Showing papers on "Professional development published in 1992"

Supervision: A Redefinition

Abstract: Preface Part I: Perspectives for Supervision Chapter 1: A Framework for Supervision Introduction Some Background Both Role and Function Leading and Learning Together A Framework for Supervision Images of Supervision Scenario Scientific Management, Human Relations, and Neoscientific Management Supervision Human Resources Supervision Human Relations and Human Resources Supervision Compared Revisiting the Supervisors Summary Some Reflections Chapter 2: Sources of Authority for Supervisory Leadership Introduction Some Background The Sources of Authority Bureaucratic Authority Personal Authority Professional Authority Moral Authority Leading with Ideas Accountability Writ Large Instructional Coherance ESSPAR: Ideas in Action Distributed Accountability Trust First Supervision II What About Control? The Importance of Capacity Building Summary Some Reflections Chapter 3: Supervising the Learning Community Introduction Some Background Linking Community to Learning: Community for Learning Community as Curriculum The Learning Community of Teachers The Learning Process in a Learning Community Primary and Secondary Reflective Practice Building a Learning Community Summary Some Reflections Chapter 4: Supervision as Moral Action Introduction Some Background The Moral Ground Rules of Supervisory Practice Promoting a Moral Community The Moral Ideal of Teaching The Moral Character of Learning and Teaching Basic Assumptions: Relational Learning vs. Isolated Learning Knowledge as Familiarity and Respect Leading to Responsibility The Moral Character of Scholarship The Social Responsibility of Knowledge Utilization Two Teachers With Different Understandings of Learning Summary Some Reflections Chapter 5: The Supervisor's Educational Platform Introduction Some Background The Basic Competency Platform The Democratic Socialization Platform The Urban Teacher Platform The Ecological Platform Two Views of Knowledge and Learning Elements of a Platform The Supervisor's Platform Approaches to Platform Clarification Summary Reflection Part II: Foundations for Supervision Chapter 6: Teaching and Learning Introduction Some Background Deep Understanding for All Students Authentic Teaching and Learning The Context of the Learner Implications for Teaching Standards for Authentic Pedagogy Concern with Outcomes Teaching for Understanding Understanding by Design Research on Best Practice Summary Some Reflections Chapter 7: Supervisors Engaging Curriculum Through Assessment Introduction Some Background Assessment within Mandated Accountability A Deeper View of Assessment Constructivist Teaching and Learning Reflective Practice A More Thoughtful Assessment System Assessment as Part of Curriculum Self-Assessment Authenticity in Assessment The Force of Prior Assumptions Summary Some Reflections Chapter 8: Developing Teacher Leadership Introduction Some Background The Supervisor as a Professional Emerging Perspectives on Teacher Leadership Teacher Leadership in the Classroom Teacher Leadership in Comprehensive School Reform Teacher Leadership as Relational Implications for Supervisors Summary Some Reflections Part III: Supervision, Evaluation, and Renewal Chapter 9: Classroom Supervision and Evaluation: Perspectives for Practice Introduction Some Background How Scientific is Supervision and Evaluation? Avoiding a Rationalistic Bias Patterned Rationality Confusing Evaluation and Measurement Issues of Comprehensiveness Issues of Credibility Summary Some Reflections Chapter 10: Using Standards in Supervision Introduction Some Background Templates or Frameworks A Framework for Enhancing Professional Practice Using the Framework Accomplished Teaching Standards for Supervision The Educational Leadership Constituent Counsil (ELCC) Standards Distributing Responsibility for Supervision It's About Teachers Learning Summary Some Reflections Chapter 11: Supervision as Professional Development and Renewal Introduction Some Background Frameworks for Growth Some Evidence A Design for Planning Summary Some Reflections Chapter 12: Clinical Supervision and Coaching Introduction Some Background The Focus of Clinical Supervision Supervisory Purposes Different Purposes, Different Standards Clinical Supervision in Practice The Cycle of Clinical Supervision A Shortcut Strategy for Clinical Supervision Educational Platform Theories Governing Teacher Behavior The Johari Window Helping Teachers Change The Teaching Portfolio Coaching Coaches as Roving Leaders Change Coaches and Content Coaches Training for Coaches Collaborative Coaching and Learning (CCL) Summary Some Reflections Chapter 13: Supervisory Options for Teachers Introduction Some Background Clinical Supervision as an Option Peer Supervision Looking at Student Work Using Protocols to Help Self-Directed Supervision Inquiry-Based Supervision Informal Supervision Learning Walks Student Engagement as Example Learning Walks in Boston Providing Instructional Leadership The Components of Instructional Leadership Becoming a Teacher Leader Summary Some Reflections Chapter 14: Supervision and Summative Evaluations Introduction Some Background Problems with Summative Evaluations of Teachers Need for a New System Types of Teacher Evaluation Teacher Evaluation in the Sunlight School District A Deeper Look at Student Learning Summary Some Reflections Part IV: Providing Leadership Chapter 15: Motivation, Satisfaction, and the Teachers' Workplace Introduction Some Background Bureaucratic and Professional Work Teachers as Origins and Pawns A Framework for Understanding Teacher Motivation What Gets Rewarded Gets Done Maslow's Theory as an Example What is Rewarding Gets Done What is Good Gets Done Summary Some Reflections Chapter 16: School Climate, Culture, and Change Introduction Some Background The Importance of School Climate The Healthy School Climate and Learning School Climate and Group Behavior School Culture Levels of Culture Identifying the Culture of Your School Planning for Change Teacher by Teacher Collegiality as Linchpin The Supervisor is Key Summary Some Reflections Chapter 17: Supervision and the Renewal of Schools Introduction Some Background Intellectual and Moral Dimensions of Supervisory Leadership A Transition from Bureaucratic to Organic Management Advocate for Student Learning Some Reflections Index

