Showing papers on "Professional development published in 1980"
Journal Article•
TL;DR: The 1980s will be the decade of staff develop ment just as the 1960s and 1970s were the decades of curriculum development as mentioned in this paper, and the Rand Corporation report on federally supported programs for educational change points out that if schools are to install our improved plans, and perhaps even to survive, the 1980s must be the staff development period, and that the innovative projects that made lasting difference in schools emphasized con-te, teacher-specified, extended inservice education.
Abstract: The 1980s will be the decade of staff develop ment just as the 1960s and 1970s were the decades of curriculum development. We have an abundance of curriculum and instructional plans; we now need to put them into operation in our schools. The Rand Corporation report on federally supported programs for educational change points out that if schools are to install our improved plans, and perhaps even to survive, the 1980s must be the decade of staff devel opment. In their study, the innovative projects that made a lasting difference in schools emphasized con crete, teacher-specified, extended inservice education. 1 However, inservice teacher training, as it is now constituted, is the slum of American education. It is disadvantaged, poverty-stricken, neglected, and has little effect.2 Most staff development programs are irrelevant and ineffective, a waste of time and money. Disjointed workshops and courses focus on informa tion dissemination rather than stressing the use of information or appropriate practice in the classroom. Seldom are these programs part of a comprehensive plan to achieve goals set by the school staff. While at least 80 percent of most school district budgets is allocated to personnel, we earmark inade quate funds for inservice training and staff develop ment activities. We would never let our equipment and buildings become obsolete and nonfunctional by
139 citations
TL;DR: “The mentoring relationship provides mutual benefit and enrichment to the students.”
Abstract: “The mentoring relationship provides mutual benefit and enrichment.”
76 citations
01 Jan 1980
TL;DR: Published in 2005, "World Yearbook of Education 1980" is an important contribution to the Major Works Series.
Abstract: Published in 2005, "World Yearbook of Education 1980" is an important contribution to the Major Works Series.
59 citations
TL;DR: In this paper, the authors identify three types of managerial behaviors according to the time interval over which they are learned and performed and the specificity with which they can be described, and a phased approach to skill training is proposed.
Abstract: By distinguishing among managerial behaviors according to the time interval over which they are learned and performed and the specificity with which they can be described, three types of skills are identified, and a phased approach to skill training is proposed.
58 citations
TL;DR: In this article, psychological states and staff development in teacher development are discussed. Theory Into Practice: Vol. 19, Teacher Development, pp. 248-255. And the authors propose a methodology for teacher development.
Abstract: (1980). Psychological states and staff development. Theory Into Practice: Vol. 19, Teacher Development, pp. 248-255.
45 citations
01 Jan 1980
TL;DR: Action research has been used to improve staff development and training in the field of public administration and has been applied to other human services areas, such as education, mental health, and community psychology as discussed by the authors.
Abstract: Publisher Summary Action research has been associated with private industry and schools of business administration. In recent years, this approach has been applied to the public sector as well. Action research has been used to improve staff development and training in the field of public administration and has been applied to other human services areas, such as education, mental health, and community psychology. Although action research focuses on the study of social problems, practitioners rather than researchers assume the responsibility for solving such problems. This is because the delivery of human services has fallen to professional practitioners in such fields as social work, education, public health, working in schools, clinics, welfare agencies, hospitals and residential care facilities, and other human service settings. Researchers can assist client systems by providing them with valid and useful information, whereas client systems facilitate researchers' access to settings where pressing social and organizational problems can be studied.
43 citations
TL;DR: The authors used research on teaching for the improvement of classroom practice, and used theory into practice as a method to improve classroom practice in the context of teacher development, and achieved good results.
Abstract: (1980). Using research on teaching for the improvement of classroom practice. Theory Into Practice: Vol. 19, Teacher Development, pp. 302-308.
Journal Article•
TL;DR: Asking teachers what inservice they want may not produce an accurate assessment of needs as discussed by the authors, since planners of staff development programs and persons conducting research on staff development may wrongly assume that statements of needs made by teachers are their needs rather than symptoms of needs that must be diagnosed more completely.
