Professional Development Evaluation Research Articles

Exploring Innovative Music Teaching Management Systems: A Systematic Literature Review

This systematic literature review explores innovative music teaching management systems (MTMS) to understand current trends, technological advancements, and pedagogical approaches. The review synthesizes findings from various studies, focusing on how MTMS facilitate effective music education through digital tools, platforms, and methodologies. It highlights key innovations such as interactive software, online learning environments, and mobile applications that enhance both teaching and learning experiences. Additionally, the review examines the integration of artificial intelligence and machine learning in personalizing music education, providing adaptive feedback, and fostering student engagement. The pedagogical implications of these technologies are considered, emphasizing their role in supporting differentiated instruction and accommodating diverse learning styles. Furthermore, the review addresses the challenges and limitations associated with implementing MTMS, including issues of accessibility, teacher training, and the digital divide. The findings suggest that while MTMS offer significant potential for enriching music education, successful implementation requires a holistic approach that includes adequate infrastructure, professional development, and continuous evaluation. This review contributes to the field by providing a comprehensive overview of current MTMS innovations and their impact on music education, offering insights for educators, researchers, and policymakers aiming to enhance the quality and accessibility of music instruction through technology.

Changes in intention to use an interprofessional approach to decision-making following training: a cluster before-and-after study.

Health professionals in home care work in interprofessional teams. Yet most training in decision support assumes a one-on-one relationship with patients. We assessed the impact of an in-person training session in interprofessional shared decision-making (IP-SDM) on home care professionals' intention to adopt this approach. We conducted a secondary analysis of a cluster stepped-wedge trial using a before-and-after study design. We collected data among home care professionals from November 2016 to February 2018 in 9 health and social services centers in Quebec, Canada. The intervention was an in-person IP-SDM training session. Intention to engage in IP-SDM pre- and post-session (dependent variable) was compared using a continuing professional development evaluation scale (CPD-Reaction) informed by the Godin's Integrated Behavioral Model for health professionals. We also assessed socio-demographic and psychosocial variables (beliefs about capabilities, beliefs about consequences, social influence and moral norm). We performed bivariate and multivariate analysis to identify factors influencing post-intervention intention. We used the STROBE reporting guidelines for observational studies to report our results. Of 134 respondents who provided complete pairs of questionnaires (pre- and post-), most were female (90.9%), mean age was 42 (± 9.3) years and 66.9% were social workers. Mean intention scores decreased from 5.84 (± 1.19) to 5.54 (± 1.35) (Mean difference = -0.30 ± 1.16; p = 0.02). Factors associated with higher intention post-intervention were social influence (ß = 0.34, p = 0.01) and belief about capabilities (ß = 0.49, p < 0.01). After in-person IP-SDM training, healthcare professionals' intention to engage in IP-SDM decreased. However, the scope of this decrease is probably not clinically significant. Due to their association with intention, beliefs about capabilities, which translate into having a sense of self-competency in the new clinical behavior, and social influences, which translate into what important others think one should be doing, could be targets for future research aiming to implement IP-SDM in home care settings.

TEACHING TAHFIDZ IN THE TODDLER AND CHILD TAHFIDZ HOUSE (RUTABA) SIDOARJO

This study aims to enhance the teaching effectiveness of the tahfidz programme for toddlers at Rumah Tahfidz Balita dan Anak (RUTABA) Sidoarjo. The research employed a qualitative approach with a case study design, and data were collected through classroom observation, interviews, and document analysis. The findings revealed that increased teacher understanding is crucial for the success of memorising tahfidz among toddler students. The significance of the teacher's role in effective guidance and teaching is emphasised. Additionally, parental involvement is recognised as a crucial factor in improving the quality of memorisation and maintaining the spirit of memorisation of toddler tahfidz students. The use of technology was found to be highly beneficial in tahfidz learning, both in school and during murojaah at home. This indicates that integrating technology can enhance learning effectiveness. Factors such as teachers' professional development and rote memorisation were identified as being able to increase motivation and set an example in the tahfidz programme for students. This highlights the importance of skill development and ongoing support for educators. Continuous evaluation is a method of enhancing the quality of students' memorisation that is carried out regularly according to a schedule. This approach highlights the significance of continuous monitoring and assessment to improve the quality of learning. Therefore, this abstract demonstrates a comprehensive approach to teaching tahfidz to toddlers by emphasising the roles of teachers, parents, technology, professional development, and continuous evaluation.

