scispace - formally typeset
Search or ask a question

Showing papers on "Professional development published in 1986"


Journal ArticleDOI
TL;DR: In this article, the authors present a perspective on the professional socialization of women faculty, focusing on the role of women in higher education, and discuss the challenges faced by women.
Abstract: (1986). Perspectives on the Professional Socialization of Women Faculty. The Journal of Higher Education: Vol. 57, No. 1, pp. 20-43.

331 citations


Journal ArticleDOI
TL;DR: This article examined the prevalence and role of mentors in graduate training from the viewpoint of students and found that over 50% of the respondents had a mentor and the inability to find a satisfactory mentor was the predominant reason for not having one.
Abstract: This study examined the prevalence and role of mentors in graduate training from the viewpoint of students. Ninety graduate psychology students from a large midwestern university responded to a survey about the characteristics of mentors, the roles mentors play in their professional and social lives, and why some students do not have a mentor. Over 50% of the respondents had mentors. Inability to find a satisfactory mentor was the predominant reason for not having one. Findings suggest that mentors serve supportive functions and promote professional productivity as indicated by research involvement, publications, and conference papers. Personality characteristics distinguish good from poor mentors much more frequently than do intellectual competence or professional activity.

218 citations


Journal ArticleDOI
TL;DR: Findings reveal that, besides prerequisite knowledge and skills in a research area, successful researchers have academic values and attitudes derived from specific socialization experiences.
Abstract: To understand better the role of faculty development in training family medicine researchers, the authors examined in a comprehensive literature review the characteristics of productive researchers, their training, and their work environment. Areas reviewed were faculty development and evaluation, career development, professional socialization, organizational development, and faculty vitality in higher education, medicine, and corporate research and development. Findings reveal that, besides prerequisite knowledge and skills in a research area, successful researchers have academic values and attitudes derived from specific socialization experiences. They also receive meaningful support from their organization, mentors, and peers.

184 citations



Journal ArticleDOI
TL;DR: Galvez-Hjornevik as mentioned in this paper reviewed some of the most significant studies of the past decade, and identified the salient characteristics of successful mentor-protege relationships based on data drawn from the aeraidable literature.
Abstract: The mentoring literature is beginning to expand because of increased interest in teacher induction programs. In this arti cle, Galvez-Hjornevik reviews some of the most significant studies of the past decade, and she identifies the salient characteristics of successful mentor-pro tege relationships. Based on data drawn from the aeraidable literature, the author suggests that the mentoring relation ship be voluntary and that age and gen der factors be considered before men tor-protege pairs are established. Further, she argues that educators, and particularly teacher educators, make use of knowledge derived from other disci plines and fields in their efforts to design induction programs for new teachers.

134 citations



Journal ArticleDOI
TL;DR: The authors conducted a survey of counseling psychologists and found that counseling psychologists spend the majority of their professional time providing individual psychotherapy, are primarily eclectic in theoretical orientation, and are increasingly identified with the work setting of private practice.
Abstract: In an effort to examine counseling psychology in its current state of development, we conducted a national survey of counseling psychologists. A 6-page questionnaire, which examined such variables as demographics, professional activities, institutional affiliations, and training satisfaction, was mailed to 980 members of Division 17 (Counseling) of the American Psychological Association (APA). Of these, 716 (73%) usable questionnaires were returned. For our sample, counseling psychologists were found (a) to spend the majority of their professional time providing individual psychotherapy, (b) to be primarily eclectic in theoretical orientation, (c) to be increasingly identified with the work setting of private practice; and (d) to be generally satisfied with their graduate and internship training. Additional information about counseling psychologists' professional self-views, research and publication efforts, career satisfaction, and satisfaction with the APA was also obtained. The findings are discussed in relation to the present and future of counseling psychology.

114 citations


Journal ArticleDOI
TL;DR: The authors examined teachers' perceptions of the school organizational conditions that provide the greatest opportunities for professional development and found that 67% of the variance in teachers' perception of their skill acquisition was explained by the extent of the principals' collegiality, the recruitment and socialization of new entrants, principals' evaluation practices, instructional coordination and goal setting within the school, school-level management of student behavior, and teachers' collaboration with colleagues.

