Topic
Professional development
About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.
Papers published on a yearly basis
Papers
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11 Apr 2011
TL;DR: Science Learning and Instruction as mentioned in this paper describes advances in understanding the nature of science learning and their implications for the design of science instruction, highlighting the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials.
Abstract: Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.
236 citations
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TL;DR: A charter is presented, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation and realize its full potential.
Abstract: The International Competency-Based Medical Education (ICBME) Collaborators have been working since 2009 to promote understanding of competency-based medical education (CBME) and accelerate its uptake worldwide. This article presents a charter, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation.At a 2013 summit, the ICBME Collaborators laid the groundwork for this charter. Here, the fundamental principles of CBME and professional responsibilities of medical educators in its implementation process are described. The authors outline three fundamental principles: (1) Medical education must be based on the health needs of the populations served; (2) the primary focus of education and training should be the desired outcomes for learners rather than the structure and process of the educational system; and (3) the formation of a physician should be seamless across the continuum of education, training, and practice.Building on these principles, medical educators must demonstrate commitment to teaching, assessing, and role modeling the range of identified competencies. In the clinical setting, they must provide supervision that balances patient safety with the professional development of learners, being transparent with stakeholders about level of supervision needed. They must use effective and efficient assessment strategies and tools for basing transition decisions on competence rather than time in training, empowering learners to be active participants in their learning and assessment. Finally, advancing CBME requires program evaluation and research, faculty development, and a collaborative approach to realize its full potential.
235 citations
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08 Dec 1997
TL;DR: In this paper, Lieberman introduced teacher development in school settings, including finding time, finding money, and finding money for professional development, and the importance of education equity issues in schools.
Abstract: Foreword - Ann Lieberman Introduction Teacher Development in School Settings Student Learning and Inquiry Finding Time, Finding Money Professional Development Schools and School Reform Voices of Caution Equity Issues
235 citations
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01 Jul 1996
TL;DR: In this article, the authors present the theory of school-based management self-management at multiple levels, and the theory and practice of the management mechanism for development and curriculum change management.
Abstract: Part 1 School effectiveness: school functions and school effectiveness models of school effectiveness a dynamic perspective of school effectiveness. Part 2 School-based management: the theory of school-based management self-management at multiple levels a school-based management mechanism for development. Part 3 Practice: leadership for the school- based management mechanism management of school-based staff development management of school-based curriculum change management of school-based change conclusion - the future of research on school effectiveness and school-based management.
235 citations
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TL;DR: This article explored the relationship between teachers' formal professional development and on-the-job learning opportunities and instructional change in mathematics and English language arts in a mid-sized urban school district.
Abstract: Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary schools in a mid-sized urban school district, the authors concurrently explore the relationships between teachers' formal professional development and on-the-job learning opportunities and instructional change. Results suggest that formal professional development and on-the-job opportunities to learn are both significantly associated with changes in teachers' instructional practice in mathematics and English language arts.
235 citations