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Showing papers on "Professional development published in 1995"


Journal Article
TL;DR: The conventional view of staff development as a transferable package of knowledge to be distributed to teachers in bite-sized pieces needs radical rethinking, according to Lieberman, who presents a new conception as mentioned in this paper.
Abstract: Transforming Conceptions Of Professional Learning The conventional view of staff development as a transferable package of knowledge to be distributed to teachers in bite-sized pieces needs radical rethinking, according to Ms. Lieberman, who presents a new conception. The current effort to reform the nation's schools seeks to develop not only new (or re-framed) conceptions of teaching, learning, and schooling, but also a wide variety of practices that support teacher learning. These practices run counter to some deeply held notions about staff development and inservice education that have long influenced educators' and the public's views of teachers. Although sophistication about the process of restructuring schools and the problems of changing school cultures is growing, it is still widely accepted that staff learning takes place primarily at a series of workshops, at a conference, or with the help of a long-term consultant.(1) What everyone appears to want for students - a wide array of learning opportunities that engage students in experiencing, creating, and solving real problems, using their own experiences, and working with others - is for some reason denied to teachers when they are the learners. In the traditional view of staff development, workshops and conferences conducted outside the school count, but authentic opportunities to learn from and with colleagues inside the school do not. The conventional view of staff development as a transferable package of knowledge to be distributed to teachers in bite-sized pieces needs radical rethinking. It implies a limited conception of teacher learning that is out of step with current research and practice.(2) Learning from History: Questioning Assumptions In 1957 the National Society for the Study of Education published Inservice Education for Teachers, Supervisors, and Administrators.(3) The book was important not only because it was comprehensive, but also because it challenged the narrow assumptions about inservice education that had been dominant during the early 20th century. It proposed that schools and entire staffs should become collaborators in providing inservice education. This view was suggested by the growing knowledge of group dynamics that linked larger ideas of change to school problems.(4) Because the status of teachers was rising at the time, the idea that teachers should share the work of their own professional improvement gained credibility in education circles. The two conflicting assumptions about the best way for teachers to learn - either through direct instruction by outsiders or through their own involvement in defining and shaping the problems of practice - stem from deep-rooted philosophical notions about learning, competence, and trust, and these issues are again at the heart of discussions of professional development today.(5) Teachers have been told often enough (or it has been taken for granted) that other people's understandings of teaching and learning are more important than their own and that their knowledge - gained from the dailiness of work with students - is of far less value. Outside experts have often viewed teaching as technical, learning as packaged, and teachers as passive recipients of the findings of "objective research." Because the contemporary school reform movement is concerned with such fundamental issues of schooling as conceptions of knowledge building and teacher learning, today's approach to professional development goes far beyond the technical tinkering that has often characterized inservice training.(6) The process of restructuring schools places demands on the whole organization that make it imperative that individuals redefine their work in relation to the way the entire school works. Transforming schools into learning organizations, in which people work together to solve problems collectively, is more than a question of inserting a new curriculum or a new program. …

914 citations



Book
01 Jan 1995
TL;DR: In this article, the authors present a collection of perspectives from a variety of perspectives, each with its own conceptual premises, each informed by different bodies of research, and each offering different prescriptions for improvement.
Abstract: The knowledge base in education is constantly expanding Practitioners in education, like those in other professional fields, must keep abreast of this emerging knowledge base and use it to upgrade their craft skills regularly How this is to be accomplished can be viewed from a variety of perspectives, each with its own conceptual premises, each informed by different bodies of research, and each offering different prescriptions for improvement This book contains a collection of these varied perspectives, with individual chapters written by researchers and theoreticians renowned for their work in the area of professional and career development Their contributions not only detail their particular perspective and the conceptual ground from which it derives, they also offer specific prescriptions for practice based on that perspective Each chapter's discussion is framed by a common set of issue questions provided by the editors; as a result, the reader can draw upon these unifying themes to compare the various perspectives

659 citations


Journal ArticleDOI
TL;DR: The authors raised some questions about the meaning and place of practical reflection in teaching and about the relation between knowledge and action in teaching, the kind of teaching that is educational or pedagogical.
Abstract: Schon (1987) has suggested that professional education undervalues practical knowledge and grants privileged status to intellectual scientific and rational knowledge forms that may only be marginally relevant to practical acting. This is not just an issue of sociology of knowledge. The literature of teaching and teacher education has shown that professional practices of educating cannot be properly understood unless we are willing to conceive of practical knowledge and reflective practice quite differently. It is for this reason that I would like to raise some questions about the meaning and place of practical reflection in teaching and about the relation between knowledge and action in teaching, the kind of teaching that is educational or pedagogical.

