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Professional development

About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.


Papers
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Journal ArticleDOI
TL;DR: This article examined the change process in mathematics by analyzing conversations between teachers and researchers during workshops conducted throughout the school year and interviews conducted at the beginning, middle, and end of the year.

241 citations

Journal ArticleDOI
TL;DR: The paper explores the feelings of teachers towards CPD and then, drawing on a seven-year longitudinal practitioner research study, uses the example of physical education to highlight the discordance between the intentions of the provider and the learning of the teachers.
Abstract: This article explores the current demands that teachers engage in year-on-year continued professional development (CPD) as a means of showing their ongoing competence to teach. In particular it highlights two types of CPD: the talked about notion of the ‘reflective practitioner’ and the actioned reality of CPD as a measure of technical and competent practice. The paper explores the feelings of teachers towards CPD and then, drawing on a seven-year longitudinal practitioner research study, uses the example of physical education to highlight the discordance between the intentions of the provider and the learning of the teachers. Finally, it uses the self-same study to illustrate the difference between traditional CPD and an idea of professional development that focuses on the use of practitioner research. It argues that through the use of inquiry and research teachers are able to focus their learning on ‘their kids’ and ‘their problems’ rather than engage in CPD which is delivered off-site and which assumes...

240 citations

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.

240 citations

Journal ArticleDOI
TL;DR: In this article, the authors trace the evolution of mentoring programs in the United States in business and academe, provide insight on the challenges associated with the study of mentorship, and identify the limited research-based studies of faculty mentoring program that currently inform our understanding of this professional development practice in American higher education.
Abstract: In this review, the authors trace the evolution of mentoring programs in the United States in business and academe, provide insight on the challenges associated with the study of mentoring, and identify the limited research-based studies of faculty mentoring programs that currently inform our understanding of this professional development practice in American higher education. The findings indicate that the sophistication of research has not advanced over the past decade. However, evidence does suggest that academe should be cautious in overgeneralizing the findings of studies conducted in corporate cultures. Although mentoring is recognized to be contextual, only recently have investigators considered the impact of organizational culture on the effectiveness of corporate mentoring programs. More rigorous investigation of this practice in higher education is warranted. As more studies point to the need to foster an employment culture that supports mentoring, understanding faculty mentoring programs within...

240 citations

Book
23 Apr 1998
TL;DR: In this article, the authors examine the early years of Chicago's elementary school reform and identify four types of school politics: strong democracy, consolidated principal power, maintenance, and adversarial.
Abstract: In 1989, Chicago began an experiment with radical decentralization of power and authority. This book tells the story of what happened to Chicago's elementary schools in the first four years of this reform. Implicit in this reform is the theory that expanded local democratic participation would stimulate organizational change within schools, which in turn would foster improved teaching and learning. Using this theory as a framework, the authors marshal massive quantitative and qualitative data to examine how the reform actually unfolded at the school level.With longitudinal case study data on 22 schools, survey responses from principals and teachers in 269 schools, and supplementary system-wide administrative data, the authors identify four types of school politics: strong democracy, consolidated principal power, maintenance, and adversarial. In addition, they classify school change efforts as either systemic or unfocused. Bringing these strands together, the authors determine that, in about a third of the schools, expanded local democratic participation served as a strong lever for introducing systemic change focused on improved instruction. Finally, case studies of six actively restructuring schools illustrate how under decentralization the principal's role is recast, social support for change can grow, and ideas and information from external sources are brought to bear on school change initiatives. Few studies intertwine so completely extensive narratives and rigorous quantitative analyses. The result is a complex picture of the Chicago reform that joins the politics of local control to school change.This volume is intended for scholars in the fields of urban education, public policy, sociology of education, anthropology of education, and politics of education. Comprehensive and descriptive, it is an engaging text for graduate students and upper-level undergraduates. Local, state, and federal policymakers who are concerned with urban education will find new and insightful material. The book should be on reading lists and in professional development seminars for school principals who want to garner community support for change and for school community leaders who want more responsive local institutions. Finally, educators, administrators, and activists in Chicago will appreciate this detailed analysis of the early years of reform.

240 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20231,529
20223,496
20213,449
20204,267
20194,150
20183,947