Showing papers on "Professional development published in 2018"
TL;DR: Teacher coaching has emerged as a promising alternative to traditional models of professional development as discussed by the authors, and the empirical literature on teacher coaching and conduct meta-analyses to estimate the effectiveness of teacher coaching.
Abstract: Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estima...
571 citations
Journal Article•
TL;DR: In this article, a literature review on factors that influence learning experiences in e-learning, online learning and blended learning is presented, focusing on factors such as educator presence in online settings, interactions between students, teachers and content, and designed connections between online and offline activities as well as between campus related and practice-related activities.
Abstract: In higher education, e‑learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face‑to‑face teaching to online learning and/or blended learning in order to try to define which of the formats provides, e.g., the highest learning outcome, creates the most satisfied students or has the highest rate of course completion. However, these studies often show that teaching and learning are influenced by more than teaching format alone. Many factors play significant roles, and this literature review will look further into some of them.The review has a special interest in professional bachelor education and teacher training, and it focusses on factors that influence learning experiences in e‑learning, online learning and blended learning. Thus, the research question of the review is as follows: Which factors are found to influence e‑learning and blended learning in relation to learning outcome, student satisfaction and engagement in collaboration in higher education and particularly in professional education? The findings from the research papers included in the review show that among the many factors some seem to dominate more: educator presence in online settings, interactions between students, teachers and content, and designed connections between online and offline activities as well as between campus‑related and practice‑related activities. The article thus points in the direction of some significant factors, but it also discusses and questions the relevance of research focusing on comparisons between individual formats of e‑learning, online learning, blended learning or "traditional" face‑to‑face teaching and learning. Teaching and learning are complex and are influenced by more than just the teaching format. The review is based on systematic database searches conducted in January 2017, and it includes 44 peer reviewed articles and papers published between 2014 and 2017.
234 citations
TL;DR: In this article, a review summarizes findings from (quasi-experimental studies that high pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children.
Abstract: High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that ...
174 citations
TL;DR: In this article, the authors investigated what resources teachers acquired during these interventions that explained why they are so able to successfully upgrade the quality of their motivating style, and found that intervention-enabled gains in teaching efficacy and intrinsic instructional goals.
148 citations
Book•
30 Apr 2018TL;DR: This book discusses 21st century skills education in schools, project-based and collaborative teaching/learning supported by Wiki, and an example of an inquiry-based game design learning approach.
Abstract: Part 1: 21st century skills education on the whole -- Chapter 1 Introduction -- Chapter 2 21st century skills and global education roadmap -- Part 2: 21st century skills education: Plagiarism-free inquiry Pjbl in Asia, Europe and North America -- Chapter 3 21st century skills education in Hong Kong and Shenzhen, China: Inquiry project-based and collaborative teaching/learning supported by Wiki -- Chapter 4 21st century skills education in Switzerland: An example of project-based learning using Wiki in science education -- Chapter 5 21st century skills education in the U.S.: An example of an inquiry-based game design learning approach -- Part 3: 21st century skills education in schools -- Chapter 6 Teachers' professional development -- Chapter 7 Guides and suggestions for pedagogy implementation in classrooms -- Chapter 8 Assessment instruments for 21st century skills -- Chapter 9 Summary and conclusions.
145 citations
TL;DR: The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students’ learning, or for a broader base of professionals who wishto engage a population of potential users.
Abstract: We evaluated the use of gamification to facilitate a student-centered learning environment within an undergraduate Year 2 Personal and Professional Development (PPD) course. In addition to face-to-face classroom practices, an information technology-based gamified system with a range of online learning activities was presented to students as support material. The implementation of the gamified course lasted two academic terms. The subsequent evaluation from a cohort of 136 students indicated that student performance was significantly higher among those who participated in the gamified system than in those who engaged with the nongamified, traditional delivery, while behavioral engagement in online learning activities was positively related to course performance, after controlling for gender, attendance, and Year 1 PPD performance. Two interesting phenomena appeared when we examined the influence of student background: female students participated significantly more in online learning activities than male students, and students with jobs engaged significantly more in online learning activities than students without jobs. The gamified course design advocated in this work may have significant implications for educators who wish to develop engaging technology-mediated learning environments that enhance students’ learning, or for a broader base of professionals who wish to engage a population of potential users, such as managers engaging employees or marketers engaging customers.
