Content Of Professional Development Research Articles

A Comparison of the Nursing Professional Development and the Certified Nurse Educator Certification Examination Programs

Julia Aucoin, DNS, RN, BC, is Member, American Nurses Credentialing Center Nursing Professional Development Content Expert Panel; Former Chair, National League for Nursing's Certification Governance and Policy and Procedure Committee.

Interventions Aimed at Improving Reading Success: An Evidence-Based Approach

There is a consensus among researchers about the critical elements for effective reading instruction. These elements are the integration of explicit instruction in the alphabetic principle, reading for meaning, and opportunity to learn. These critical elements are present in classroom instruction that prevents reading difficulties as well as effective small-group and one-on-one interventions. Research on effective classroom instruction and reading interventions is described, and the case is argued that the most effective intervention is provided early-in kindergarten through 2nd grade-rather than after 3rd grade, and allows for sufficient intensity, duration, and supportiveness that no child is left behind. Policy implications for changes in (a) the way learning disabilities are identified and (b) the content of professional development of teachers are discussed.

Quality Technology Support: What is it? Who Has it? and What Difference Does it Make?

Using the recommendations of the CEO Forum report on Professional Development, we operationalized “quality technology support” as consisting of: 1) access to one-on-one personal guidance and help; 2) frequent teacher participation in technology-oriented professional support among teacher peers; 3) professional development content focused on instruction and integration; and 4) access to resources. Using the 1998 TLC national survey of teachers, we empirically confirmed that the frequency, variety, and increased use of technology in the classroom are associated with the availability of quality technology support. These results suggest that if technology leaders hope teachers will integrate technology they should attend to the instructional aspects of technology support, such as professional development opportunities and learning environments, as well as its technical components.

The school principal's role in teacher professional development

School principals exercise significant influence on teacher professional development. We identify four areas where principals have the opportunity to have a substantial impact on teacher learning. These include: 1. the principal as an instructional leader and learner; 2. the creation of a learning environment; 3. direct involvement in the design, delivery and content of professional development; and 4. the assessment of professional development outcomes.