619 citations


Book
01 Jan 1995
TL;DR: In this paper, the crisis and promise of professionalism are discussed and the evolution of professional knowledge from the professional profession of office to the professional education of organizational professionals are discussed. But the focus is on the professional knowledge itself.
Abstract: Foreword About the Author Introduction: The Crisis and Promise of Professionalism 1 Professionalism 2 The Evolution of the Professions: From Professions of Office to the Organizational Professions 3 A Metropolitan Maturity: The Progressives' Struggle for a Civic Professionalism 4 No Center to Hold: The Era of Expertise 5 Reinventing Professionalism 6 Renewing Professional Education 7 What Is Professional Knowledge? Expertise and the University 8 Confronting Moral Ambiguity: The Struggle for Professional Ethics Conclusion: Experts and Citizens Notes Index

448 citations


01 Jan 1995
TL;DR: In this paper, the authors argue that the effects of bad practice are far more potent than they are for any other aspect of teaching, and that assessment acts as a mechanism to control students that is far more pervasive and insidious than most staff would be prepared to acknowledge.
Abstract: There is probably more bad practice and ignorance of significant issues in the area of assessment than in any other aspect of higher education. This would not be so bad if it were not for the fact that the effects of bad practice are far more potent than they are for any aspect of teaching. Students can, with difficulty, escape from the effects of poor teaching, they cannot (by definition if they want to graduate) escape the effects of poor assessment. Assessment acts as a mechanism to control students that is far more pervasive and insidious than most staff would be prepared to acknowledge. It appears to conceal the deficiencies of teaching as much as it does to promote learning. If, as teachers and educational developers, we want to exert maximum leverage over change in higher education we must confront the ways in which assessment tends to undermine learning. I have been reinforced in my view of the importance of assessment considerations by the work of my former colleagues in the Professional Development Centre at the University of New South Wales. Sue Toohey teaches the subject on assessment in the postgraduate course for university teachers. At the beginning she asks them to write an autobiography focusing on their experiences of being assessed. The results of this are devastating and the students can’t stop themselves from referring to it in other classes. They emerge from the exercise saying to themselves that they must not treat their students in the same ways in which they were treated. It is clear from this that even successful, able and committed students—those who become university teachers—have been hurt by their experiences of assessment, time and time again, through school and through higher education. This hurt did not encourage them to persist and overcome adversity as some of our more intellectually muscular colleague might argue: it caused them to lose confidence, it dented their self-esteem and led them never to have anything to do with some subjects ever again. Now, some of these incidents were connected with abuses of power by teachers and could not be justified on any grounds, but others were artefacts of everyday assessment practices which we regard as perfectly normal. If assessment has such a profound effect on the successes of the system, how much greater must be the negative effects on their less academically accomplished peers? Interest in assessment in higher education has been at a low point for about a decade and it has only been in the 1990s that it has started to pick up again. I have been surprised, in coming back to it after a long absence, that it is not the measurement-driven and rather stagnant area that I remembered it to be, but it is now at the heart of considerations of teaching and learning. It actually always was at the heart of such matters, but in the hands of assessment specialists it was easy to gain the impression that it required a knowledge of particular statistical techniques and test-construction that didn’t have much relationship to acts of learning. The dominant discourse in the literature referred to reliability, validity, discrimination (as a desirable feature, of course!) and difficulty. That has now changed dramatically. Assessment is back, centre-stage, and is of wide interest and concern. The assessment load created by increasing numbers of students and the shift in thinking towards competency frameworks are but the most prominent of many pressures. This is not to say that discussions of teaching and learning are always central to discussions of assessment, but it does mean that we cannot possibly ignore assessment issues: assessment certainly aids or inhibits our endeavours in improving teaching and learning. A concept which became part of the assessment discourse and which influenced my earlier thinking was Michael Scriven’s (1967) distinction between formative evaluation (to improve) and summative evaluation (to decide). These terms were translated on this side of the Atlantic into formative and summative assessment and used to discuss the importance of making sufficient provision for feedback to students as distinct from marking or grading which did not provide useful information to them. At times, the discussion seemed to imply that it was

423 citations


Book
01 Dec 1995
TL;DR: This article proposed a model of teacher development as social, personal and professional development, based on the findings of a three year New Zealand research project, which investigated the teacher development of some teachers of science working to: implement the findings from the previous "Learning in Science" projects; take into account students' thinking; and base their thinking on a constructivist view of learning.
Abstract: This text proposes a model of teacher development as social, personal and professional development, and is based on the findings of a three year New Zealand research project. The project investigated the teacher development of some teachers of science working to: implement the findings of the previous "Learning in Science" projects; take into account students' thinking; and base their thinking on a constructivist view of learning. The factors that helped teacher development are discussed as is a view of learning to underpin teacher development. This book is intended to be of interest to teachers, teacher educators, teacher developers, school managers and policy makers working in all curriculum areas.