Abstract: Asking teachers what inservice they want may not produce an accurate assessment of needs. The literature on inservice education almost al ways recommends a thorough assessment of teacher needs before staff development efforts. The need for doing this has been well established, but planners of staff development programs and persons conducting research on staff development may wrongly assume that statements of needs made by teachers are their needs rather than symptoms of needs that must be diagnosed more completely. Questions about the validity of self-perceptions as measures of needs have been raised by others, such as Moburg, who advised that \". . . research be con ducted which compares the self-perceived instruc tional needs of teachers with a needs assessment ob tained through other means.\" 1 Moburg's recommen dation was the basis for the primary question ad dressed in this report, which is:
Dissertation•
01 Aug 1980
TL;DR: In this paper, the authors describe the perceptions of faculty development programs by two groups of full-time community college faculty members (arts and sciences instructors and vocational-technical instructors) and find that the faculty development program is related to the reward system.
Abstract: The purpose of this study is to describe the perceptions of faculty development programs by two groups of full-time community college faculty members—arts and sciences instructors and vocational-technical instructors. To guide the development of this study, the following research questions were formulated. 1. Do organized faculty development programs have the same impression on the arts and sciences faculty members as on the vocational-technical members? 2. What specific effects do these faculty members believe that faculty development programs have had on instructional strategies, related faculty activities and professional attitudes? 3. To what extent do these faculty members perceive that the faculty development program is related to the reward system? 4. To what degree do faculty members perceive that institutional or departmental innovations have resulted from faculty development programs. What types of innovations have occurred, and what types should occur?
TL;DR: Olivell and Henson as discussed by the authors described an effective teacher as one who was able to identify the skills which able teachers must possess, and established training programs to preserve these skills.
Abstract: Peter F. Oliva Florida International University Kenneth T. Henson Texas A&M University Continuing efforts have been made over the years to describe the attitudes of an effective teacher, to delineate the teaching act, or to identify the skills which able teachers must possess. The presumption is that once the necessary skills have been identified, training programs may be established by the professional education institutions so that preservice teachers may achieve these skills. Earlier attempts to describe an effective teacher concentrated on the teacher's behavior or performance as opposed to the competencies students were expected to demonstrate. The former approach to analysis of teaching was through examining what an effective teacher is rather than what an effective teacher does. Peter F. Oliva described an effective teacher as one who:
TL;DR: A research study in which a representative sample of nursing educators and nursing service personnel provide their perceptions in regard to what psychomotor tasks baccalaureate graduates should be able to perform when they arrive on the doorsteps of practice settings.
Abstract: What psychomotor tasks should baccalaureate graduates be able to perform when they arrive on the doorsteps of practice settings? This article describes a research study in which a representative sample of nursing educators and nursing service personnel provide their perceptions in regard to that question. The content offers a clear view of the expectations of both groups, emphasizes the need for dialogue on this topic between educational service, and raises important issues for nursing administrators regarding the role of staff development and the transition of new graduates to the work setting.
01 Nov 1980
TL;DR: Havighurst as discussed by the authors employed social and behavioral sciences to project major changes in the coming two decades that will be of greatest consequence for counselors. But, their focus was on counseling youth, specifically the early adolescent and the new college student.
Abstract: Recent discoveries in the social and behavioral sciences are employed in this article to project major changes in the coming two decades that will be of greatest consequence for counselors. Socioeconomic, sociocultural, and demographic factors are examined and their implications for counselors are explicated. Counseling is also considered in relation to life-span development, through the time of late adulthood. Havighurst relates developmental knowledge to counseling youth, specifically the early adolescent and the new college student.
TL;DR: In this paper, it is argued that the programs that are accredited for providing professional training have little demonstrated relationship with the proficiencies that they are supposed to develop, and the certification or licensing of professionals, whether based on examinations or the receipt of training in accredited programs, is also being questioned as a procedure for assuring that professionals are qualified in their fields.
