Articles tagged with Professional Development
George Mason University researchers will provide a professional development program to enhance Northern Virginia teachers' content-integrated instruction for culturally and linguistically diverse students. The ACE-STEM project aims to improve STEM literacy development and family literacy programs for English learners.
Research from Binghamton University found that people prefer friendly and trustworthy teammates over those with exceptional skills. This prioritization is reflected in the way students signal their human and social capital to others on teams.
The American Association for Cancer Research (AACR) has introduced two career development awards to support underrepresented minority scientists in cancer research. The awards, valued at $300,000 and $375,000 over three years, aim to promote diversity, equity, and inclusion in the field.
A new study aggregates evidence from experiments on performance incentives globally, finding that men and women respond similarly to rewards for achieving performance objectives. The study suggests that performance pay boosts productivity for both genders across various contexts and program designs.
The Primary Care 2.0 model demonstrates increased team development, linked to improved staff wellness, but not sufficient in preventing burnout. Labor costs decrease over time with the new model.
A recent study found that rewarding costly skepticism in auditors may not be effective and can even lead to a decrease in red flag investigation. Instead, supporting skepticism from supervisors and promoting a culture of investigative mindset can encourage auditors to identify and pursue potential problems.
QUT researchers identified external recognition and professional development as crucial strategies for getting shortlisted. Applicants with earned professional recognition or awards were four times more likely to be shortlisted than those without such recognition.
A recent study published in PLOS Biology found that graduate students participating in professional development opportunities unrelated to their lab work did not delay their time to graduation or manuscript publication rates. The research suggests that these activities can be beneficial for career exploration and skill-building without...
Researchers aim to enhance youths' experiences with maker programs, focusing on failure support and adaptive professional development for informal educators.
Research highlights factors affecting locum practice quality and safety, emphasizing the need for better understanding of differences between locum and permanent doctors. Organisations must ensure locums are integrated into clinical governance systems and policies are fit for use by all staff.
A new system called EduSense analyzes visual and audio features to determine effective instruction, providing personalized feedback for instructors. The system uses two wall-mounted cameras to track students' engagement and instructor behavior, offering insights that would take days or months to gather with manual observation.
Researchers developed a psychological model to understand readiness for professional development in defectologists, highlighting three key components: adaptability, self-respect, and motivation. Motivation was found to be the most critical factor, followed by self-respect and adaptability.
A study published in Journal for Nurses in Professional Development found that Transcendental Meditation reduced compassion fatigue and burnout in 27 nurses by 9.2% and 18%, respectively. After four months of practice, the nurses experienced a 16.9% increase in resilience.
The Society for Neuroscience has presented a record-breaking 261 Trainee Professional Development Awards to young researchers from around the world. This represents a 28% increase from last year's awards, reflecting the program's growing impact on supporting the next generation of neuroscientists.
An online PD program for K-12 teachers increased their confidence and knowledge in areas such as STEM career education and teaching about biomedical career options. Participants also reflected on their teaching practices and participated in online communities of practice.
Wiley will publish two journals, Journal of Consumer Psychology and Consumer Psychology Review, serving consumer psychology research. Both journals focus on advancing the discipline in a global community.
Teachers had moderate to major concerns about test difficulty and low student performance prior to 2015 state testing, according to RAND Corporation studies. They also needed additional professional development in various subjects.
The University of Massachusetts Amherst has received a $4.2 million grant to establish a CyberCorps Scholarship for Service program, which will support 28 students in their pursuit of careers in cybersecurity. The program aims to address the national shortage of highly trained experts in this field.
A recent study examines the use of LinkedIn for professional development, finding adults are receptive to sharing knowledge and meeting professionals. However, negative experiences such as unwanted advertisements and unsolicited invitations were also reported.
The University of Texas Medical Branch has developed an online tool to help bedside nurses rapidly access filtered research evidence, presenting information in concise formats. The Disciplined Clinical Inquiry - Evidence-Based Practice Literacy pathway offers a streamlined education on the EBP skillset using online modules.
The Georgia State University School of Public Health has received a five-year contract to coordinate Youth Mental Health First Aid Training (YMHFA) and other professional development efforts. The program will teach citizens to support adolescents experiencing behavioral health or addiction challenges.
A new report from the National Professional Development Center on Autism Spectrum Disorders identifies 29 evidence-based practices for children and youth with autism, including technology-aided instruction and exercise. These practices can help reduce costs and improve outcomes for individuals with autism.
The American Geosciences Institute released two reports on the effects of a workshop for underrepresented minority individuals seeking careers in academia. The workshop exposed attendees to federal-level resources, professional societies' offerings, and leadership opportunities, leading to positive changes in their behavior.
A Michigan State University education scholar argues that US K-12 teachers are not fully prepared to meet the Next Generation Science Standards due to inadequate professional training. The voluntary guidelines call for more hands-on learning and analysis, but many teachers lack the knowledge base to implement them effectively.
The FASEB MARC Program announces the selection of six recipients, who will receive a $3,000 unrestricted career development award and a travel stipend to support their participation in national scientific meetings. The awards aim to increase competitiveness among underrepresented minorities in biomedical research.
Despite participants' reports of adopting learner-centered teaching methods after professional development workshops, objective assessments revealed that most faculty continued using traditional teaching styles. The study suggests that self-assessment methods may be unreliable and recommends independent validated assessments instead.
A large-scale randomized experiment found that online professional development for teachers resulted in improved instructional practices and content knowledge, with modest gains in student performance. The study involved over 330 teachers and 7,000 students across 13 states.
A $1 million grant from the University of California, Riverside Extension will provide $30,000 professional development grants for teachers in Riverside, Orange, San Diego, and Imperial counties. The grants aim to support sustained professional development, which is increasingly difficult due to budget cuts by California school districts.
The University of Alabama at Birmingham (UAB) has received a $2.1 million National Science Foundation grant to provide professional development programs for middle-school math teachers and research their impact. The program aims to improve teacher performance, energize classrooms, and get students excited about math.
The Academy of Courageous Minority Engineers (ACME) framework includes web technology, weekly face-to-face meetings, and research seminars to support minority graduate students. ACME has helped over 45 graduate students earn their degrees, including a notable success story for architect Robbin Chapman.
The Project Management Institute (PMI) has awarded Stevens education partners, Boeing and Novations Group, the Professional Development Provider of the Year Award. The partnership offers Boeing employees training in project management through Novations University Series, resulting in a joint Master's Certificate upon completion.
Researchers will investigate how teacher understanding of professional development affects their teaching practices and student learning outcomes. The three-year project aims to understand the impact of professional development on student achievement, using data from 90 mathematics teachers.
A review of medical literature found that physicians' self-assessments are less accurate than external observations of their competence. The authors recommend shifting the focus from unguided physician self-assessment to processes that provide iterative feedback and support learning.
A study by Ohio State University suggests that rewards for high-performing schools and strong district support are key to successful accountability systems. Research found that sanctions led to teacher disengagement and ineffective professional development.
K-State's secondary education program has undergone comprehensive changes, providing students with more classroom experience from their sophomore year. This shift enables students to make better career decisions and have a more immersive learning environment.
A recent study identified six essential features of professional development that improve instruction in math and science, including active learning, coherence, and content-focused courses. Effective programs also involve collective participation, duration, and reform-based activities.