109 citations


Book
01 Jan 1986
TL;DR: The CHART project as mentioned in this paper was an initiative that brought together public schools and corporate and university per sonnel to train teachers in the arts and human ties and to empower them to be teachers.
Abstract: —Reviewed by I'atricia M Domhart, Butler Senior High School, Hutler, Pennsylvania. Maeroff documents the course of the CHART program, which sought to im prove teaching in the arts and humani ties and to empower teachers. The au thor describes how the program brought together public schl educa tors and corporate and university per sonnel. He uses three guiding princi ples, "status, knowledge, and access to power," in evaluating the extent of teachers' empowerment. Maeroffs in tensity gives life to a wealth of data. This work offers anecdotes—for ex ample, the story of the teacher forced to conduct class in a restroom and the effects of giving teachers business cards—but also acknowledges the many complicated factors of school life. Presented clearly are the pitfalls— including bureaucratic paralysis, the insecurities of superintendents and principals, the impact of school boards, and the still hazy role of the unions—that complicate the path to reform. The goals of the CHART project were reached, and the book concludes with descriptions of nine projects that demonstrably improved both the teaching of the humanities and the lives of teachers This book bears such strong testi mony to the power of classroom teachers that it ultimately raises a dis turbing question If teachers can wield influence, earn respect, and act profes sionally, then why are they content to wait for "empowerment" to be be stowed upon them? Available from the Teachers College Press, Columbia University, New York, NY 10027, for $11.95, Continuing to Learn: A Guidebook for Teacher Development Susan Loucks-ttorsley Andover, Mass The Regional Laboratory for Educational Improvement of the Northeast ______and Islands, 1987______

103 citations


Journal ArticleDOI
TL;DR: For thirty years planners and critics of planning alike have confronted inadequacies in the traditional model of comprehensive rational planning as discussed by the authors. But despite this intellectual acknowledgement of the shortcomings of the classical model, planners and critic of planning remain unconstrained.
Abstract: For thirty years planners and critics of planning alike have confronted inadequacies in the traditional model of comprehensive rational planning. Despite this intellectual acknowledgement of the ne...

102 citations


Journal ArticleDOI
TL;DR: For example, this paper pointed out that students in colleges and universities seeking preservice preparation for professional careers now outnumber those pursuing liberal studies, and this enrollment pattern challenges college and university administrators, even in some colleges formerly devoted to liberal arts, to become familiar with an increasingly diverse set of programs.
Abstract: Students in colleges and universities seeking preservice preparation for professional careers now outnumber those pursuing liberal studies. This enrollment pattern challenges college and university administrators, even in some colleges formerly devoted to liberal arts, to become familiar with an increasingly diverse set of programs. Because professional preparation programs vary so greatly on dimensions such as educational goals, expected outcomes, teaching methods, student time commitment, relations with practitioners, and even educational level (baccalaureate or postbaccalaureate), it is not easy for administrators to develop a working understanding of each of them.




Journal ArticleDOI
TL;DR: In this article, principal centered professional development is discussed in the context of developing administrative leadership, with a focus on the role of principal-centered professional development in the development of administrators.
Abstract: (1986). Principal centered professional development. Theory Into Practice: Vol. 25, Developing Administrative Leadership, pp. 156-160.


Journal ArticleDOI
TL;DR: The authors reviewed citation analysis as an indicator of scholarly activity and discussed a discrepancy between two previously published studies on the academic affiliations of social work authors, in light of the authors' present citation analysis of six major social work journals.
Abstract: This article reviews citation analysis as an indicator of scholarly activity and discusses a discrepancy between two previously published studies on the academic affiliations of social work authors, in light of the authors' present citation analysis of six major social work journals. The present study largely replicates the findings of one previous report, suggesting that there are several universities whose faculty have, for many years, consistently made substantial contributions to the professional literature.