397 citations


Book
01 Jan 1995
TL;DR: Early Childhood Education: A History and Theory of Early Childhood Education as mentioned in this paper The history of early childhood education is described in detail in the book "Early Childhood education: What does it mean to be a professional? What is a Professional? The Five Goals of Professionalism Professional Dispositions What Are New Roles for Early Childhood Professional Today? 2. The Past and the Present: Prologue to the Future Why Is the Past Important? Historical Figures and Their Influence on Early Childhood education The Beginnings of Kindergarten in the United States Twentieth Century Early Childhood Educators
Abstract: (Note: Each chapter contains the features Linking to Learning, Activities for Professional Development, and Readings for Further Enrichment) PART 1 EARLY CHILDHOOD EDUCATION AND PROFESSIONAL DEVELOPMENT 1. You and Early Childhood Education: What Does It Mean to Be a Professional? What Is a Professional? The Five Goals of Professionalism Professional Dispositions What Are New Roles for Early Childhood Professional Today? 2. Current Issues and Public Policy: Contemporary Influences on Children and Families Public Policy and Current Issues Family Issues Social Issues Policy and Programming Trends Accommodating Diverse Learners 3. Observing and Assessing Young Children: Effective Teaching Through Appropriate Evaluation What Is Assessment? Assessment for School Readiness What is Observation? What Are Critical Assessment Issues? Accommodating Diverse Learners PART 2 FOUNDATIONS: HISTORY AND THEORIES 4. The Past and the Present: Prologue to the Future Why Is the Past Important? Historical Figures and Their Influence on Early Childhood Education The Beginnings of Kindergarten in the United States Twentieth Century Early Childhood Educators From Luther to the Present: The Essentials of Good Educational Practices Views of Children Through the Ages Accommodating Diverse Learners Child-Centered Education 5. Theories Applied to Teaching and Learning: Foundations for Practice Theories of Learning and Development Piaget's Theory of Learning Lev Vygotsky and Sociocultural Theory Abraham Maslow and Self-Actualization Theory Erik Erikson Howard Gardner Urie Bromfenbrenner and Ecological Theory Accommodating Diverse Learners New Directions in Cognitive Development PART 3 PROGRAMS AND SERVICES FOR CHILDREN AND FAMILIES 6. Early Childhood Programs: Applying Theories to Practice The Growing Demand for Quality Early Childhood Programs Principles of the Montessori Method The Montessori Method in Action High/Scope: A Constructivist Approach Reggio Emilia Waldorf Education: Head, Hands, and Heart 7. Child Care: Meeting the Needs of Children, Parents, and Families The World of Child Care What Is Child Care? Types of Child Care Programs What Constitutes Quality Care and Education? The Effects of Care and Education on Children 8. The Federal Government: Supporting Children's Success Federal Legislation and Early Childhood Head Start Programs Other Federal Initiatives Accommodating Diverse Learners PART FOUR THE NEW WORLD OF EARLY CHILDHOOD EDUCATION 9. Infants and Toddlers: Foundation Years for Learning What Are Infants and Toddlers Like? Young Brains: A Primer Motor Development Intellectual Development Language Development Psychosocial and Emotional Development Infant and Toddler Mental Health Quality Infant and Toddler Programs Preparing Environments to Support Infant and Toddler Development Accommodating Diverse Learners 10. The Preschool Years: Getting Ready for School and Life Why Are Preschools So Popular? What Are Preschoolers Like? School Readiness: Who Gets Ready for Whom? Play and the Preschool Curriculum The New Preschool Curriculum: Standards and Goals Helping Preschoolers Make Successful Transitions Accommodating Diverse Learners Preschool Issues 11. Kindergarten Education Who Attends Kindergarten? Readiness and Placement of Kindergarten Children The Changing Kindergarten What Should Kindergarten Be Like? Environments for Kindergarteners Curriculum in Kindergarten Kindergarten Issues Accommodating Diverse Learners The Future of Kindergarten 12. The Primary Grades Teaching in Grades One to Three What Are Children in Grades One to Three Like? Primary Education Today Looking to the Future PART 5 MEETING THE SPECIAL NEEDS OF YOUNG CHILDREN 13. Technology and Young Children The Computer Generation Equity in Technology Technology and Special Childhood Populations Implementing Technology in Early Childhood Education Programs Parents and Technology The Technological Future and You 14. Guiding Children The Importance of Guiding Children's Behavior A Social Constructivist Approach to Guiding Children Teacher Effectiveness Training Nine Keys to Guiding Behavior Development of Autonomous Behavior Physical Punishment Trends in Guiding Children 15. Multiculturalism Multicultural Awareness Multicultural Infusion Bilingual Education Programs Trends in Multicultural Education 16. Children with Special Needs Children with Disabilities Gifted and Talented Children Abused and Neglected Children 17. Parent, Family, and Community Involvement Changes in Schooling Changes in Families Education as a Family Affair Guidelines for Involving Parents and Families Community Involvement and More Appendix A NAEYC Code of Ethical Conduct and Statement of Commitment Appendix B NAEYC Guidelines for Developmentally Appropriate Practice in Early Childhood Programs Appendix C Time Line: The History of Early Childhood Education

