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

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.

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.

Overcoming the Education Challenge of Poverty in the Mississippi Delta

2011 ◽  
Vol 93 (3) ◽  
pp. 40-43
Author(s):  
Angela S. Rutherford ◽  
Tamara Hillmer ◽  
Ashley Parker
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Mississippi Delta ◽  
Development Program ◽  
Professional Development Program

A literacy-focused professional development program dramatically raises student achievement in a hardscrabble Mississippi town.

scholarly journals Teacher Level Factors and Student Achievement in a Cyber-Enabled Engineering Education Professional Development Program

2019 ◽  
Vol 6 (1) ◽  
pp. 48
Author(s):  
Wei Zakharov ◽  
Johannes Strobel ◽  
Heidi Diefes-Dux
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Engineering Education ◽  
Engineering Design ◽  
Development Program ◽  
Professional Development Program ◽  
Education Professional Development ◽  
Post Test ◽  
Teacher Professional ◽  
The Impact

This study investigates the impact of an elementary engineering education teacher professional development program on student learning. The results show a significant increase in students’ knowledge in science from pre- to post-test as well as in engineering design from grade two to grade four. Further, the study uses multilevel modeling to quantitatively analyze the impact of differences among teachers on the engineering design achievement of their students. Different predictive relationships between demographic and social capital factors at the teacher level and student achievement are identified and implications for educational policymaking and practices are discussed.

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