141 citations
TL;DR: An interactive game-based learning experience is described as a way to engage and empower both nurse residents and experienced nurses in the hospital setting.
Abstract: Nursing professional development practitioners have the responsibility to find creative and innovative ways to teach and provide learners with the education needed to practice safely in the hospital setting. This article describes an interactive game-based learning experience as a way to engage and empower both nurse residents and experienced nurses.
138 citations
TL;DR: The authors presented an overview of research literature on teacher educators competences in preparing their students to teach with technology and identified four domains of competence: technology competences, competences for pedagogical and educational technology use, beliefs about teaching and learning, and skills in professional learning.
131 citations
TL;DR: Women and future noncardiologists valued work-life balance more highly and had more negative perceptions of cardiology than men or future cardiologists, who emphasized the professional advantages available in cardiology.
Abstract: Importance Few data exist on internal medicine trainees’ selection of cardiology training, although this is important for meeting future cardiology workforce needs. Objective To discover trainees’ professional development preferences and perceptions of cardiology, and their relationship to trainees’ career choice. Design, Setting, and Participants We surveyed trainees to discover their professional development preferences and perceptions of cardiology and the influence of those perceptions and preferences on the trainees’ career choices. Participants rated 38 professional development needs and 19 perceptions of cardiology. Data collection took place from February 2009, through January 2010. Data analysis was conducted from May 2017 to December 2017. Main Outcomes and Measures Multivariable models were used to determine the association of demographics and survey responses with prospective career choice. Results A total of 4850 trainees were contacted, and 1123 trainees (of whom 625 [55.7%] were men) in 198 residency programs completed surveys (23.1% response; mean [SD] age, 29.4 [3.5] years). Principal component analysis of survey responses resulted in 8-factor and 6-factor models. Professional development preferences in descending order of significance were stable hours, family friendliness, female friendliness, the availability of positive role models, financial benefits, professional challenges, patient focus, and the opportunity to have a stimulating career. The top perceptions of cardiology in descending order of significance were adverse job conditions, interference with family life, and a lack of diversity. Women and future noncardiologists valued work-life balance more highly and had more negative perceptions of cardiology than men or future cardiologists, who emphasized the professional advantages available in cardiology. Professional development factors and cardiology perceptions were strongly associated with a decision to pursue or avoid a career in cardiology in both men and women. Conclusions and Relevance Alignment of cardiology culture with trainees’ preferences and perceptions may assist efforts to ensure the continued attractiveness of cardiology careers and increase the diversity of the cardiology workforce.
120 citations
TL;DR: Investigating the commonalities and variations in educators’ conceptualizations of STEM education concluded that those working in the same system explore the common elements that are being attributed to STEM education and co-construct a vision that provides opportunities for all their students to attain STEM-related goals.
Abstract: Despite increasing attention to STEM education worldwide, there is considerable uncertainty as to what constitutes STEM education and what it means in terms of curriculum and student outcomes. The purpose of this study was to investigate the commonalities and variations in educators’ conceptualizations of STEM education. Sensemaking theory framed our analysis of ideas that were being selected and retained in relation to professional learning experiences in three contexts: two traditional middle schools, a STEM-focused school, and state-wide STEM professional development. Concept maps and interview transcripts from 34 educators holding different roles were analyzed: STEM and non-STEM teachers, administrators, and STEM professional development providers. Three themes were included on over 70% of the 34 concept maps: interdisciplinary connections; the need for new, ambitious instructional practices in enacting a STEM approach; and the engagement of students in real-world problem solving. Conceptualizations of STEM education were related to educational contexts, which included the STEM education professional development activities in which educators engaged. We also identified differences across educators in different roles (e.g., non-STEM teacher, administrator). Two important attributes of STEM education addressed in the literature appeared infrequently across all contexts and role groups: students’ use of technology and the potential of STEM-focused education to provide access and opportunities for all students’ successful participation in STEM. Given the variety of institutionalized practices and school contexts within which STEM education is enacted, we are not convinced that a single worldwide definition of STEM education is critical. What we do see as essential is that those working in the same system explore the common elements that are being attributed to STEM education and co-construct a vision that provides opportunities for all their students to attain STEM-related goals. This is especially important in the current reform contexts related to STEM education. We also see that common conceptions of STEM education appear across roles and contexts, and these could provide starting points for these discussions. Explicitly identifying the ideas educators are and are not selecting and retaining can inform professional learning activities at local and larger scales.
