Emerging Technologies for the Classroom, 63–78. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4696-5_5.

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Selvi, Ali Fuad, and Megan Madigan Peercy. "Diversity within TESOL Teacher Education Programs." In Teacher Education and Professional Development in TESOL, 83–97. New York, NY : Routledge, 2016. | Series: Global research on: Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-5.

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Chu, Marilyn. "Navigating Systems for Equitable, Inclusive and Socially Just Early Childhood Education Programs." In Relationship-Based Early Childhood Professional Development, 145–82. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003034919-5.

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Lee, Ming, Ronald Cohn, Jodi Cohn, and Dan Osterweil. "Performance Assessment in Faculty Development Programs: Value of Action Research in Leadership Training." In Assessing Competence in Professional Performance across Disciplines and Professions, 375–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30064-1_17.

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Gruppen, Larry D. "Intensive Longitudinal Faculty Development Programs." In Faculty Development in the Health Professions, 197–216. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7612-8_10.

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Kedar, Shelley. "Professional Development: Vini, Vidi, Vici? Short-Term Jewish Educators Trips to Israel as Professional-Development Programs." In International Handbooks of Religion and Education, 981–1000. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_54.

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Barabanova, Svetlana V., Mansur Galikhanov, Alla A. Kaybiyaynen, and Darya-Anna A. Kaybiyaynen. "Using Digital Technologies to Implement Advanced Professional Education Programs." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education, 717–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93904-5_71.

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Conference papers on the topic "Programs of professional development"

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Mor, Yishay, Karen Donner-Asscher, and Jimena Pereyra. "Assessment patterns for online professional development." In EuroPLoP '20: European Conference on Pattern Languages of Programs 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3424771.3424794.

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"Professional development program." In 2010 IEEE International Conference on Electro/Information Technology (EIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/eit.2010.5612109.

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KOVALČIKIENĖ, Kristina. "EXTRINSIC REGULATION VS. INTRINSIC MOTIVATION AS PREDICTORS OF PROFESSIONAL CHOICE SATISFACTION IN AGRICULTURE STUDY PROGRAMS." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.094.

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The aim of this study was to investigate the predictive power of different types of academic motivation (especially, extrinsic vs. intrinsic) for students’ satisfaction with their professional choice. The study was conducted at Aleksandras Stulginskis University in Lithuania. 175 first-year students from agriculture study programs completed the Academic Motivation Scale and evaluated their satisfaction with professional choice in a 10-point scale. The results of hierarchical regression analysis revealed that intrinsic motivation has a significant predictive value for professional choice satisfaction of males and females. The results indicated that material external regulation negatively in males sample and social external regulation positively in females’ sample predict higher satisfaction with professional choice. In addition, amotivation is associated with lower satisfaction with professional choice in both cases. Some implications and recommendations for educators regarding dual enrollment programs, Facebook opportunities, and individualized approach are discussed.
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Hall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson, and Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.

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This paper discusses a professional development program in the area of technology integration for teacher education faculty. The program was funded by a Preparing Tomorrow's Teachers This initiative involved one assistant professor of educational technology and five doctoral students as Tech Guides as the professional development team. Twenty-five faculty members who teach methods courses for licensure participated in the program. Each graduate student mentored five faculty members. The design of the professional development relied on the faculty members as professional educators to co-design the program with the professional development team. We discuss some of our insights gained from this three-year initiative and suggest ways in which this and similar programs could be supported and institutionalized in colleges of education.
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"Chapter 2. Traditional Agriculture: Programs, People and Professional Development." In Looking Beneath the Surface of Agricultural Safety and Health. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2003. http://dx.doi.org/10.13031/2013.12253.

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Shubin, Sergey. "Bilingual Educational Programs In Professional Development Of University Teachers." In International Scientific and Practical Conference Education in a Changing World: Global Challenges and National Priorities. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.02.27.

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Al Chibani, Wessam. "THE EFFECT OF PROFESSIONAL GROWTH PROGRAMS ON UNIVERSITY PROFESSORS TEACHING CONCEPTIONS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0024.

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Catalano, Horațiu. "The Impact Of Training Programs In Professional Development Of Teachers- Ascertaning Study." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.9.

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Riabova, Anna. "Culturally Sensitive PedagogyThe Development Of University Based Leadership Programs." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.58.

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Mohammad, Rahman, Agawani Mamdouh, and Hazza Eiman. "Drilling Professional Development Program (DPDP)." In SPE Middle East Oil & Gas Show and Conference. Society of Petroleum Engineers, 2015. http://dx.doi.org/10.2118/172660-ms.

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Reports on the topic "Programs of professional development"

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Garcia Arriola, Alfonso. An Examination of the Relationship Between Professional Development Providers' Epistemological and Nature of Science Beliefs and their Professional Development Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5520.

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Watts, Robert L., and J. A. Barhoum. The New Professional Development Program Handbook. Revision 1. Fort Belvoir, VA: Defense Technical Information Center, November 1989. http://dx.doi.org/10.21236/ada219110.

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O'Neil, Lori Ross, Michael Assante, D. H. Tobey, T. J. Conway, Jr, T. J. Vanderhorst, III, J. Januszewski, R. Leo, and K. Perman. Developing Secure Power Systems Professional Competence: Alignment and Gaps in Workforce Development Programs?Summary Report. Office of Scientific and Technical Information (OSTI), July 2013. http://dx.doi.org/10.2172/1108988.

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O'Neil, Lori Ross, Michael Assante, D. H. Tobey, T. J. Conway, Jr, T. J. Vanderhorst, III, J. Januszewski, R. leo, and K. Perman. Developing Secure Power Systems Professional Competence: Alignment and Gaps in Workforce Development Programs for Phase 2 of the Secure Power Systems Professional project. Office of Scientific and Technical Information (OSTI), August 2013. http://dx.doi.org/10.2172/1096692.

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Schoen, Robert C., Wendy S. Bray, Amanda M. Tazaz, and Charity K. Buntin. A Description of the Cognitively Guided Instruction Professional Development Program in Florida: 2013–2020. Florida State University Libraries, February 2022. http://dx.doi.org/10.33009/fsu.1643828800.

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Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, approximately 2,000 Florida teachers have participated in CGI-based professional development in the past 8 years. This paper describes the core features of the CGI-based PD programs that were implemented in Florida during that time period. We provide this information to help researchers and practitioners to understand the context in which the associated research studies occurred and interpret the available and forthcoming findings related to the impacts of the interventions.
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Pepper, Susan. Feasibility Study of a Interlaboratory Exchange Program for Safeguards Professional Development. Office of Scientific and Technical Information (OSTI), October 2017. http://dx.doi.org/10.2172/1462389.

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Alzahrani, Sarah G., and Joy M. Kozar. Fostering the Professional Development of Saudi Female Students: Implications for Educators in Apparel and Textiles Programs in Saudi Arabia. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-57.

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Campbell, Carol. Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2071.

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Granshaw, Frank. Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.280.

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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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