333 citations



Book
12 Feb 1995
TL;DR: In this article, the authors present a comprehensive survey of the education, research, and patient care missions of dental schools and provide specific recommendations on oral health assessment, access to dental care, dental school curricula, financing for education and research priorities, examinations and licensing, workforce planning, and other key areas.
Abstract: Six dental schools have closed in the last decade and others are in jeopardy. Facing this uncertainty about the status of dental education and the continued tension between educators and practitioners, leaders in the profession have recognized the need for purpose and direction.This comprehensive volume--the first to cover the education, research, and patient care missions of dental schools--offers specific recommendations on oral health assessment, access to dental care, dental school curricula, financing for education, research priorities, examinations and licensing, workforce planning, and other key areas.Well organized and accessible, the book Recaps the evolution of dental practice and education. Reviews key indicators of oral health status, outlines oral health goals, and discusses implications for education. Addresses major curriculum concerns. Examines health services that dental schools provide to patients and communities. Looks at faculty and student involvement in research. Explores the relationship of dental education to the university, the dental profession, and society at large. Accreditation, the dental workforce, and other critical policy issues are highlighted as well.Of greatest interest to deans, faculty, administrators, and students at dental schools, as well as to academic health centers and universities, this book also will be informative for health policymakers, dental professionals, and dental researchers.

313 citations



Journal ArticleDOI
TL;DR: In this paper, the authors examine women and minority faculty's professional role interests and values and assesses how well they fit with the norms of the institutions they serve, finding that women and minorities are less attuned to, and less likely to receive, institutional rewards and recognition based on scholarly productivity.
Abstract: Introduction Demographic predictions of an increasingly female-and minority-based work force have reinvigorated interest within the academy in recruiting qualified women and minority members into its professional ranks. According to the Hudson Institute [27], as many as 80 percent of the new entrants into the labor force over the next decade will be women and minorities. Such statistics have particular relevance for higher education, where the pool of faculty applicants appears to be shrinking while the demand for new faculty grows [7]. Not since the 1960s have colleges and universities focused so much attention on establishing a faculty that reflects the "diversity" of our national population. By and large, however, enthusiasm for increasing the number of women and minorities on our campuses has outstripped our understanding of the experience of these traditionally underrepresented groups in academe. Demographic data indicate that the majority of women and minority faculty are concentrated at less prestigious, two- and four-year colleges and at the lower end of the faculty ranks (or in nontenure-track positions) [1, 15, 18, 32, 36, 41]. Unfortunately, information that might help us to understand the demographic patterns we have found is incomplete. We need to know more about the institutional factors, as well as the personal and professional proclivities, needs, and interests, that determine women's and minorities' participation in higher education - and ultimately their success in and satisfaction with the academic world. In particular, assumptions about how women and minority faculty function, and wish to function, may prove as damaging to their professional growth and development within the academic community as present discrimination and insensitivity. The study presented in this article examines women and minority faculty's professional role interests and values and assesses how well they fit with the norms of the institutions they serve. Faculty Role Interests, Satisfactions, and Allocation of Work Time To the extent that the existing literature begins to sketch a coherent portrayal of women and minority faculty, the picture that emerges is not necessarily the most promising one. Data suggest lower research productivity, a heavy teaching orientation, and substantial commitment to institutional service [9, 11, 20, 30, 34, 45, 46]. Female and especially minority academics' greater involvement in service has been explained as a product of a mutual desire on the part of the university and these traditionally underrepresented individuals to further the goals of diversity on campus [5, 18]. Moreover, because of their commitment to the values of community and to the intellectual and social development of their students, female and minority faculty are reported to invest more time and energy in their teaching and to derive more satisfaction from it [5, 20, 30]. Finally, it has been argued that women's and minority's research productivity suffers from their commitment to teaching and service and from the more acute work and family/community conflicts experienced by these groups [30, 40, 52]. Given what Bowen and Schuster [7, p. 147] describe as the current "publishing obsession," the emerging professional profile of women and minority faculty, if true, suggests that they are less attuned to, and less likely to receive, institutional rewards and recognition based on scholarly productivity. Problems with Current Portrayals of Women and Minority Faculty One problem in interpreting much of the available data is the confound between gender/racial status and institutional affiliation/academic rank mentioned earlier. As Finkelstein [20, p. 199] noted in his comprehensive review of the faculty development literature, "overall male-female work activity disparity may be a function of the higher concentration of females in the less research-oriented universities and comprehensive colleges." Women and minorities are more likely to be employed at institutions and in positions that emphasize teaching and service - whether through predilection, discrimination, or both. …

