Gotowe bibliografie tematyczne / Professional development programs

Gotowa bibliografia na temat „Professional development programs”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Professional development programs”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Professional development programs"

&NA;. "PHYSICIANS PROFESSIONAL DEVELOPMENT PROGRAMS". Journal of Ambulatory Care Management 10, nr 2 (maj 1987): 85. http://dx.doi.org/10.1097/00004479-198705000-00013.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Holaday, Bonnie, Kenneth A. Weaver i Linda B. Nilson. "Revisioning Graduate Professional-Development Programs". College Teaching 55, nr 3 (lipiec 2007): 99–103. http://dx.doi.org/10.3200/ctch.55.3.99-103.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Baldwin, Constance D., Latha Chandran i Maryellen E. Gusic. "Building Sustainable Professional Development Programs". Journal of Continuing Education in the Health Professions 37, nr 2 (2017): 106–15. http://dx.doi.org/10.1097/ceh.0000000000000151.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Webster-Wright, Ann. "Reframing Professional Development Through Understanding Authentic Professional Learning". Review of Educational Research 79, nr 2 (czerwiec 2009): 702–39. http://dx.doi.org/10.3102/0034654308330970.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

Nelson, Mattye. "ACRL Professional Development Programs in Atlanta". College & Research Libraries News 52, nr 4 (1.04.1991): 256–58. http://dx.doi.org/10.5860/crln.52.4.256.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Wlodkowski, Raymond J. "Fostering Motivation in Professional Development Programs". New Directions for Adult and Continuing Education 2003, nr 98 (2003): 39–48. http://dx.doi.org/10.1002/ace.98.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Guskey, Thomas R. "Enhancing the Effectiveness of Professional Development Programs". Journal of Educational and Psychological Consultation 2, nr 3 (wrzesień 1991): 239–47. http://dx.doi.org/10.1207/s1532768xjepc0203_3.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Basista, Beth, i Susann Mathews. "Integrated Science and Mathematics Professional Development Programs". School Science and Mathematics 102, nr 7 (listopad 2002): 359–70. http://dx.doi.org/10.1111/j.1949-8594.2002.tb18219.x.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Oliva, Maricela, i Kathleen Staudt. "Programs in Practice: Latino Professional Identity Development". Kappa Delta Pi Record 41, nr 1 (październik 2004): 38–41. http://dx.doi.org/10.1080/00228958.2004.10518810.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Hill, Heather C., Kathleen Lynch, Kathryn E. Gonzalez i Cynthia Pollard. "Professional development that improves STEM outcomes". Phi Delta Kappan 101, nr 5 (27.01.2020): 50–56. http://dx.doi.org/10.1177/0031721720903829.

Pełny tekst źródła

Streszczenie:

How should teachers spend their STEM-focused professional learning time? To answer this question, Heather Hill, Kathleen Lynch, Kathryn Gonzalez, and Cynthia Pollard analyzed a recent wave of rigorous new studies of STEM instructional improvement programs. They found that programs work best when focused on building knowledge teachers can use during instruction. This includes knowledge of the curriculum materials they will use, knowledge of content, and knowledge of how students learn that content. They argue that such learning opportunities improve teachers’ professional knowledge and skill, potentially by supporting teachers in making more informed in-the-moment instructional decisions.

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Rozprawy doktorskie na temat "Professional development programs"

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

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

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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/.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

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.

Pełny tekst źródła

Streszczenie:

Program excellence in Extension is contingent on an Extension educatorÃ¢ÂÂs 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 Ã¢ÂÂSouth Region Excellence in Programming Academy,Ã¢ÂÂ 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 educatorsÃ¢ÂÂ 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 educatorÃ¢ÂÂs 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.

Style APA, Harvard, Vancouver, ISO itp.

Whittaker, Sarah. "Program Evaluation of Project Team and Project Prep, Preservice Interdisciplinary Early Childhood Training Programs". TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/325.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Książki na temat "Professional development programs"

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

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Wischusen, Jeremy. Professional Cairngorm. Indianapolis, IN: Wiley, 2010.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Using story: In higher education and professional development. New York: Routledge, 2010.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Bruney, Alvin. Professional VSTO 2005. New York: John Wiley & Sons, Ltd., 2006.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Professional Visual Studio 2010. Indianapolis, IN: Wiley Pub., 2010.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Części książek na temat "Professional development programs"