Studying Teachers' Lives

Abstract: The use of teacher biography and teacher narrative is an increasingly substantial educational movement, yet there is a dearth of material available to guide researchers interested in using these techniques. Goodson's book aims to fill this gap, evaluating various methods and providing a contextual backdrop about teachers' case studies and biographies. The studies included employ a range of different methodologies, allowing the reader to assess their varying strengths and weaknesses, but throughout they re-affirm the centrality of the teacher in educational research. Covered are a wide range of issues from the importance of teachers' socialization to the questions of teacher drop-out. All people who are using, or are interested in using, teacher biographies as a research methodology will find practical advice in this book, which is particularly appropriate for courses in professional development and leadership, and to researchers in teacher education.

Themes in Therapist and Counselor Development.

Abstract: This study focused on therapist-counselor development. In-depth, semi-structured interviews with 100 participants served as the data-gathering method. Data from this study were first used to develop a stage model. Then, 20 themes of therapist-counselor development were extracted from the 120 pages of narrative stage data. The themes were extracted jointly by the two authors through a set of qualitative research procedures. These themes are described within the categories of primary characteristic themes, process descriptor themes, source of influence themes, and secondary characteristic themes. Professional development topics addressed include professional individuation, methods of renewal, conceptual orientation, measures of success, learning processes, boundary regulation, and impact of professional elders.

The Evolving Professional Self: Stages and Themes in Therapist and Counselor Development

Abstract: Perspectives on professional development conventional stage transition to professional training stage imitation of experts stage conditional autonomy stage exploration stage integration stage individuation stage integrity stage themes in therapist/counsellor development stagnation versus professional development of therapists and counsellors.

Successful school improvement : the implementation perspective and beyond

Abstract: Successful school improvement and the implementation perspective the implementation of microcomputers in schools the school district and curriculum implementation the role of the principal and school improvement staff development, innovations and institutional development beyond implementation.

Professional Development in Higher Education: A Theoretical Framework for Action Research

Abstract: Part 1 Praxis in higher education: practical reasoning the dialectical relationship between theory and practice in higher education. Part 2 Theory in higher education: theories of knowing and learning Kelly's personal construct theory Leontiev's theory of action. Part 3 The integration of theory and practice: action research educational research methodology. Part 4 Professional development: methods and strategies of professional development priorities for professional development in the 1990s.

