Showing papers on "Professional development published in 1981"

School Success and Staff Development: The Role of Staff Development in Urban Desegregated Schools.

Abstract: A study was conducted to examine' the nature, role and. Lupact of staff development an urban desegregated school district.The study was a collaborative effort that involved arrangements with district personnel, participating schools, and community embers.;' An attempt was made to determine the contribution made by stiff development to school success in the areas ofacalemic achievement, attendance, program completion, and.community support. Schools. for study were selected to represent various-degrees of success in suchtreas and.various degrees of staff development activity. Interviews were conducted wlth administrators and teachers, and observations were conducted in classrooms, staff development meetings, and -the general...school area. Staff development appeared to have thebest peospects when a norm of, collegiality and of continuous improvement existed in the school. Siccessful staff development programs were marked by community, evaluation, and collaboration between teachers a "d admirl_ttrators. (Author /APift

History of clinical pharmacy and clinical pharmacology.

Abstract: The purpose of the Symposium on Clinical Pharmacy and Clinical Pharmacology is to describe the present and future functional roles of clinical pharmacists and clinical pharmacologists in drug research, professional education, and patient care. Clinical pharmacy is a relatively new professional discipline, being only about 15 years old. This new breed of pharmacists is patient rather than drug product oriented. The discipline arose out of dissatisfaction with old practice norms and the pressing need for a health professional with a comprehensive knowledge of the therapeutic use of drugs. The clinical pharmacy movement began at the University of Michigan in the early 1960s, but much of the pioneering work was done by David Burkholder, Paul Parker, and Charles Walton at the University of Kentucky in the latter part of the 1960s. Clinical pharmacology is a professional discipline that combines basic pharmacology and clinical medicine. Its development began in the early 1950s, primarily as a result of the efforts of Harry Gold. It has had a slower growth than clinical pharmacy but it has made many important contributions to our knowledge of human pharmacology and the rational use of drugs.

The Effect of Student-Faculty Interaction on Students' Educational Outcomes. AIR Forum 1981 Paper.

Abstract: This study examined the effects of four aspects of student-faculty interaction (frequency of formal interaction, frequency of informal interaction, quality of faculty advising, and helpfulness of faculty) on a variety of student outcomes after four years. These effects were examined within a context of a causal model adapted from Astin's general college impact model. Outcomes data were gathered from a 1975 Freshman Questionnaire and a 1979 Graduating Students Survey. The results provided support for the importance of student-faculty interaction on the intellectual and personal/social outcomes of college and students' satisfaction with their educational experience.

Implementing a competency-based orientation program.

Abstract: Competency-based orientation is efficient and effective. It allows individual learning needs to be met without sacrificing achievement of consistent standards. The system does require a large initial investment in the development of learning options and assessment of evaluation tools. It also requires the commitment of nurse managers and administrators to the concept and the implementation process. Orientation is still complex and expensive at Maryland General, but now it meets individual needs and is cost-effective.

Synthesis of Research on Improving Schools.

Abstract: SYNTHESIS OF RESEARCH ON IMPROVING SCHOOLS Too often efforts at reform fail because they view schools too simplistically and too mechan ically; they see schools and teachers as empty slates. Reformers should recognize that it is teachers, in con stant interaction with each other and with the organization of the school, that make change happen and make it endure. In the past decade, we have gained considerable knowledge about how schools improve. A good deal of that knowledge comes through three major studies: (1) the Concerns Based Adoption Model (CBAM) studies of individual teacher develop ment, (2) the Rand Change Agent study of federal improvement proj ects, and (3) the /I/D/E/A/ study of school improvements in individual schools over a five-year period. Briefly, the three studies indicate that the process of improvement happens simultaneously on two levels: the in dividual teacher level and the level of the school as an organization. On the individual level, the stud ies provide us with the following un derstandings:

Individual Values and Professional Education: Implications for Practice and Education

Abstract: The espoused values of 681 students and alumni from four graduate programs at the University of Kansas were surveyed with the Rokeach Terminal Values Scale and the newly developed Galloway-Edwards ...

Cumulative Effect of Research Courses on Knowledge and Attitudes of Social Work Students

Abstract: The present study is part of a three-year project on research utilization sponsored by the Council on Social Work Education and supported by the National Institute of Mental Health. One of its objectives was to collect information about the research experience and the knowledge and attitudes of students. The students in the study were enrolled in 15 social work programs at the undergraduate, master's, and doctoral levels. In this paper we present an analysis of the cumulative effect of research courses on their knowledge and attitudes.

A Consumer's Guide to Teacher Development.