115 citations
TL;DR: This discussion focuses on specific examples of free open-access medical education (FOAMed) tools that provide education and professional growth at minimal or no cost to the user.
TL;DR: In this paper, the authors present a systematic review of executive coaching outcome studies published in peer-reviewed scholarly journals to date, focusing only on coaching provided by external coaches to organizational members.
Abstract: In this article, we focus on a specific type of personal and professional development practice -executive coaching- and present the most extensive systematic review of executive coaching outcome studies published in peer-reviewed scholarly journals to date. We focus only on coaching provided by external coaches to organizational members. Our purpose is twofold: First, to present and evaluate how executive coaching outcome studies are designed and researched (particularly regarding methodological rigor and context-sensitivity). Secondly, to provide a comprehensive review of what we know about executive coaching outcomes, what are the contextual drivers that affect coaching interventions and what the current gaps in our understanding of coaching practice. On that basis, we discuss and provide a research agenda that might significantly shift the field. We argue that methodological rigor is as important as context-sensitivity in the design of executive coaching outcome studies. We conclude with a discussion of implications for practice.
TL;DR: It is suggested that radically changing the learning environment can affect teachers’ identities and their approaches to teaching in predictable ways that can inform teacher education and professional development programs for STEM teachers, maximizing the success of teachers as they implement student-centered pedagogy.
Abstract: Students and teachers in twenty-first century STEM classrooms face significant challenges in preparing for post-secondary education, career, and citizenship Educators have advocated for student-centered instruction as a way to face these challenges, with multiple programs emerging to shape and define such contexts However, the ways to support teachers as they transition into non-traditional teaching must be developed The purpose of this study is to explore the impacts on educators of teaching in student-centered, peer-mediated STEM classrooms and preparing student peer leaders for their roles in these classes Research questions examined how teachers think about themselves as they implement student-centered pedagogy, the difficulties they face as their roles and identities shift, and the ways they grow or resist growth Qualitative research conducted at two urban secondary schools documents the diverse experiences and responses of teachers in an innovative, student-centered STEM instructional program The experiences and perceptions of 13 STEM teachers illuminate the possibilities and challenges for teachers in student-centered classrooms All participating teachers described multiple benefits of teaching in a student-centered classroom and differences from traditional classrooms Their transitions to this type of teaching fell into three major categories based upon past identities and current beliefs Some teachers found the pedagogy consistent with preexisting identities and embraced it without radical change to their concepts of teaching They described ways in which the model helped them become the teachers they had always wanted to be Other teachers, who initially identified as deliverers of STEM content, had more difficult experiences adjusting to student-centered instruction In one case, a teacher resisted change and exited the program, maintaining her identity and deciding not to become student-centered Other participating teachers made dramatic shifts in their identities in order to implement the program These teachers described significant learning curves as they shared responsibility for student learning with student leaders This study suggests that radically changing the learning environment can affect teachers’ identities and their approaches to teaching in predictable ways that can inform teacher education and professional development programs for STEM teachers, maximizing the success of teachers as they implement student-centered pedagogy
TL;DR: An analytical framework focused on model components, purposes, scope, explicit and implicit theories of learning and change processes, agency and philosophical underpinnings is developed and illustrated to support a more informed selection of theoretical models by researchers and practitioners.
Abstract: One approach to designing, researching or evaluating professional learning experiences is to use models of learning processes. Here we analyse and critique five significant contemporary analytical ...
TL;DR: In this article, the Double Check cultural responsivity and student engagement model was used to evaluate the impact of a novel coaching approach utilized as one element of the Double-Check cultural responsibility and engagement model for elementary and middle school teachers.
Abstract: This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating teachers were exposed to school-wide professional development activities. Pre–post nonexperimental comparisons indicated improvements in self-reported culturally responsive behavior management and self-efficacy for teachers in both conditions following professional development exposure. With regard to the experimental findings, trained observers recorded significantly more proactive behavior management and anticipation of student problems by teachers, higher student cooperation, less student noncooperation, and fewer disruptive behaviors in classrooms led by coached teachers relative to comparison teachers. Taken together, the findings suggest the potent...
TL;DR: The Revised 2017 Scope of Practice for theRDN reflects the position of the Academy on the essential role of the RDN in the direction and delivery of food and nutrition services and reflects the minimum competent level of nutrition and dietetics practice and professional performance.