Abstract: During the last decade, many traditional aspects of our educational system and its preparation of professionals have been challenged (Smith, 1975). To a large degree, it is argued that the programs that are accredited for providing professional training have little demonstrated relationship with the proficiencies that they are supposed to develop (Jacobs, 1976). Moreover, the certification or licensing of professionals, whether based on examinations or the receipt of training in accredited programs, is also being questioned as a procedure for assuring that professionals are qualified in their fields.1
Journal Article•
Journal Article•
TL;DR: In this article, Smith's pro posal for an education organiza tion coalition to reorganize and extend the teacher education knowledge base is only a limited step, and coalitions already exist: The Associated Organization for Professional Education has been in the community for a gener ation; the National Council for David Imig
Abstract: sional staff members over the relevance of federal support for schools, colleges, and depart ments of education; and legis lators attempt to abandon past commitments to college-based teacher education programs. With the growing interest in competency testing for recent college graduates entering the teaching force, and with national news media giving greater and greater attention to the dif ficulties of practicing teachers, it is in the public's interest to pay close attention to Smith's recom mendations. Unfortunately, Smith's pro posal for an education organiza tion coalition to reorganize and extend the teacher education knowledge base is only a limited step. Coalitions already exist: The Associated Organization for Professional Education has been in the community for a gener ation; the National Council for David Imig
TL;DR: In this article, the authors describe the main features of the course, examine some of the demands that it makes, and explore the applicability of its concepts to other areas of higher education.
Abstract: No matter how participative a course might be in its conduct, it is normal for the aims to be specified by staff for students, the programme to be planned by staff for students and particularly for the assessment to be one way—of students by staff. It is possible for courses to be established on a different basis, and it is especially necessary when one is dealing with professional education.
This paper focuses on an example of a course which is designed jointly by staff and students: the science education component of a post-experience Graduate Diploma in Science Education at the Western Australian Institute of Technology. In keeping with the philosophy of the course this paper has been prepared by the staff member concerned (D J Boud) and one of the students (M T Prosser).
A collaboratively designed course cannot be undertaken lightly for not only does it violate some of the norms of teaching in higher education as we know it, but it also places peculiar demands on both staff and students. These are both of an interpersonal, group interaction kind and of a strucutural, organizational type. The aim of this paper is to describe the main features of the course, to examine some of the demands that it makes, and to explore the applicability of its concepts to other areas of higher education.
01 Jan 1980
TL;DR: Changes in the interns' professional identity including expectations of self and others are described and seen as a goal of the experience and danger signals of poor professional development are outlined.
Abstract: Advocates of the psychiatry internship believe the experience fosters professinal maturity. The authors examined the maturing process of 10 psychiatry residents during their internship year. Changes in the interns' professional identity including expectations of self and others are described and seen as a goal of the experience. The authors outline danger signals of poor professional development and suggest interventions to help interns resolve conflicts.
TL;DR: A broad definition of restoring, or enhancing social func clinical work encompassing a variety of transactions that in specific approaches is essential to unitduce growth and improve the professional practice is addressed.
Abstract: Eda G. Goldstein, DSW, is Assistant Director of Staff Development, Social Service Department, New York Hospital-Cornell Medical Center, Westchester Division, White Plains, New York. This article is a revised version of a paper presented at the NASW National Invitational Forum on Clinical Social Work, Denver, Colorado, June 8, 1979. The issue of the knowledge base of efforts and prevented the profession all social work practice is at the heart of from amassing a core of theoretical and the concerns of the profession and, at practice knowlege that would inform the same time, is its Achilles' heel.1 interventions.2 The values, mission, and areas of comAttempts at overcoming these pain :petence of social workers determine ful divisions have sought to link the the nature and boundaries of the profession's dual mission to a unified knowledge essential to practice. This conception of social work practice. Ac article addresses the knowledge base of cording to this conception, practice clinical social work practice. The auefforts are directed toward maintaining, thor's thesis is that a broad definition of restoring, or enhancing social func clinical work encompassing a variety of tioning through transactions that in specific approaches is essential to unitduce growth and improve the environ ing professional practice. Thus, the ment.3 Problems in living are not core of knowledge necessary to clinical viewed exclusively in terms of the indi social work is not dissimilar from that vidual or the environment. As one au informing all social work practice. It thor has stated,