Book
01 Jan 1995
TL;DR: In this article, the authors compare the national arrangements of the basic elements in the five major nations of Germany, Britain, France, United States, and Japan, and give play to historical determination of national peculiarities and unique arrangements.
Abstract: Places of Inquiry identifies basic conditions and trends in modern systems of higher education that link or dissociate research, teaching, and student learning (“study”). The book is structured in two major parts. Part I, “Distinctive National Configurations of Advanced Education and Research Organization”, in five chapters organized by country, contrasts the national arrangements of the basic elements in the five major nations of Germany, Britain, France, United States, and Japan. These chapters give play to historical determination of national peculiarities and unique arrangements. Chapter 1 particularly highlights the preeminent role played in the construction of the modern research university by nineteenthcentury developments in the German system. Emerging disciplinarians learned by trial and error to use the laboratory and the seminar in a framework of university institutes. In “the institute university”, the academic research group was born, with Humboldtian thought serving as a useful covering ideology.Chapter 2 portrays English universities, in contrast, to be focused historically on elite preparation of undergraduates—a “thin stream of excellence”—in the small worlds of Oxford and Cambridge colleges. Here, in this model, against the grain of the structure, research-centered academics learned to use the apprenticeship model for a very limited number of “research students” who were supported for advanced study toward a late-developing Ph.D. “The collegiate university” has been very different from the German configuration.Chapter 3 presents the highly unusual historical arrangements in the French setting where the universities became in effect the party of the third part, caught between the elite nature of the grandes ecoles and the domination in research of a nonuniversity research establishment. An outside set of research institutes has provided the main research base, and university research-oriented activities had to be brought into alignment with it. The genetic imprints of the system, in contrast to both the German and the British, have been one of subordination of the university, with much broad structural separation of research activity from university teaching and the university education of students. A picture of historic subordination is also found in the case of Japan (Chapter 5), where much displacement to industry has taken place. Students graduating from first-degree study have been snapped up by industry and offered better opportunity, including in research, than what the university could offer. Advanced education at universities became severely constrained. In Japanese terms, Japanese graduate schools, although formally modeled after the American structure, became “empty show windows.”The chapter on the United States traces the development of a highly competitive system of higher education in which a graduate level, separately organized within universities from undergraduate programs, provided a broad foundation for small-group laboratories and seminars in which research activity could be a means of teaching and a mode of study. Peculiar American conditions of weak secondary schooling and generous admission to higher education left much general or liberal education to be accomplished in the undergraduate years, preempting specialization. Emerging disciplinarians tried repeatedly in the mid- and late-nineteenth century to build their new research interests into the undergraduate realm. It did not work. The emergent solution was a vertical one, to add a formal graduate school on top, with its arms in the graduate programs of the departments making it “the home of science.”This major internal differentiation, in comparison to the other four major international models, made the American university a “graduate department university,” with extensive provision developing in the last half of the twentieth century for research-based teaching and learning. What the German system had been able to do on a small scale in the nineteenth century, in the context of elite higher education, the American system developed systematically the capacity to do on a much larger scale, in the context of mass higher education on the road to universal higher education.Part II of the volume, entitled “The Research-Teaching-Study Nexus,” offers a conceptual framework for understanding how modern systems of higher education do or do not effectively bring research into alignment with advanced university teaching and advanced student training. The concept of a research-teaching-study nexus serves as leitmotiv. In Chapter 6, devoted to “forces of fragmentation,” adverse conditions for this nexus are largely subsumed under the twin concepts of research drift and teaching drift, with certain interests of government and industry strengthening inherent tendencies, already stimulated by mass enrollments and great growth in knowledge, for research on the one side and teaching and learning on the other to drift apart.But the nexus survives, often with great resilience and strength, and, in Chapter 7, the central part of the conceptual analysis takes the form of an explanation of how a modern integration is most strongly effected. Supporting conditions and processes are identified at three levels: whole national system, where differentiation, decentralization, and competition serve as broad enabling elements; the individual university, where diversified funding and deliberate organization of advanced education play an increasingly large determining role; and the basic unit (departmental) level within universities, where the activities of research, teaching, and study are located. At the base, operational conditions are captured in the twin concepts of research group and teaching group, each dependent on the other and closely intertwined in a veritable double helix of linkage and interaction. These twin settings for professors and students permit the linked transmission of tacit and tangible knowledge.As both the tacit and the tangible components of specialized knowledge bulk ever larger, they cannot be suitably conveyed by undergraduate or first-degree teaching programs alone, or by historic mentor-apprentice relationships alone. The research-teaching-study nexus is increasingly enacted by operational units of universities that bring together an advanced teaching program and the learning-by-doing of research activity. In this organizational nexus we find the heart of the graduate school phenomenon.The concluding chapter (Chapter 8) goes beyond analysis of the research-teaching-study nexus by offering three broad conclusions for the understanding of modern higher education: first, that inquiry remains the central activity, the dynamic element, in the university complex; second, that complexity and contradiction in university activities are inevitable and will continue to grow, ruling out simple solutions to long-term problems and placing a premium on how individual universities go about organizing themselves; and third, that research and teaching have an “essential compatibility.” Research activity itself is a compelling and rich basis for teaching and learning, primarily in graduate education in the arts and sciences but also secondarily in both advanced professional education and undergraduate or pre-advanced education. The much-voiced view that research and teaching are incompatible is short-sighted and regressive. The incompatibility thesis should give way to a more fundamental understanding in which research activity is seen both as a compelling form of teaching and as a necessary method of learning.For all modern and modernizing systems of higher education, the book emphasizes the great importance of organizing master's and especially doctoral work so that the activities of specialized research groups interact with structured teaching programs.In sum: Places of Inquiry concentrates on graduate (advanced) education, a level of higher education that has been rarely studied. It depicts distinctive configurations of academic research and advanced training in the five major national systems of higher education of the late twentieth century. It highlights research activity as a basic for teaching and learning. And it identifies generic conditions that pull research, teaching, and study apart from each other, and conversely and most important, focuses attention on the structures and processes that work to keep these central university activities closely linked.