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Gerard, Libby, Ou Lydia Liu, Stephanie Corliss, Keisha Varma, Michele Spitulnik i Marcia C. Linn. "Professional Development Programs for Teaching with Visualizations". W 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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Selvi, Ali Fuad, i Megan Madigan Peercy. "Diversity within TESOL Teacher Education Programs". W 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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Lee, Ming, Ronald Cohn, Jodi Cohn i Dan Osterweil. "Performance Assessment in Faculty Development Programs: Value of Action Research in Leadership Training". W 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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Sisselman-Borgia, Amanda, i Thalia MacMillan. "Creating Programs for Professional Development and Academic Programs: Integrating Previous Knowledge and Experience into the Educational Program". W New Directions in Treatment, Education, and Outreach for Mental Health and Addiction, 257–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72778-3_17.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Shamim, Fauzia, i Zakia Sarwar. "Killing Two Birds with One Stone: SPELT’s Professional Development Programs". W Second Language Learning and Teaching, 87–103. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00967-0_7.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Faez, Farahnaz. "Key Considerations in Language Teacher Education Programs Designed to Prepare Multilingual Teachers for Multilingual Classrooms". W Teacher Education and Professional Development in TESOL, 98–109. New York, NY : Routledge, 2016. | Series: Global research on: Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-6.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Professional development programs"

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

Hall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson i Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty". W 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

"Chapter 2. Traditional Agriculture: Programs, People and Professional Development". W 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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Shubin, Sergey. "Bilingual Educational Programs In Professional Development Of University Teachers". W 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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Riabova, Anna. "Culturally Sensitive PedagogyThe Development Of University Based Leadership Programs". W 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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Casto, Mark, Ibrahim Zeid i Claire Duggan. "Development and Implementation of an Engineering Course Guided by Involvement in University-Based Professional Development". W ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64653.

Pełny tekst źródła

Streszczenie:

Amesbury High School is a small suburban district located in the northeastern portion of Massachusetts. Amesbury High School offers a traditional science curriculum (biology, chemistry, and physics) blended with many elective courses. Recently added electives include microbiology, forensics, geology, environmental science, and meteorology to name a few. All of these courses offer students a chance to explore in-depth issues connected to each of these fields with a curriculum designed to address real-life connections, strengthen their problem solving skills, and provide opportunities for application of their knowledge. Based upon review of the Next Generation Science Standards, it became evident a need to offer students a STEM course that was strongly focused on problem-based learning, which bridged math and science content, and offered students a better understanding of the engineering field. In the spring of 2012, a curriculum was written based upon experiences in Northeastern University’s Research Experience for Teachers Program and the CAPSULE Program which are both funded by NSF. Both of these programs offer rich professional development, is focused on engineering-based learning (EBL), have strong connections to University faculty, and provide teachers the opportunity to develop lessons and units that they can directly apply in their classrooms. The CAPSULE program provided extensive training in developing units based upon the engineering design process (EDP), offered intensive training in SolidWorks® (mechanical design software), and provided each of its participants with continued support through classrooms visits and online discussion forums. Based upon participation in these programs, available support through University connections, and a deeper understanding of the field of engineering and the EDP, we anticipate the curriculum developed for our students will lead to a deeper understanding of STEM topics and lead to an increase in enrollment in our science and math classes. I also feel that the potential exists to have CAPSTONE projects become a requirement in the newly developed course. This paper covers the details of the initial offering of the newly-developed course, the changes made for the upcoming school year, and the challenges faced throughout the process of implementation. It also addresses the grant writing successes and failures encountered and how the funding has been used to enhance components of the course. Included in the paper are student reactions and feedback that was considered in revising the course. Lastly, the paper summarizes my involvement in both of these professional development programs and how they are integral to developing leadership skills and confidence within the education profession.

Style APA, Harvard, Vancouver, ISO itp.

Pylypenko, Ihor. "PROFESSIONAL EDUCATION FOR SUSTAINABLE DEVELOPMENT: EXPERIENCE OF ECOLOGISTS EDUCATIONAL PROGRAMS CREATING". W 18th International Multidisciplinary Scientific GeoConference SGEM2018. Stef92 Technology, 2018. http://dx.doi.org/10.5593/sgem2018/5.4/s22.030.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Professional development programs"

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, styczeń 2000. http://dx.doi.org/10.15760/etd.5520.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

O'Neil, Lori Ross, Michael Assante, D. H. Tobey, T. J. Conway, Jr, T. J. Vanderhorst, III, J. Januszewski, R. leo i 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), sierpień 2013. http://dx.doi.org/10.2172/1096692.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Alzahrani, Sarah G., i 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, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-57.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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, styczeń 2000. http://dx.doi.org/10.15760/etd.280.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Pepper, Susan. Feasibility Study of a Interlaboratory Exchange Program for Safeguards Professional Development. Office of Scientific and Technical Information (OSTI), październik 2017. http://dx.doi.org/10.2172/1462389.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, sierpień 2021. http://dx.doi.org/10.21201/2021.7932.

Pełny tekst źródła

Streszczenie:

Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.

Style APA, Harvard, Vancouver, ISO itp.

Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, kwiecień 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

Pełny tekst źródła

Streszczenie:

The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.

Style APA, Harvard, Vancouver, ISO itp.

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!