Faculty Job Satisfaction: Women and Minorities in Peril. ASHE-ERIC Higher Education Report No. 4, 1992.

Abstract: Focuses on developing and maintaining a satisfied faculty which reflects the cultural diversity of the population. Proposes solutions to the current situation to ensure that faculty of the future will reflect the diversity of the population, and discusses issues and strategies for recruiting and retaining that faculty.

Teacher Participation in School Decision Making: Assessing Willingness to Participate:

Abstract: Increasing teacher involvement in school decision making ranks among the most promising educational reform strategies. Yet empirical data about the conditions under which teachers will actually participate, if given the opportunity, are quite limited. This article explores the organizational and psychological antecedents to teachers’ willingness to participate in personnel, curriculum and instruction, staff development, and general administrative decisions. Findings reveal that teachers vary in their willingness to participate in different decisions and that teacher-principal working relationships exert the greatest significant influence on willingness to participate across decision areas. Findings also suggest that willingness to participate may turn on reconciling competing professional beliefs and working relationships.

An Inter-Industry Examination of the Impact of Owner Experience on Firm Performance

Abstract: INTRODUCTION In most areas of managerial endeavour, the experience of an individual is seen to have an important influence on that person's performance. Prescribed educational requirements, apprenticeships, conventional career paths stemming from entry-level positions, and professional development programs are common features in many organizations, and are designed explicitly to standardize performance by standardizing individuals' experience with work-related activities. However, requirements and programs such as these do not exist for business owners. The backgrounds of business owners are heterogeneous, which has led to the suggestion that differences in the experiences of owners might explain variance in the performance of their firms. The question of whether owners' experience impacts firm performance is an important one. There are implications for lenders, policy makers, educators, researchers and business owners themselves if experience, or certain kinds of experience, are found to be predictive of firm performance. The relevant types of experience could be used as criteria in evaluating business plans or loan applications, and as a basis for tailoring development, incubation, and educational programs aimed at business owners. They could also be used as control variables in further research on the factors that influence firm performance. In addition, prospective and new business owners would have some criteria against which to assess their own readiness for ownership or to identify further experience which they might want to develop, as well as gaining insights on ways to capitalize on the experience they do have, such as entering certain industries. There is evidence that individuals who finance new ventures weigh the owners' experience significantly when making financing decisions (Goslin and Barge 1986; MacMillan, Siegel and SubbaNarasimha 1987); yet, studies which seek to find a direct relationship between experience and performance have found mixed results. Reuber, Dyke, and Fischer (1990) argue that such mixed findings may be due to the fact that various kinds of experience are relevant to entrepreneurship, and that the relevance of a specific kind of experience may vary in different contexts, such as in different industries. This argument is supported by findings which indicate that different types of management practices are used in different industries (Covin, Slevin, and Covin 1990). Thus, to develop a fuller understanding of the impact of experience on firm performance, it is important to study a variety of types of experiences and to investigate their impact across industries. This is the objective of this study. This article reports the findings from a project that collected data on firm performance and seven kinds of owner experience from firms in five different industries. In the next section, the previous literature on experience and performance is reviewed, in order to highlight the experience variables examined. Following the review is a discussion of the research method used and the results. The article concludes with a discussion of the implications of the findings. PREVIOUS LITERATURE ON EXPERIENCE Previous studies which have examined the relationship between the experience of the owner-manager and firm performance are summarized in table 1. The kinds of experience studied are shown in the table. Most of these relate to experience acquired before ownership of the current firm. Individuals with previous management experience are generally found to own more successful firms, although the relationship was insignificant in two of the studies shown. The results are more mixed for owners with previous industry experience (prior work experience in firms which provide the same products or services as does the current firm). Examining only one type of firm (technology-based companies and educational software companies respectively), Keeley and Roure (1990) and Van de Ven, Hudson, and Schroeder (1984) did not find a significant relationship between industry experience and firm performance. …

Rethinking the Practicum in the Professional Development School Partnership

Abstract: The reemergence of the professional development school movement in North America may mark the beginning of a paradigm shift in clinical teacher education. Conceptual and structural obstacles to student teacher learning in practicums that must be addressed if the professional development school is to achieve its goals are discussed. The conceptual barriers result from inadequate conceptions of reflection that neglect teachers' practical theories, values, the social conditions of schooling, and the social aspects of reflection. The structural barriers include the placement of student teachers in single classrooms rather than schools, the selection of placements, supervisory relations, and the lack of multicultural placements. Professional development schools offer an opportunity to overcome these obstacles by altering the power and role relationships in the practicum.