TL;DR: To be successful, rural principals must be able to nimbly mediate relations within the local community and the larger school system, according to a literature review of work published from 2003–2013.
Abstract: Within this article, we thematically present common challenges associated with the role of the rural principal. In this literature review, we delimit our search to work published from 2003–2013. A limitation of this study is that it represents data predominantly from American, Canadian, and Australian rural settings, restricting a global applicability of results. Findings highlight that many rural principal candidates face a hiring disadvantage if they do not have a historical connection with the community advertising a position. Additional challenges include juggling diverse responsibilities, lack of professional development and resources, gender discrimination, and issues surrounding school accountability and change. This information is beneficial for researchers, policymaker, senior educational leaders, principals, vice-principals, teachers, parents, and community members interested in school leadership within rural communities. We conclude that to be successful, rural principals must be able to nimbly mediate relations within the local community and the larger school system.
TL;DR: It is revealed that peer learning experiences contribute to the learning process of undergraduate nursing students in preparing them to become professional nurses through personal development and professional development.
TL;DR: In this paper, the authors used Self-Determination Theory to gain more insight into motivational processes contributing to teachers' innovative behavior and professional development, and found that basic psychological need satisfaction affects both intrinsic motivation and occupational self-efficacy, and that the latter strongly supports innovative behaviour.
Abstract: Teachers’ innovative behaviour and professional development are important aspects of high-quality education. It is often thought that motivation influences teachers’ innovative behaviour and professional development. The main purpose of this study is to gain more insight into motivational processes contributing to teachers’ innovative behaviour. Using Self-Determination Theory, both intrinsic motivation and basic psychological need satisfaction are addressed. From an organizational psychology perspective, occupational self-efficacy is also included in the hypothesized model. Online survey data from teachers in primary, secondary, and vocational education in the Netherlands (n = 2,385) are analysed using structural equation modeling. Results show that basic psychological need satisfaction affects both intrinsic motivation and occupational self-efficacy, and that the latter strongly supports innovative behaviour.
Book•
01 Apr 2018
TL;DR: In this article, the authors focus on how to build Sub-Saharan Africa's knowledge capital by improving learning outcomes in basic education while expanding access and completion, and draw lessons from the region and for the region about what works to boost learning and how to better implement what is known to have worked.
Abstract: Sub-Saharan Africa is becoming more diverse, urbanized, and integrated regionally and globally, bringing the promise of more and better jobs to the continent’s sizable and growing youth population. Realizing this potential requires that young Africans have a solid foundation in basic education and opportunities for many of them to continue beyond basic education. These youths, the continent’s future workforce are essential for countries to tap into the world’s rich accumulation of scientific and technological knowledge for economic and social transformation. This mechanism is so critical that many, if not all, African leaders have increasingly made the building of knowledge capital a centerpiece of their countries’ visions and strategies for development. For the past 25 years, Sub-Saharan Africa has focused on enrolling students in primary school, the first step in developing human capital. How to build Sub-Saharan Africa’s knowledge capital by improving learning outcomes in basic education while expanding access and completion is the focus of this book. It draws lessons from the region and for the region about what works to boost learning and how to better implement what is known to have worked. It also adds to the literature with its extensive new analyses of multiple datasets from the region, integrating findings about children’s learning, access to school, and progress through basic education.
TL;DR: The authors assessed several precursors that might be connected to Information and Communication Technology (ICT) practices enacted in classrooms, namely, science teachers' conception of traditional versus constructivist teaching and learning, their sense of efficacy, ICT efficacy, and ICT professional development.
TL;DR: The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences and the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in the clinical practice is recommended.
TL;DR: The review highlights the importance of the inclusion of LGBT+ health-related issues within the health curriculum and continuing professional development programmes and the implications for education and training, clinical practice and research.
TL;DR: This review suggests that targeted programmes have the potential to improve some outcomes for women in academia, however, the studies provide limited high-quality evidence to provide information for academic institutions in terms of the best way to improve outcomes.