01 Jan 1995
TL;DR: A brief from 1995 as discussed by the authors reviews what was known about professional development and suggests some principles to guide professional development in the future and offers a framework for designing and assessing policies and programs.
Abstract: This brief from 1995 reviews what was known about professional development. The brief discusses its organization, costs, and effects on practice. It also suggests some principles to guide professional development in the future and offers a framework for designing and assessing policies and programs. Disciplines Curriculum and Instruction | Education Policy | Teacher Education and Professional Development Comments View on the CPRE website. This policy brief is available at ScholarlyCommons: http://repository.upenn.edu/cpre_policybriefs/74


Journal ArticleDOI
TL;DR: In this paper, the authors present a questionnaire used to interview new faculty members to help new faculty overcome obstacles and to gain acceptance of colleagues and gain the acceptance of Colleagues.
Abstract: 1. Introduction: New FacultyA Neglected Resource Part One: Obstacles Confronting New Faculty Members 2. Gaining the Acceptance of Colleagues 3. Establishing Teaching Styles and Skills 4. Developing Habits of Writing Productivity Part Two: Helping New Faculty Overcome Obstacles 5. Mentoring to Build Collegiality 6. Establishing Basic Teaching Skills 7. Encouraging Scholarly Productivity 8. Helping New Faculty Help Themselves Part Three: Building an Institutional Support System 9. Recruitment and Orientation 10. Retention and Tenure 11. Tailoring Programs to Special Needs 12. Enlisting Chairs and Other Administrators 13. Strategies for Getting Programs Under Way Resource: Questionnaire Used to Interview New Faculty.

