Projects: Building Regional Capacity

2000 ◽  
Vol 93 (6) ◽  
pp. 536-538
Author(s):  
Peggy Kasten
Keyword(s):  
Professional Development ◽  
New England ◽  
Mathematics Teachers ◽  
Department Heads ◽  
Education Development ◽  
University Of Massachusetts ◽  
The University ◽  
Quality Professional Development ◽  
Development Center ◽  
Eastern Massachusetts

Building Regional Capacity (BRC) is an NSF-funded professional development institute for grades 7—12 mathematics teachers, department heads, mathematics coordinators, and other present or future teacher leaders from around New England. Its chief focus is leadership in designing and delivering quality professional development. BRC was developed at the Education Development Center (EDC) and is a collaboration among EDC, the University of Massachusetts Lowell (UMass Lowell), and the Eastern Massachusetts Association of Mathematics Department Heads.

Algebraic Thinking: A Theme for Professional Development

1997 ◽  
Vol 90 (2) ◽  
pp. 150-154
Author(s):  
Faye Ruopp ◽  
Al Cuoco ◽  
Sue M. Rasala ◽  
M. Grace Kelemanik
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Algebraic Thinking ◽  
Education Development ◽  
National Science ◽  
Development Center

Education Development Center (EDC), Incorporated, with support from the National Science Foundation (ESI-9253322), created a professionaldevelopment program for mathematics teachers, Teachers Time and Transformations (TTT), with algebraic thinking as its content focus.

Measuring digital professional development: analytics for the use of web and social media

2015 ◽  
Vol 7 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Jason Rhode ◽  
Stephanie Richter ◽  
Peter Gowen ◽  
Murali Krishnamurthi
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Faculty Development ◽  
Online Resources ◽  
Faculty Professional Development ◽  
Content Type ◽  
Online Resource ◽  
The University ◽  
Development Center ◽  
Faculty Development Centers

Purpose – As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources. Design/methodology/approach – The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools. Findings – Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics. Practical implications – As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes. Originality/value – Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.

scholarly journals Surgery in Hemophilia

1977 ◽  
Author(s):  
Seymour Zimbler
Keyword(s):  
New England ◽  
Medical Center ◽  
Factor Ix ◽  
Entire Treatment Period ◽  
Tunnel Syndrome ◽  
Total Knee ◽  
Factor Ix Deficiency ◽  
University Of Massachusetts ◽  
The University ◽  
Entire Treatment

The result of followup evaluation on the treatment of 110 Hemophiliacs followed within a comprehensive Hemophilia Clinic through the Tufts New England Medical Center and Memorial Hospital in Worcester, as well as the University of Massachusetts in Worcester, Massachusetts. A larger total of 300 Hemophiliac patients of all types have been followed.40 patients or more have undergone surgical procedures on various joints during the past 7 years. The results of these operations have been reviewed and guidelines are presented regarding their treatment. Breakdown of operative procedures include synovectomy of the knee 7, total knee arthroplasty, 5. Also included are arthrodeses of the knee, ankle, and subtalar joints as well as the elbow. Soft tissue procedures such as heel cord lengthening, decompression of carpal tunnel syndrome, excision of pseudo tumor are also included. Arthroplasty and synovectomy require 3 weeks or more of active treatment with levels of Factor VIII maintained at 50% for the entire treatment period. Those individuals treated by arthrodesis or simpler procedures require infusions for 10 days to 2 weeks. Factor IX deficiency patients require levels of 30-50% for their entire treatment program.

Promising Research, Programs, and Projects: Algebraic Thinking: A Professional-Development Theme

1997 ◽  
Vol 3 (6) ◽  
pp. 326-329
Author(s):  
Faye Nisonoff Ruopp ◽  
Al Cuoco ◽  
Sue M. Rasala ◽  
M. Grace Kelemanik
Keyword(s):  
Professional Development ◽  
School Districts ◽  
High School Teachers ◽  
Development Program ◽  
Algebraic Thinking ◽  
School Teachers ◽  
Education Development ◽  
School Day ◽  
K 12 ◽  
Development Center

Over a thirty-six month period beginning September 1992, teams of two elementary, two middle, and two high school teachers from each of seven school districts attended a series of biweekly seminars at Education Development Center (EDC). The seminars, called Teachers, Time and Transformations (TTT), were held during the school day as part of a professional-development program for K–12 mathematics teachers.

scholarly journals EVALUATION OF NEW APPLE CULTIVARS IN MASSACHUSETTS

HortScience ◽  
1993 ◽  
Vol 28 (4) ◽  
pp. 254D-254
Author(s):  
Duane W. Greene ◽  
Wesley R. Autio
Keyword(s):  
New York ◽  
New England ◽  
General Increase ◽  
Breeding Programs ◽  
The World ◽  
Apple Cultivars ◽  
University Of Massachusetts ◽  
The University ◽  
Horticultural Research ◽  
New Cultivars

There is a general increase in interest in planting new apple cultivars. The loss of daminozide has provided an additional stimulus for growers in New England to find an alternative to McIntosh. Promising new apple cultivars have been identified from around the world and from breeding programs in Arkansas, British Columbia, New York, New Jersey and the PRI Program. Trees were propagated and planted in a cultivar evaluation block at the University of Massachusetts Horticultural Research Center. In 1992 we evaluated over 80 new cultivars. Fruit assessment consisted of laboratory analysis and visual and sensory evaluation. All cultivar were given an overall rating, and several were identified as being worthy of further evaluation. These apple cultivars include: Arlet, BC 9P 14-32, BC 8M 15-10, BC 17-30, Ginger Gold, Honeycrisp, Kinsei, NJ 55, NY 75414-1, and Sansa.

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