Abstract: Objective To summarise quantitative evaluations of interventions designed to support the careers of women in academia of any discipline. Method A systematic search of English entries in PubMed, CINAHL and Google Scholar was conducted in September 2017. Methodological quality of the studies was independently assessed by two authors using the Joanna Briggs Institute quality appraisal checklists. Meta-analysis was not possible due to heterogeneity in methods and outcomes; results were synthesised and displayed narratively. Results Eighteen eligible studies were identified, mostly evaluating programmes in academic medicine departments. The most common interventions were mentoring, education, professional development and/or networking programmes. All programmes took a ‘bottom-up’ approach in that women were responsible for opting into and devoting time to participation. Study quality was low overall, but all studies reported positive outcomes on at least one indicator. Most often this included improvements in self-rated skills and capabilities, or satisfaction with the programme offered. Results regarding tangible outcomes were mixed; while some studies noted improvements in promotion, retention and remuneration, others did not. Conclusions This review suggests that targeted programmes have the potential to improve some outcomes for women in academia. However, the studies provide limited high-quality evidence to provide information for academic institutions in terms of the best way to improve outcomes for women in academia. The success of an intervention appears to be undermined when it relies on the additional labour of those it is intending to support (ie, ‘bottom-up’ approaches). As such, academic institutions should consider and evaluate the efficacy of ‘top-down’ interventions that start with change in practice of higher management.
TL;DR: There is evidence to inform capacity building programming and how interventions can be selected to optimize impact and how to extend beyond the individual level, assess outcomes at organizational and systems levels, and include objective measures of effect.
Abstract: This systematic review assessed the effectiveness of capacity building interventions relevant to public health practice. The aim is to inform and improve capacity building interventions. Four strategies were used: 1) electronic database searching; 2) reference lists of included papers; 3) key informant consultation; and 4) grey literature searching. Inclusion (e.g., published in English) and exclusion criteria (e.g., non-English language papers published earlier than 2005) are outlined with included papers focusing on capacity building, learning plans, or professional development plans within public health and related settings, such as non-governmental organizations, government, or community-based organizations relating to public health or healthcare. Outcomes of interest included changes in knowledge, skill or confidence (self-efficacy), changes in practice (application or intent), and perceived support or supportive environments, with outcomes reported at the individual, organizational or systems level(s). Quality assessment of all included papers was completed. Fourteen papers were included in this review. These papers reported on six intervention types: 1) internet-based instruction, 2) training and workshops, 3) technical assistance, 4) education using self-directed learning, 5) communities of practice, and 6) multi-strategy interventions. The available literature showed improvements in one or more capacity-building outcomes of interest, mainly in terms of individual-level outcomes. The available literature was moderate in quality and showed a range of methodological issues. There is evidence to inform capacity building programming and how interventions can be selected to optimize impact. Organizations should carefully consider methods for analysis of capacity building interventions offered; specifically, through which mechanisms, to whom, and for which purpose. Capacity-building interventions can enhance knowledge, skill, self-efficacy (including confidence), changes in practice or policies, behaviour change, application, and system-level capacity. However in applying available evidence, organizations should consider the outcomes of highest priority, selecting intervention(s) effective for the outcome(s) of interest. Examples are given for selecting intervention(s) to match priorities and context, knowing effectiveness evidence is only one consideration in decision making. Future evaluations should: extend beyond the individual level, assess outcomes at organizational and systems levels, include objective measures of effect, assess baseline conditions, and evaluate features most critical to the success of interventions.
21 Feb 2018
TL;DR: In this article, a framework for teacher behaviour and teacher learning has been developed, which marks a new direction in the pedagogy of teacher education, and its basic principles are discussed.
Abstract: The gap between theory and practice in teacher education has led to much criticism regarding the eectiveness of teacher education. In this article, the causes of this gap are discussed and related to a framework for teacher behaviour and teacher learning. Using this framework, the so- called 'realistic approach' to teacher education has been developed, which marks a new direction in the pedagogy of teacher education. This approach, developed at Utrecht University in the Netherlands, is described in this article, and its basic principles are discussed. Several evaluative studies into the realistic approach show its positive outcomes. Important conclusions are presented for (1) programme design, based on (2) a view of the intended process of student teacher learning, (3) the pedagogical interventions and arrangements used, and (4) the professional development of teacher educators.
TL;DR: This article describes the current global landscape of the genetic counseling specialty field's professional development and highlights the status of genetic counseling training programs, availability of credentialing through government and professional bodies, and potential for international reciprocity.