Journal ArticleDOI
TL;DR: Information about child abuse-related knowledge was related significantly to amount of professional education and experience with abuse cases and was associated with less negative emotional reaction to abusive parents.
Abstract: This study compares the child abuse-related knowledge and attitudes of pediatricians (n = 47), mental health professionals (n = 53), teachers (n = 104), and college students (n = 68). Mental health professionals were better informed than pediatricians; teachers and college students were the least knowledgeable. Knowledge was related significantly to amount of professional education and experience with abuse cases and was associated with less negative emotional reaction to abusive parents. On the basis of study results, additional abuse-related education is recommended for pediatricians and particularly for teachers.

DissertationDOI
01 Jan 1986
TL;DR: In this paper, the authors explore the nature and teaching of the Scottish Bachelor of Education and the eventual career patterns of graduates, based on the hitherto unpublished findings of a questionnaire survey and series of interviews conducted by the author during the late 1960s.
Abstract: In 1876, after an enthusiastic campaign by the main teachers' organisation, Edinburgh and St. Andrews became the first English-speaking universities in the world to establish permanent chairs of Education. Half a century later Scotland became the first country in the British Isles to demand university graduation of all male and secondary teachers in the public sector, except for those involved in art, crafts and physical education. Yet by the 1970s the Education Departments in the Scottish Universities were considerably smaller than in most English universities and,indeed,St.Andrews had abandoned the study of Education altogether. The thesis suggests that the primary reason for this course of events lay in the persistent refusal of the Scottish Education Department, except for a few years at the turn of the century ,to allow the universities any role in the professional, as opposed to the general higher education of teachers. With the training role denied them, the universities had thus to seek other tasks in the field of Educational Studies, notably the teaching of a postgraduate honours degree, unique within Britain,the old Scottish Bachelor of Education. Established at the end of the first world war, this degree was also recognised as a professional qualification by the British Psychological Society and during the next fifty years it not only provided a major stimulus to the professional development of school-teachers, training college lecturers and educational administrators but also became a key factor in the development of mental testing and of the educational psychology service throughout the United Kingdom. The final chapters of the thesis explore the· nature and teaching. If this degree along with the eventual career patterns of graduates. This exploration is based on the hitherto unpublished findings of a questionnaire survey and series of interviews carried out by the author during the late 1960s.


Journal ArticleDOI
Andrew Abbott1
TL;DR: In this paper, a new theoretical approach to the study of professions and uses that approach to analyze differences that have emerged between the American and English legal professions since the late nineteenth century.
Abstract: This paper sketches a new theoretical approach to the study of professions and uses that approach to analyze differences that have emerged between the American and English legal professions since the late nineteenth century. Earlier studies have generally emphasized professional structure and organization while ignoring work and its control. I argue that control of work is central to professional development. Since work is central and since professions compete for it, interprofessional competition is the determining fact in the history of professions. This paper analyzes the work available to the legal profession, the numbers and types of legal personnel available to do that work, and the various competitors contesting it. Studying in detail complaints of unqualified practice in England (1870–1940) and two American states (1910–50), I locate the types of contested work and the competitors involved, using these to explain important aspects of the two legal prof essions today. Throughout, a variety of theoretical concepts are developed and applied to the particular case. One striking discovery is the contrast in competitors; American lawyers' chief competitors were corporations, while British lawyers' chief competitor was the state. I close by evaluating the strengths and weaknesses of the particular methodology here used—the study of conflicts—and suggest alternative methods using the same theoretical framework.

Journal ArticleDOI
TL;DR: Supervision is an emotionally charged process that touches on therapists' affective problems, interpersonal conflicts, problems in being helped, and problems in helping and is a process similar to, but not the same as, psychotherapy.
Abstract: Supervision does not represent merely the acquisition of facts. It is an emotionally charged process that touches on therapists' affective problems, interpersonal conflicts, problems in being helped, and problems in helping (Ekstein). As such, it is a process similar to, but not the same as, psychotherapy. Supervision is necessary for continued professional growth, no matter how skilled the nurse may be. Other mental health disciplines have long accepted supervision as an essential component of professional work. A number of methods can be used to review the therapist's work, including case material discussion, conjoint interviewing, direct observation, and review of mechanical recordings. This can be done individually, in groups, or among peers. A supervisor can be a senior clinician from any of the mental health disciplines. The nurse should not be limited to receiving supervision only from other nurses. Periodic evaluations of the supervisory relationship as well as the therapist's skills are recommended. Supervision is a valuable tool that the nurse therapist should use fully to develop the professional self.