Abstract: The term "development" has recently entered the.vocabulary of teacher educators, joining the more familiar terms "education" and "training." Despite current. interest in teacher development, however, rio unified perspective guides research and practice. Teacher educators use the .term to mean different things, and researchers study the process from different vantage points. Persons responsible for teacher education programs have reason to be confused by all this talk about teacher development. What exactly are different advocates trying to do and why? What are the reasons for believing that their recommendations will accomplish their goals? Might some of.the activities undertaken in support of teacher development contribute to the realization of other goals? In this paper, we examine these questions in relation to three approaches to teacher education, each of which characterizes itself as developmental. For each apAroach, we provide a brief overview, an analysis of recommende.. goals and strategies, and a critique of their justification. A Consumer's Guide to Teacher Development 1 Sharon Feiman and Robert E. Floden2 The term "development" has recently entered the vocabulary of `teacher educators, joining the more familiar terms "education" and "training," The professionál literature speaks of nurturing professional growth and supporting professional development, a striking contrast to the rhetoric of competency-based training so popular just a short time ago. 'Despite current interest in teacher development,` however, no unified perspective guides research and practice. Teacher educators use the,term to mean different things; researchers study the process from different vantage, points. Programs are supposed to meet the developmental needs of teachers and be evaluated in terms of their contribution to teacher development. The problem is that various advocates have in mind different notions of teacher development and often seem unaware of alternative views. Persons responsible for teacher education programs have reason to be confused by all this talk about teacher development. What exactly are different advocates trying to do and why? What are the 1The work reported herein is sponsored by Translating Approaches to Teacher Development in Criteria for Effectiveness Project, College of Education, Michigan State University. This project is primarily funded by the National Institute of Education. 2Sharon Feiman and Robert Floden are both associate professors óf Teacher Education at Michigan State University.

Challenges and promises of training women as family systems therapists.

Abstract: The structural/strategic family therapy model has drawn increasing numbers of women practitioners attracted not only by its effectiveness but by the opportunity to function in an active, orchestrative, flexible role. Traditional sex-role training, family and supervisor expectations, and patriarchal institutional structures pose particular challenges to the female family therapist and trainee. This paper explores several critical problem areas for women learning to function in this role, including the expression of authority, countertransference, sexual politics of supervision, and boundary issues. Particular content areas of focus for didactic training and common sex-role difficulties in the supervision process are delineated. The discussion underscores the need for assessment and intervention skills not only in small family systems but in larger institutional structures as well in order to enhance the professional development and effectiveness of women in the family therapy field at all levels.

An Analysis of Professional Development in Student Affairs Work

Abstract: (1981). An Analysis of Professional Development in Student Affairs Work. NASPA Journal: Vol. 19, No. 1, pp. 2-11.

Survey of professional education in ethics in clinical psychology intership programs

Abstract: Attempted to assess the extent to which clinical psychology internship programs offer professional education in ethical standards. While almost 80% of the programs offer such training, less than half of these provide a formal, systematic, and comprehensive learning experience. Many of the programs only provide a limited exposure to ethical standards that occurs on an informal basis as issues emerge in supervision. All but two of the programs that do not offer training in ethical standards reported that this was the primary responsibility of the clinical psychology graduate school program. The immediate implementation of formal training in ethical standards is needed urgently.

Examining motivation to participate in continuing education: an investigation of recreation professionals.

Abstract: Considerable research exists describing recreation users and participants but little is available to examine those who deliver the leisure service. This study examined reasons why therapeutic recre...

Characteristics of effective teaching.

Abstract: Educators in radiologic technology need to become aware of the tremendous influence their teaching abilities have on student learning and professional development. Whether teaching in the classroom, in the clinical area, in a group, or on an individual basis, effective teaching skills are crucial to the student's ability to achieve. As instructors of health care providers, it is incumbent upon us not to become aloof from the practice of radiologic technology. Without the availability of instructors in clinical teaching, "all the rhetoric of the classroom will be without validation and may rise doubt in students' minds" as to our own competencies as health care providers. The technologists of today are role-models for the technologist of tomorrow. The extent to which our profession develops depends upon its educators' abilities to teach.

Problems in Attracting and Retaining Psychiatrists in Rural Areas

Abstract: Efforts to eliminate the shortage of psychiatrists in rural areas have been relatively unsuccessful due to the special personal and professional problems facing the rural psychiatrist. The rural psychiatrist may feel personally isolated, encountering a somewhat foreign culture and living in uncomfortable proximity to patients and their families. He may feel professionally frustrated, for his physician colleagues are usually conservative and hold dear the medical model of care. He may suffer the typical frustrations of the psychiatrist working out of a community mental health center, and has little opportunity for professional growth. Academic training centers that train psychiatrists in the region where they will work can more adequately prepare trainees for rural practice and can offer continuing education courses to professionals already practicing in the area. These centers should collaborate with mental health facilities to define and respond to manpower problems. Finally, opportunities for rural prac...