Abstract: The genetic counseling profession is continuing to develop globally, with countries in various stages of development. In some, the profession has been in existence for decades and is increasingly recognized as an important provider of allied health, while in others it is just beginning. In this article, we describe the current global landscape of the genetic counseling specialty field's professional development. Using examples of the United States, United Kingdom, Canada, Australia, South Africa, and various countries in Asia, we highlight the following: (a) status of genetic counseling training programs, (b) availability of credentialing through government and professional bodies (certification, registration, and licensure), and potential for international reciprocity, (c) scope of clinical practice, and (d) health-care system disparities and cultural differences impacting on practice. The successful global implementation of precision medicine will require both an increased awareness of the importance of the profession of "genetic counselor" and flexibility in how genetic counselors are incorporated into each country's health-care market. In turn, this will require more collaboration within and across nations, along with continuing engagement of existing genetic counseling professional societies.
TL;DR: The review shows that massive investment by development partners is resulting in positive development of nursing education in Sub Saharan Africa, but more reforms are needed to increase capacity of educators and mentors, responsiveness of curricula, strongly regulatory frameworks, and availability of infrastructure and resources.
Abstract: The Lancet Commission and the Global Health Workforce Alliance reported that professional education has generally not kept up the pace of health care challenges. Sub Saharan Africa needs an effective and efficient nursing education system to build an adequate, competent and relevant nursing workforce necessary for the achievement of Sustainable Development Goals. The Plan of Action for Scaling up Quality Nursing and Midwifery Education and Practice for the African Region 2012 - 2022 provided a framework for scale up of nurses and midwives. This integrative review examined literature on nursing education challenges and solutions in Sub Saharan Africa to inform development of a model for improving the quality, quantity and relevance of nursing education at local level. A search of PubMed, Medline on EBCSOhost and Google Scholar was conducted using key words: nursing education, challenges, solutions and/ or Africa. Published works from 2012 to 2016 were reviewed to explore reports about challenges and solution in nursing education in Sub Saharan Africa. Full texts of relevant studies were retrieved after reading the tittles and abstracts. Critical appraisal was undertaken and the findings of the relevant studies were analysed using thematic analysis. Twenty articles and five grey sources were included. Findings of the review generally supports World Health Organisation framework for transformative and scale up of health professions education. Six themes emerged; curriculum reforms, profession regulation, transformative teaching strategies, collaboration and partnership, capacity building and infrastructure and resources. Challenges and solutions in nursing education are common within countries. The review shows that massive investment by development partners is resulting in positive development of nursing education in Sub Saharan Africa. However, strategic leadership, networking and partnership to share expertise and best practices are critical. Sub Saharan Africa needs more reforms to increase capacity of educators and mentors, responsiveness of curricula, strongly regulatory frameworks, and availability of infrastructure and resources. The review adds to the body of knowledge to enhance efforts of stakeholders in the improvement of the quality, quantity and relevance of nursing education in Sub Saharan Africa.
TL;DR: This study investigated how some key features of online discourse influenced the continued participation of the members of a Twitter-based professional learning community and quantified the influences of these dimensions on users' commitment time to the Twitter community.
Abstract: Educators show great interest in participating in social-media communities, such as Twitter, to support their professional development and learning. The majority of the research into Twitter-based professional learning communities has investigated why educators choose to use Twitter for professional development and learning and what they actually do in these communities. However, few studies have examined why certain community members remain committed and others gradually drop out. To fill this gap in the research, this study investigated how some key features of online discourse influenced the continued participation of the members of a Twitter-based professional learning community. More than 600,000 tweets generated over six years under the hashtag #edchat were gathered. Online discourse was deconstructed to the cognitive dimension, the interactive dimension, and the social dimension. Text-mining methods were then used to automatically identify these dimensions in the tweets. Finally, survival analysis was used to quantify the influences of these dimensions on users' commitment time to the Twitter community. The implications of the results and findings are then discussed. Wanli Xing is an Assistant Professor in Instructional Technology at Texas Tech University, USA with background in learning sciences, statistics, computer science and mathematical modeling. His research interests are educational data mining, learning analytics, and CSCL. Gao Fei is an Associate Professor at Bowling Green State University. Her current research involves examining the types of interaction and learning enabled by online social technologies, designing technology-mediated environments that encourage meaningful social interaction, and exploring pedagogical methods that promote deep learning in such environments.
TL;DR: In this paper, the authors validate selected elements of Desimone's (2009) conceptual framework on teacher professional development and find that professional development participation and contextual school-and teacher-level factors influence teachers' classroom practices.