Redefining the science-practice relationship and professional training.

Abstract: A revised conception of the relationship between psychological science and professional practice is proposed in the light of postmodern changes in perspectives on knowledge. Positivistic science, which has dominated the traditional interpretation of scientist-practitioner training, is considered from a constructivist point of view to be only one possible foundation of psychological knowledge. It is argued that the knowledge base of the profession should be derived with diverse methods and from multiple sources, including the knowledge of practice. The mutuality of science and practice is emphasized. An evolving framework for understanding the epistemology of practice, based on cognitive psychology, is presented. Emphasis on broadened choices of research methods, the development of reflective skills, and better linkage between teaching in the domains of research and practice are urged. Suggestions for research related to scientific training and the knowledge processes of practice are offered.

Practitioners’ Personal and Professional Attitudes and Behaviors Toward Religion and Spirituality

Abstract: This article presents findings from a study that examined the attitudes and behaviors toward religion and spirituality held by 328 randomly selected Virginia licensed clinical social workers, psychologists, and professional counselors. Significant differences were found among the three groups, with social workers generally holding a middle position in comparison with psychologists and professional counselors. As a whole, respondents were found to value the religious or spiritual dimension in their own lives, to respect the function it serves for people in general, and to address, to some extent, religious and spiritual issues in practice. Limited professional training in this area was reported, however, with 79% (n = 259) of the respondents stating that religious or spiritual issues were rarely or never addressed during the course of their graduate education and training. Implications for social work education and practice are discussed.

Teaching: Making Sense Of An Uncertain Craft

Abstract: An analysis of teaching in which the author examines the classroom environment, the conceptual domains of research, the complex layers of public policy, and the language of educational discourse and polemic. He looks at what teachers do, how they learn, and how they cope.

Keepers of the American Dream: A Study of Staff Development and Multicultural Education

Abstract: The American Dream in the 1980s staff development for multicultural education the teachers in their classrooms experiencing staff development looking for effects of staff development in the classroom a second year of staff development preserving the American Dream multicultural education, staff development and a new American Dream.

Why Models Matter: An Alternate View on Professional Growth in Teaching

Abstract: These contrasting perspectives on teaching provide a convenient point of departure for my response to Kagan's review. How researchers frame teaching inevitably colors both the questions they choose to study and the models they create for teacher preparation. Kagan proposes a model of learning to teach that reflects the importance she places on mastery of procedural routines. Another body of research, either specifically excluded or otherwise omitted from her review, depicts teaching as centrally concerned with helping all students learn worthwhile content, within the context of a multicultural and pluralistic society. These studies do not necessarily support Kagan's developmental model; their findings complicate the narrative constructed by Kagan and cast doubt on the adequacy of her recommendations for teacher education. The existing literature on learning to teach does not lead inexorably towards Kagan's conclusions, nor is the evidence across competing discourse communities of researchers on teacher education as clear and convincing as she suggests. Kagan's review reflects one sector of the teacher education community. But there are other sectors. Some researchers on teacher education see the process of learning to teach through the lens of subject matter; others view teaching and learning to teach from an explicitly moral and ethical stance. The evidence, when considered in its entirety, is mixed. Ultimately, discussions of teacher education are informed as much by normative concerns as by empirical findings. The vision for teacher education held by many researchers differs from Kagan's. Many see teacher education as preparing prospective teachers not to adapt to existing conditions but to challenge current practices and to work for change. To claim, however, that research supports a developmental model, while excluding studies that challenge this model, misrepresents the full body of research on professional growth among preservice teachers.

