Topic
Professional development
About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.
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TL;DR: Co-teaching as discussed by the authors is the sharing of instruction by a general education teacher and a special education teacher or another specialist in general education class that includes students with disabilities, is a relatively recent application.
Abstract: Although collaboration among service providers has been a hallmark of special education almost since its inception, co-teaching, the sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities, is a relatively recent application. As a result of recent federal legislation and related policy changes, co-teaching has evolved rapidly as a strategy for ensuring that these students have access to the same curriculum as other students while still receiving the specialized instruction to which they are entitled. Despite considerable enthusiasm expressed by those who write about co-teaching and those who implement it, co-teaching illustrates the complexity of conceptualizing and studying collaboration in special education. Most inquiry on co-teaching has emphasized co-teachers' roles and relationships or program logistics rather than demonstrating its impact on student achievement and other key out...
549 citations
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TL;DR: In this article, the authors argue that professional development should address five aspects of school capacity: teachers' knowledge, skills, and dispositions; professional community; program coherence; technical resources; and principal leadership.
Abstract: We argue that professional development should address five aspects of school capacity: teachers' knowledge, skills, and dispositions; professional community; program coherence; technical resources; and principal leadership. A two-year study of nine urban elementary schools in the United States found considerable variation in schools' use of professional development to address capacity. More comprehensive professional development occurred through both externally developed programs and school-based initiatives. Comprehensive professional development was most strongly related to the school's initial level of capacity and principal leadership, less related to per teacher funding, least related to external assistance and district/state policy. Implications are discussed.
547 citations
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TL;DR: The Competency Benchmarks document as discussed by the authors outlines core foundational and functional competencies in professional psychology across three levels of professional development: readiness for practicum, readiness for internship, and readiness for entry to practice.
Abstract: The Competency Benchmarks document outlines core foundational and functional competencies in professional psychology across three levels of professional development: readiness for practicum, readiness for internship, and readiness for entry to practice. Within each level, the document lists the essential components that comprise the core competencies and behavioral indicators that provide operational descriptions of the essential elements. This document builds on previous initiatives within professional psychology related to defining and assessing competence. It is intended as a resource for those charged with training and assessing for competence.
545 citations
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TL;DR: The growing literature on undergraduate teaching and learning currently lacks an organizing framework as discussed by the authors, distinguishing between hard pure, soft pure, hard applied and soft applied fields of study, and hence making it possible to highlight generally unremarked similarities and differences between the various research findings.
Abstract: The growing literature on undergraduate teaching and learning currently lacks an organising framework. This article sets out to provide one, distinguishing between hard pure, soft pure, hard applied and soft applied fields of study, and hence making it possible to highlight generally unremarked similarities and differences between the various research findings. In doing so, it draws extensively on the relevant literature, offering separate analyses of knowledge-related and socially related studies. The former embody curriculum, assessment and cognitive purpose, while the latter encompass group characteristics of teachers, types of teaching method and student learning requirements. The concluding section draws out the main implications for policy and practice related to staff development, computer-based learning, assessment of student learning and quality measures.
541 citations
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TL;DR: In this article, the authors propose an alternative model that builds on the strengths of previous models while seeking to overcome their main limitations, and outline the implications of their alternative model for professional education, workplace practices, and research on professional development.
Abstract: In research across professions, the development of professional skill traditionally was seen as a process of accumulation of knowledge and skills, promoted by practical experience More recently, this view has been modified to incorporate skillful know-how that is progressively acquired by passing through developmental stages, such as novice, competent, and expert The authors of this article critically review contemporary stage models that are typically applied across professions Their principal critique is that a focus on stages veils or conceals more fundamental aspects of professional skill development On the basis of their critique, the authors propose an alternative model that builds on the strengths of previous models while seeking to overcome their main limitations Finally, the authors outline the implications of their alternative model for professional education, workplace practices, and research on professional development
540 citations