Journal Article
TL;DR: In this paper, Stiggins argues that without a clear vision of the meaning of academic success and without the ability to translate that vision into high-quality assessments at the classroom, building, and district levels, we will remain unable to help students attain higher levels of academic achievement, regardless of the instructional methods we use or, how we organize our schools.
Abstract: Without a clear vision of the meaning of academic success and without the ability to effectively assess student attainment of those achievement targets at the classroom, building, and district levels, we will remain unable to help students attain higher levels of academic achievement, regardless of the instructional methods we use or, how we organize our schools, Mr. Stiggins warns. Several years ago, in an article titled "Assessment Literacy," I expressed the view that the school improvement efforts under way at that time would not be productive unless and until educators became masters of the basic principles of sound class@ room assessment.(1) Without a crystal clear vision of the meaning of academic success and without the ability to translate that vision into high-quality assessments at the classroom, building, and district levels, I contended, we would remain unable to assist students in attaining higher level of academic achievement. Since then, several important assessment-related developments have unfolded that bear on the evolution of our collective assessment literacy. For this reason, I believe it is time to review and evaluate our progress. To begin with, we can identify positive trends that promise to increase our under@ standing and use of high-quality assessment. For example, the business community and other major segments of our society have recognized that schools must do more than rank students from the highest to the lowest achievers. Rather, a growing demand for highly competent citizens has triggered the realization that schools must help a larger proportion of our students meet high standards of academic excellence. Evidence of this revised mission of schools can be seen in the highly visible lists of national, state, and local education goals. This demand for excellence fuels an intense need for high-quality classroom and large-scale assessments. The desire for higher achievement for ever more students has forced us to define the meaning of academic success in ever clearer terms. Specialists in the academic disciplines continue working to define academic success in reading, writing, math, science, and foreign language, among others. These sharper definitions provide a far stronger focus for high-quality educational programs and assessments than we have ever had before. Yet another important positive development has seen performance assessment become an essential ingredient in a complete school assessment program. We have begun to understand how many of our most important achievement targets take the form of skills and capabilities that require assessment by means of observation and the exercise of judgment. For this reason, we have begun to conduct the research and development efforts required to learn how to use performance assessment effectively. In addition, some major assessment programs have acknowlegded the importance of involving teachers in their assessment projects. For instance, Vermont, Kentucky, and California, among others, have relied heavily on teachers as assessors. And a few states, such as Michigan, Oregon, Pennsylvania, and Washington, and some school districts have begun to recognize the critical role that classroom assessment will play in the future of school development. Many have begun to allocate significant resources to professional development, for teachers and administrators. Finally, the National Council on Measurement in education (NCME) has joined the American Federation of Teachers and the National Education Association to identify and endorse a complete set of classroom room assessment competencies for teachers.(2) Similar standards have been spelled out for principals (3) and are currently being developed for administrators in general through the collaboration of NCME and the American Association of School Administrators. All of these positive developments suggest that progress has been significant. However, the path of progress has not always been smooth. …


Journal ArticleDOI
TL;DR: The authors found that the discourse in the teacher-researcher community provided a public space in which participants constructed new literacy meanings, such as theoretical principles, teaching practice, problem solving about difficulties related to curricular enactments, the effects of the literacy curriculum on students, case studies of particular children, and references to prior events in the community.
Abstract: Teacher-researcher communities constitute an imporant forum for change in the educational reform movement. yet little is known about the construction of these communities in special education contexts. in the early literacy project, we found that the discourse inthe teacher-researcher community provided a public space in which participants constructed new literacy meanings. a more careful examination of the discourse revealed that talk related to six issues: theoretical principles, teaching practice, problem solving about difficulties related to curricular enactments, the effects of the literacy curriculum on students, case studies of particular children, and references to prior events in the community. further, talk about principles and teaching practice formed a tightly woven braid ofmeaning that came to represent common assumptions about ways-of-doing and ways-of-thinking about literacy.

Journal ArticleDOI
TL;DR: In this paper, the authors contrast responsible with irresponsible inclusion practices for students with learning disabilities, and propose guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms and models are developed and implemented at the school-based level.
Abstract: The purpose of this article is to contrast responsible with irresponsible inclusion practices for students with learning disabilities. Guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms, models are developed and implemented at the school-based level, a continuum of services is maintained, the service delivery model is evaluated continuously, and ongoing professional development is provided.