Connecting genuine teacher development to the struggle for social justice

Abstract: This paper discusses two issues which continue to undermine the authenticity and social value of efforts to promote teacher development [1]. First it is argued that underneath the rhetoric of many current efforts to empower teachers to take control of their own professional development is a reality in which teachers remain extremely limited in the scope of their power to influence the conditions of their work. Second it is argued that even when efforts to promote teacher development are not illusory, teacher development often becomes an end itself unconnected to broader questions about education in a democratic society. The author argues for efforts to promote teacher development which are both genuine, and connected to the promotion of equity and social justice. [1] An earlier version of this paper was presented as a lecture in July 1991 at the Institute in Teacher Education, Simon Fraser University, Burnaby, Canada.

Promoting academic competence and literacy in school

Abstract: Academic Competence in Classrooms: D. Miechenbaum and A. Biemiller, In Search of Student Expertise in the Classroom: A Metacognitive Analysis. G. Nuthall and A. Alton-Lee, Understanding How Student Learn in Classrooms. Reading: M. Pressley, P. Beard, E. Dinary, and R. Brown, Skilled and Not-So-Skilled Reading: Good Information Processing and Not-So-Good Information Processing. T. Shanahan, Reading Comprehension as a Conservation With an Author. C. Collins, Improving Reading and Thinking: From Teaching or Not Teaching Skills to Interactive Interventions. G.E. Miller and M.E. Brewster, Developing Self-Sufficient Learners in Reading and Mathematics. M.A. Gallego, Collaborative Instruction for Reading Comprehension: The Role of Discourse and Discussion. R.E. Mayer, Guiding Student's Cognitive Processing of Scientific Information in Text. Writing: M. Montague and A. Graves, Teaching Narrative Composition to Students with Learning Disabilities. K.R. Harris and S. Graham, Self-Regulated Strategy Development: A Part of the Writing Process. C.B. McCormick, B.A. Busching, and E.F. Potter, Children's Knowledge About Writing: The Development and Use of Evaluative Criteria. J. Fitzgerald, Variant Views About Good Thinking During Composing: Focus on Revision. Development of Teachers Who Promote Academic Competence, Skilled Reading, and Good Writing: F.L. Kline, D.D. Deshler, and J.B. Schumaker, Implementing Learning Strategy Instruction in Class Settings: A Research Perspective. I.W. Gaskins, E.A. Cunicelli, and E. Satlow, Implementing an Across-the-Curriculum Strategies Program: Teacher's Reaction to Change. L.R. Roehler, Embracing the Instructional Complexities of Reading Instruction. P.L. Anders and C.S. Bos, Dimensions of Professional Development: Weaving Teacher Beliefs and Strategic Content. J.G. Borkowski and N. Muthukrishna, Moving Metacognition into the Classroom: "Working Models" and Effective Strategy Teaching. Each chapter includes references. Index.

Great Expectations: Emergent Professional Development Schools:

Abstract: Of all the reform efforts in teacher education, the professional development school (PDS) shows the greatest promise, because its aim is to tie reforms in teacher education to reforms in schools. We describe an evolving partnership between the University of Utah and the Salt Lake City School District to create professional development schools, and we discuss several dilemmas confronted in the process: didactic versus constructivist views of teaching and learning, replicative versus reflective orientations, basic versus applied research, program continuity versus equity in faculty loads, coherence versus democracy, and collaboration versus academic freedom.

Learning and Problem Solving Strategies of ESL Students

Abstract: The mathematics problem solving approaches of a group of elementary and secondary ESL students were investigated through a performance assessment accompanied by think-aloud procedures. Students were enrolled in ESL mathematics classes in a Title VII project implementing the Cognitive Academic Learning Approach (CALLA). In this approach, curriculum content is used to develop academic language and learning strategies are taught explicitly to increase students' metacognitive awareness and to facilitate their learning of both content and language. Participating teachers were identified either as high implementation teachers (extensive involvement in staff development and other project activities) or low implementation teachers (limited involvement in project activities). The study was designed to identify learning and problem solving strategies of students at high, average and low mathematics achievement levels, and to compare strategic approaches of students in high implementation and low implementa...

