The Experts below are selected from a list of 737118 Experts worldwide ranked by ideXlab platform
Natasha Wheaton - One of the best experts on this subject based on the ideXlab platform.
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a virtual book club for Professional Development in emergency medicine
Western Journal of Emergency Medicine, 2021Co-Authors: Jaime Jordan, Rebecca A Bavolek, Pamela L Dyne, Chase E Richard, Stephen Villa, Natasha WheatonAbstract:Author(s): Jordan, Jaime; Bavolek, Rebecca A.; Dyne, Pamela L.; Richard, Chase E.; Villa, Stephen; Wheaton, Natasha | Abstract: Introduction: Professional Development is an important component of graduate medical education, but it is unclear how to best deliver this instruction. Book clubs have been used outside of medicine as a Professional Development tool. We sought to create and evaluate a virtual Professional Development book club for emergency medicine interns.Methods: We designed and implemented a virtual Professional Development book club during intern orientation. Afterward, participants completed an evaluative survey consisting of Likert and free-response items. Descriptive statistics were reported. We analyzed free-response data using a thematic approach.Results: Of 15 interns who participated in the book club, 12 (80%) completed the evaluative survey. Most (10/12; 83.3%) agreed or strongly agreed that the book club showed them the importance of Professional Development as a component of residency training and helped them reflect on their own Professional (11/12; 91.7%) and personal Development (11/12; 91.7%). Participants felt the book club contributed to bonding with their peers (9/12; 75%) and engagement with the residency program (9/12; 75%). Our qualitative analysis revealed five major themes regarding how the book club contributed to Professional and personal Development: alignment with Developmental stage; deliberate practice; self-reflection; strategies to address challenges; and communication skills.Conclusion: A virtual book club was feasible to implement. Participants identified multiple ways the book club positively contributed to their Professional Development. These results may inform the Development of other book clubs in graduate medical education.
Randall R Cottrell - One of the best experts on this subject based on the ideXlab platform.
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textbook writing a form of Professional Development
Health Promotion Practice, 2009Co-Authors: James F Mckenzie, Denise M Seabert, Joanna Hayden, Randall R CottrellAbstract:Health educators have an ethical obligation to participate in Professional Development. Such Professional Development can take many different forms including writing textbooks. This article provides a rationale why textbook writing is Professional Development, why Professionals might take on the task of writing a textbook, how the process evolves, and how Professionals who are not quite ready to write a book can prepare to do so in the future.
Laura M Desimone - One of the best experts on this subject based on the ideXlab platform.
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Professional Development in the accountability context building capacity to achieve standards
Educational Psychologist, 2010Co-Authors: Eric D Hochberg, Laura M DesimoneAbstract:For Professional Development to be effective as an accountability policy mechanism, it must address challenges posed by accountability while also building teachers' capacity to change. This article details the role of Professional Development in the accountability system and provides a review of literature on effective Professional Development, discussed in the context of accountability. We set forth a framework for Professional Development that responds to accountability demands and examine trends in Professional Development participation to assess the extent to which Professional Development has grown to reflect this framework. Although participation in sustained, content-focused Professional Development has increased, greater attention to other critical features of Professional Development is necessary to foster instruction and achievement improvements that accountability policy is intended to induce.
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providing effective Professional Development lessons from the eisenhower program
Science Educator, 2003Co-Authors: Andrew C Porter, Laura M Desimone, Michael S Garet, Beatrice BirmanAbstract:Results are presented that show specific management and implementation strategies, such as aligning standards and assessments with Professional Development activities, continuous improvement efforts, and coordination with other funding sources, lead to higher quality Professional Development, as characterized by six identified features of Professional Development. Our country's current education reforms seek to foster high standards for teaching and learning for all children. Such standards are intended to create a fundamental shift in what students learn and how they are taught (National Educational Goals Panel, 1995; Porter, Archibald, & Tyree, 1991; Porter, Smithson, & Osthoff, 1994). The success of such ambitious education reforms hinges, in large part, on the qualifications of teachers. Student learning will be transformed only if high standards are reflected in teachers' classroom practice (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Commission on Teaching & America's Future, 1996). Not surprisingly, teachers' Professional Development has been the single largest investment of most reform initiatives. Unfortunately, much of this investment supports ineffective practices (Cohen, 1990; Cohen, McLaughlin, & Talbert, 1993; Elmore, Peterson, & McCarthy, 1996; Little, 1993; Richardson, 1994; Stiles, Loucks-Horsley, & Hewson, 1996). The work described here identifies specific characteristics that make in-service Professional Development effective, and the strategies school districts can use to provide such effective Professional Development. Findings are based on national probability samples of teachers and Professional Development providers, and a purposeful longitudinal sample of teachers. Results come from a coordinated set of studies designed to evaluate the effectiveness of the federal government's Eisenhower Professional Development Program (Birman et al., 2000; Garet et al., 2001; Desimone, Porter, Garet, Yoon & Birman, in press; Desimone, Porter, Birman, Garet & Yoon, in press). The Eisenhower Professional Development Program, established