Journal ArticleDOI
TL;DR: The authors explored the applicability of Donald Schon's notion of reflective practice for student teachers in practicum settings, guided by three questions: What do student teachers reflect upon? What precipitates reflection? and What factors enhance or constrain reflection.


DOI
01 Jan 1995
TL;DR: In this paper, the authors discuss how growth in teaching can be fostered in student teachers through mentoring, and compare and contrast the conceptions of mentoring and student teachers' learning held by a sample of mentors.
Abstract: Introduction This chapter is 'concerned with how growth in teaching can be fostered in student teachers through mentoring. It begins with an analysis of the growth process by drawing upon recent research on student teachers' learning. It then compares and contrasts this with the conceptions of mentoring and student teachers' learning held by a sample of mentors involved in an articled teacher training scheme. This comparison of the two is used to raise issues concerning the roles and responsibilities of mentors, their potential contribution to student teachers' professional development and obstacles that may have to be overcome to reach this potential.


Book
01 Jan 1995
TL;DR: In this article, the authors examine how experience generates developmental change and how the relationship between self and others changes across the lifespan and, in turn, affects the teacher-learner relationship, and describe the processes that promote separateness, indepAndence, interdepAndence and autonomy in adult learners.
Abstract: Does the capacity to learn increase or decrease over time? How does the sense of self and identity change over the adult years? What are the educational implications of that change? And how can teachers acknowledge the experience their adult students bring to the classroom?In this book, Mark C. Tennant and Philip Pogson draw on the field of developmental psychology to provide new insights into the critical connections between experience and learning in all areas of adult education and training. Integrating findings from both adult developmental psychology and adult teaching and learning, the authors examine how experience generates developmental change. They look at how the relationship between self and others changes across the lifespan and, in turn, affects the teacher-learner relationship. And they describe the processes that promote separateness, indepAndence, interdepAndence, and autonomy in adult learners." Learning and Change in the Adult Years" thoroughly explores the role of development in adult learning, the investment of 'self' in learning, and the link between social development and personal development to give teachers and trainers both the concepts and tools for promoting autonomy and self-direction in learners. Mark Tennant is dean of faculty and professor of adult education in the Faculty of Education, University of Technology, Sydney. He has published numerous articles in international journals on the theme of lifespan development and learning. His book "Psychology and Adult Learning" won the 1990 Cyril Houle Award for outstanding literature in adult education. Philip Pogson is staff development manager at the University of Sydney, Australia. He has held a number of positions in education and training at both the university level and in vocational training for the long term disadvantaged unemployed.


Journal ArticleDOI
TL;DR: A three-pronged approach to tourism education consisting of professional, vocational, and entrepreneurial training is proposed in this paper, where four criteria for the design of a successful entrepreneurial development program are outlined.

Journal ArticleDOI
TL;DR: The authors found that the developmental nature of learning to teach is reflected in students' analyses of events embedded in cases and that case-based pedagogy provides opportunities to further encourage the development of professional reasoning in prospective teachers.

Journal ArticleDOI
TL;DR: Teaching medical students to be computer-literate will not only enable them to use information technology competently, but will foster their capacity for "termless learning," which involves the ability to assess the adequacy of one's knowledge, to efficiently redress identified deficiencies, and to direct one's ongoing learning well in a rapidly changing world.
Abstract: The call for medical students to become literate in the uses of information technology has become a familiar refrain. Over ten years ago, the Association of American Medical College's GPEP Report recommended that medical schools incorporate into their curricula training in the use of such technology; however, in the intervening decade, discouragingly little progress has been made toward meeting this goal, even though the need for such changes has grown more compelling. The author contends that teaching medical students to be computer-literate will not only enable them to use information technology competently, but will foster their capacity for "termless learning," which involves the ability to assess the adequacy of one's knowledge, to efficiently redress identified deficiencies, and to direct one's ongoing learning well in a rapidly changing world. He contends that by exposing medical students early in their training to the vast profusion of electronic information resources, medical educators can help produce a generation of practitioners who have a different orientation toward knowledge and learning. The author then assesses three different approaches to computer-literacy training: learning about computers, learning through computers (i.e., using computers as tools for instructional delivery), and learning with computers (i.e., requiring students to use computers in their work on a day-to-day basis). He concludes that none of the approaches is sufficient unto itself, but learning with computers offers the most powerful means of fostering the forms of termless learning that students will need to practice medicine in the future.