Professional practice, learning, and continuing education: an integrated perspective‡

Abstract: The popular wisdom among professionals is that the knowledge they acquire from practice is far more useful than what they acquire from more formal types of education. This observation contradicts the dominant viewpoint in society and the professional education establishment that has given legitimacy to knowledge that is formal, abstract and general while devaluing knowledge that is local, specific and based in practice. This viewpoint has strongly influenced continuing education, which has followed the model set at the preservice level in focusing on the transmission of formal, abstract knowledge. In this paper, I describe and provide evidence for three propositions that build on the importance of knowledge gained from practice. These are: (1) the goal of professional practice is wise action; (2) knowledge acquired from practice is necessary to achieve this goal; and (3) a model of learning from practice should become the centrepiece of systems of continuing education for the professions. ‡This paper was ...

Self-assessment programs and their implications for health professions training.

Abstract: Although expected of all health professionals, self-assessment skills are seldom addressed directly in training. A previous review by the author identified curricular criteria associated with improved accuracy and validity in self-assessments of knowledge and performance in curriculum studies published between January 1970 and February 1990. The present review analyzed 11 studies that meet those criteria. Eight studies were of implementations of self-assessment components within training programs in the health professions, and three involved other training environments. Most described initial disorientation or opposition on the part of learners, attributed to unfamiliar roles and to learners' distrust. The curricula that successfully negotiated the transition to self-assessment norms reported noncognitive benefits such as improvements in morale, motivation, and communications among learners and faculty. Reported cognitive benefits included improvements in knowledge, performance, and self-analysis of performance. The constellation of effects suggests that effective self-assessment programs may promote more mature, collegial, and productive learning environments, particularly suited to the training of health professionals. Most curricula fostering effective self-assessment did not require extraordinary resources, and none jeopardized traditional standards. No evidence was found to support or challenge the expectation that self-assessment training would transfer to later work settings.

Understanding Teaching in Context.

Abstract: This study, begun in October 1987, was conducted to explore the effect of particular contexts of schooling on educational outcomes and to provide a comprehensive look at what and how context conditions affect teaching and learning. The study design integrates 3 years of field research in 16 public and private high schools in 2 states and analyses of national survey data from the High School and Beyond and the National Education Longitudinal Study 1988 programs. The research focuses on the bottom-up teacher's-eye perspective within embedded contexts rather than the outside-in view of researchers and policymakers usual in the context-effects research traditions. Teachers' perspectives consider teaching as an integrating activity, intertwined with students, subject matter, instruction, dynamics of the school setting, and features of the immediate workplace environment. Resur:s indicate ways of informing educators, administrators, and policymakers with respect to improving the conditions and quality of teaching, and they suggest principles and strategies for redesigning contexts to support teachers' professional growth and success in the classroom. The discussion includes a graphic representation of multiple and embedded contexts

Teacher Under Construction: A Collaborative Case Study of Teacher Change:

Abstract: This article describes a 4-year longitudinal case study of changes in the teaching of reading and writing that were made by an elementary school teacher. The case study documents changes in her teaching beliefs and practices, and the influence of reflective thinking and collaboration promoted by a master’s program and research project. Atypical forms of writing are used in order to reflect the perspectives of both the teacher and the researcher and to represent the historical phases of their collaboration.

Continuing professional education for qualified nurses: a review of the literature.

Abstract: Reviewed literature identifies the importance of continuing professional education and professional development for nurses subsequent to initial registration (including enrolled nurses). However, there is a lack of empirically based work analysing nurses' perceptions of their continuing professional education needs and the perceived outcomes of continuing professional education in terms of changes in knowledge accretion, attitudes, skills, job satisfaction, staff retention and career development. It is suggested that this lack of empirical work needs to be addressed if the proposed plans of the United Kingdom Council for Nursing, Midwifery and Health Visiting (UKCC) to introduce mandatory continuing professional education are to have maximum benefits for clients, nurses and the service.