in 1984 and reauthorized in 1988 and 1994 as Title II of the Elementary and secondary Education Act (ESEA), is the federal government's largest investment solely focused on developing the knowledge and skills of classroom teachers. The Eisenhower program aims to support high-quality Professional Development primarily in mathematics and science. Part B of the Elsenhower program, with a 1999 appropriation of about $335 million, provides funds through state education agencies (SEAs) to school districts, and through state agencies for higher education (SAHEs) to institutions of higher education (IHEs) and nonprofit organizations. The study of Eisenhower Professional Development reported here contributes to our general knowledge about effective Professional Development activities and policies for promoting them for several reasons. First, our sample is generalizable to 93% of U.S. school districts, since at the time of the study, only 7% of districts did not receive Eisenhower funding. Second, the Eisenhower program is a source of funding for Professional Development activities, not a specific approach to Professional Development. The program funds a wide range of activities, including workshops and conferences, study groups, Professional networks and collaboratives, task forces, and peer coaching. Third, activities supported by Eisenhower are often co-funded with other sources-Eisenhower-assisted activities also may receive funding from states, school districts, and other federal programs. Therefore the information in this study about the quality and effects of Eisenhower-assisted activities also applies to Professional Development funded through other sources, at least in mathematics and science. Data During the 1997-98 school year, we conducted telephone interviews with a national probability sample of Eisenhower coordinators in 363 school districts. …
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effects of Professional Development on teachers instruction results from a three year longitudinal study
Educational Evaluation and Policy Analysis, 2002Co-Authors: Laura M Desimone, Kwang Suk Yoon, Andrew C Porter, Michael S Garet, Beatrice F BirmanAbstract:This article examines the effects of Professional Development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ Professional Development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that Professional Development focused on specific instructional practices increases teachers’ use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the Professional Development on teacher’s instruction.
Jaime Jordan - One of the best experts on this subject based on the ideXlab platform.
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a virtual book club for Professional Development in emergency medicine
Western Journal of Emergency Medicine, 2021Co-Authors: Jaime Jordan, Rebecca A Bavolek, Pamela L Dyne, Chase E Richard, Stephen Villa, Natasha WheatonAbstract:Author(s): Jordan, Jaime; Bavolek, Rebecca A.; Dyne, Pamela L.; Richard, Chase E.; Villa, Stephen; Wheaton, Natasha | Abstract: Introduction: Professional Development is an important component of graduate medical education, but it is unclear how to best deliver this instruction. Book clubs have been used outside of medicine as a Professional Development tool. We sought to create and evaluate a virtual Professional Development book club for emergency medicine interns.Methods: We designed and implemented a virtual Professional Development book club during intern orientation. Afterward, participants completed an evaluative survey consisting of Likert and free-response items. Descriptive statistics were reported. We analyzed free-response data using a thematic approach.Results: Of 15 interns who participated in the book club, 12 (80%) completed the evaluative survey. Most (10/12; 83.3%) agreed or strongly agreed that the book club showed them the importance of Professional Development as a component of residency training and helped them reflect on their own Professional (11/12; 91.7%) and personal Development (11/12; 91.7%). Participants felt the book club contributed to bonding with their peers (9/12; 75%) and engagement with the residency program (9/12; 75%). Our qualitative analysis revealed five major themes regarding how the book club contributed to Professional and personal Development: alignment with Developmental stage; deliberate practice; self-reflection; strategies to address challenges; and communication skills.Conclusion: A virtual book club was feasible to implement. Participants identified multiple ways the book club positively contributed to their Professional Development. These results may inform the Development of other book clubs in graduate medical education.
Tran Le Huu Nghia - One of the best experts on this subject based on the ideXlab platform.
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Leadership in international education: leaders’ Professional Development needs and tensions
Higher Education, 2020Co-Authors: Ly Thi Tran, Tran Le Huu NghiaAbstract:This paper explores the Professional Development needs of leaders in response to emergent demands for leadership and competing pressures within the changing landscape of Australian international education. Framed within Bourdieu’s concepts of field and habitus, this study addresses five dimensions of Professional Development needs reported by leaders in international education: understanding of and skills to work across cultural differences, knowledge of and expertise to respond to policy changes and emergent trends, leadership and management skills targeted for internationalisation, networking and relationship management skills to work with increasingly diverse and ‘non-traditional’ stakeholders and research skills. However, the social field in which these leaders are functioning is causing tensions for their continuing Professional Development, including existing institutional governance and structures, financial constraints and the institutional culture that has not put internationalisation on the top of institutional Development agenda. The study indicates a critical need for tackling obstacles and supporting sustainable situated Professional learning for these leaders so as to enhance their capacities and impact as key players in international education. This study provides empirical and theoretical insights for institutions involved in international education to build effective policies and practices for enhancing Professional Development for the sustainable international education leadership.