Journal Article
TL;DR: Rossmiller et al. as discussed by the authors found that student achievement is affected more strongly by external factors than by education and found that educational processes relate more closely to educational processes than to resources, suggesting that equality of access to processes is a significant concern.
Abstract: Equity in education first meant equal access to schools; in the early 20th Century it came to mean access to schools supported by equal resources; and more recently it has come to mean access to schools providing equally effective educational processes. Assertions that student achievement is affected more strongly by external factors than by education have led to research on effective schools. Among the variables found to affect student achievement have been school leadership, student body composition, emphasis on academics, classroom and time management, parental involvement, and staff development. These variables relate more closely to educational processes than to resources, suggesting that equality of access to processes is a significant concern. In less develAnd countries the effects of the variables affecting achievement are considerably modified by budgetary limitations and cultural differences, but the variables significant in developed countries also tend to be significant in less developed countries. The school effectiveness findings suggest that school level efforts to provide processes appropriate to the population should not be hampered by government policies aimed at equalizing *resources, implementing change, or developing the staff. 'The :research also suggests that improvements should be made in preparing administrators for effective school leadership. Seventy-siz references are cited. (PGD) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** ACHIEVING EQUITY AND EFFECTIVENESS IN SCHOOLING .Richard A. Rossmiller U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)


Journal ArticleDOI
TL;DR: A survey of practicing school counselors was conducted to obtain information regarding accountability practices, barriers to the collection of accountability data, the relationship between involvement in accountability efforts and demographic variables, and strategies for increasing activity in the area of accountability as discussed by the authors.
Abstract: A national survey of practicing school counselors was conducted to obtain information regarding (a) their accountability practices, (b) barriers to the collection of accountability data, (c) the relationship between involvement in accountability efforts and demographic variables, and (d) strategies for increasing activity in the area of accountability. Results indicated that 55% of the 239 respondents were collecting accountability data, often for the purpose of enhancing their professional growth and development. The 108 school counselors not involved in the collection of such data identified lack of familiarity with procedures and time constraints as major barriers. Respondents indicated a need for additional preservice and in-service training, as well as for dissemination of exemplary procedures.

Journal ArticleDOI
TL;DR: The Talents Unlimited project as discussed by the authors is an effective inservice education model for training both regular classroom teachers and specialists in gifted education in the development of students' creative and creative abilities.
Abstract: The Talents Unlimited project is an effective inservice education model for training both regular classroom teachers and specialists in gifted education in the development of students' creative and...

BookDOI
01 Jan 1986
TL;DR: This chapter discusses professional settings for the Academic Physician, ethics: Teaching and Patient Care, and Principles of Professional Communication.
Abstract: I Professional Development.- 1 Professional Settings for the Academic Physician.- 2 Managing the Role of the Academic Physician.- 3 Advancement and Promotion: Managing the Individual Career.- 4 Managing Academic Committees.- 5 Academic Medical Organizations.- Suggested Reading.- II Medical Education.- 6 An Experience in Curriculum Development.- 7 Clinical Instruction.- 8 Evaluation of Learners.- 9 Evaluating Educational Programs.- Suggested Reading.- II Clinical Research.- 10 The Role of Research in Primary Care Medicine.- 11 A Research Case Study.- 12 Planning a Research Study.- 13 Conducting a Research Study.- 14 Resources for Clinical Research.- 15 Research Data Management.- Suggested Reading.- IV Professional Communications.- 16 Principles of Professional Communication.- 17 Writing for Publication.- 18 Techniques of Oral Presentation.- 19 Visuals for Written and Oral Presentations.- Suggested Reading.- V Ethics: Teaching and Patient Care.- 20 Ethical Decisions.- 21 Teaching Ethics.- 22 Case Studies in Ethics.- Suggested Reading.

Journal ArticleDOI
TL;DR: Nordlin this article had the task of interviewing managers and senior professionals to determine what could be done to get the company back up to speed during the recession, after about 40 interviews, Nordlin had received many useful suggestions for streamlining operations.