scholarly journals Board 67: A Multidisciplinary Professional Development Program that Shifts Faculty Attitudes and Practice Toward Evidence-Based Instructional Strategies (EBIS) for Teaching and Learning

2020 ◽  
Author(s):  
Stephen Krause ◽  
Eugene Judson ◽  
Keith Hjelmstad ◽  
James Middleton ◽  
Robert Culbertson ◽  
...  
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Development Program ◽  
Faculty Attitudes ◽  
Professional Development Program ◽  
Evidence Based

scholarly journals Preparing In-Service Teacher Using Dynamic Geometry Software

2018 ◽  
Vol 7 (4.30) ◽  
pp. 367
Author(s):  
Fariz Setyawan ◽  
Yosep Dwi Kristanto ◽  
Naufal Ishartono
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Development Program ◽  
Dynamic Geometry Software ◽  
Professional Development Program ◽  
Skills Transfer ◽  
Teachers Perceptions ◽  
Use Of Technology

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

Evaluation of a professional development course on research methods for healthcare professionals

2020 ◽  
pp. 084047042096017
Author(s):  
Olusegun Famure ◽  
Benedict Batoy ◽  
Michelle Minkovich ◽  
Imindu Liyanage ◽  
S. Joseph Kim
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Research Methods ◽  
Patient Outcomes ◽  
Healthcare Professionals ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based ◽  
Development Course

Healthcare is constantly evolving and thus requires lifelong learning. Evidence-based learning has been shown to lead to better patient outcomes, yet many healthcare professionals report gaps in their research abilities. We sought to evaluate the efficacy of a professional development program in addressing identified gaps.

scholarly journals The Master Teacher Program: Professional Development for College Teachers

2009 ◽  
Vol 2 (2) ◽  
pp. 225-241 ◽  
Author(s):  
Susan Kerwin-Boudreau
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Development Program ◽  
Professional Development Program ◽  
Master Teacher ◽  
College Teachers ◽  
Structured Interviews ◽  
Learner Centered ◽  
Teachers Perspectives

In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.

scholarly journals Developing teaching responsiveness to children’s inquiry in science: A case study of professional development for pre-school teachers

2013 ◽  
Vol 9 (1) ◽  
pp. 66-81 ◽  
Author(s):  
Loucas T. Louca ◽  
Dora Tzialli ◽  
Thea Skoulia ◽  
Constantinos P. Constantinou
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Scientific Inquiry ◽  
Science Classroom ◽  
Development Program ◽  
Teaching Science ◽  
Professional Development Program ◽  
School Teachers ◽  
Teacher Responsiveness

Supporting inquiry in the science classroom is challenging work, demanding that teachers utilize abilities for addressing and responding to children’s inquiry. These abilities include, (a) knowledge of the various forms of in-class scientific inquiry; (b) abilities for evaluating elements of children’s inquiry which teachers identify; and (c) a repertoire of instructional strategies, from which to choose in order to respond to children’s in-class inquiry. Developing these abilities depends largely on teachers’ preparation and subsequent professional development (PD) in teaching science.  Our purpose in this paper is to describe the design of a professional development program (PDP) for pre-school teachers in Cyprus, seeking to help them develop teacher responsiveness to children’s inquiry. We draw on data from an implementation of this PDP to illustrate how teachers have begun developing their sensitivity towards children’s in-class inquiry and building a repertoire of responses.

Application of an Evidence-Based Early Intervention Model for Children With ASD in Mainstream Early Childhood Education and Care Settings via a Targeted Professional Development Program

2021 ◽  
pp. 1-15
Author(s):  
Elizabeth Aylward ◽  
Cathrine Neilsen-Hewett
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based ◽  
Childhood Education ◽  
Children With Asd ◽  
Education And Care ◽  
Targeted Professional Development

Abstract Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism spectrum disorder (ASD), in particular, face significant challenges in ECEC settings, their educators continually seeking solutions for greater support. Given the escalating demand on mainstream ECEC settings to include these children, it was important to identify the specific supports needed by educators to achieve this with confidence and competence. This study investigated the outcomes of applying an evidence-based model of intervention to mainstream services via a targeted professional development program. Results of the study found that the benefits of engagement with mainstream ECEC settings extended beyond child outcomes to educators who were supported to develop the knowledge, understanding, and strategies to engage and teach children with ASD and manage their behaviours.

scholarly journals Examining Effects of an Evidence-Based Professional Development Program on Student Achievement

2020 ◽  
Author(s):  
Lydia Ross ◽  
Kristi Glassmeyer ◽  
Claire Honeycutt ◽  
Eugene Judson ◽  
Stephen Krause ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Development Program ◽  
Professional Development Program ◽  
Evidence Based
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