Aspects of Personnel Management of the Probation Service in Albania: Under the Perspective of the Tokyo Rules

The Probation Service is a crucial component of state organization and operation, as this institution\'s purpose is to oversee alternative sentencing, thereby ensuring the rehabilitation of individuals subject to such sanctions. For the successful realization of this goal—namely, the assistance in reintegration and resocialization of law offenders into the community through contemporary methods and tools of alternative punishments—the staff of the Probation Service must be qualified. This entails that the selected personnel not only possess the requisite professional training to handle supervised individuals but also continuously undergo various processes and techniques for motivation, professional development, and performance evaluation. Consequently, and due to the scant scientific research in this field in Albania and beyond, our aim is to highlight the most crucial element of such an institution—the personnel, specifically, the so-called probation service specialists (PSS).We have examined whether the management of PSS in Albania adheres to international standards, or the so-called Tokyo Rules, concerning personnel, starting from the selection process, motivation, performance evaluation, and professional development. To achieve this objective, firstly, it was determined whether the Albanian legal framework on the organization and functioning of the Probation Service specifies these international standards, or the Tokyo Rules, regarding personnel. Secondly, it was verified whether these international standards on personnel are applied in the management practices of PSS in Albania. Thirdly, it was ascertained that managing PSS according to international standards guarantees the effective execution of alternative sentences. In this manner, we have demonstrated the role and impact that well-managed personnel have on achieving the purpose and mission of the Probation Service, namely, the rehabilitation and reintegration of the supervised individual.This study, from the perspective of the Tokyo Rules, has first revealed that the legal framework in Albania for managing the personnel of the Probation Service adheres to international standards, or the so-called Tokyo Rules; secondly, that the management in practice of PSS does not occur according to this legal framework and international standards. Furthermore, it has been shown that the management in practice of PSS not according to international standards has not ensured the effective execution of alternative sentences. Thus, we have identified the direct impact that well-managed personnel have on realizing the goal and mission of the Probation Service, i.e., the supervision of alternative sentences and the rehabilitation/reintegration of the supervised person.

A Study of Strategies for Integrating Faculty Professional Development and Blockchain Technology in Higher Education

Abstract This paper is oriented to the integrated learning bill for college teachers and integrates blockchain technology to construct a high-security and credibility assessment system for college teachers’ professional competence development. Through similarity calculation and hierarchical clustering to form a dataset related to teachers’ professional competence, the TOPSIS-gray correlation analysis algorithm is used to assess the development of teachers’ professional competence tendencies. The teacher information is then transformed to finally form an information profile panel that can comprehensively characterize the development of college teachers’ professional competence, which is stored in the blockchain in the form of a learning bill. The single feature clustering results indicate that the majority of teachers are either good or above in every professional development evaluation feature, with excellent being above 30%. In the overall clustering, only 17.91% were labeled as excellent. In the teacher professional development assessment indicators, the reaction layer (34.9) and learning layer (33.6) have a greater impact on the professional development of teachers in higher education. The F-values of teachers in different subject areas in the overall test of teacher professional development did not reach a significant level (2.11, 0.24, 0.20, and 0.42, respectively). In the correlation test, blockchain technology was significantly and positively correlated with the quality of teachers’ professional development (p&lt;0.05). The validity of the professional development assessment system for college teachers that incorporates blockchain technology is confirmed by this study.

Scientific Publication and Evaluation of Sustainable Teacher Professional Development: Research in Madrasah Aliyah Metro City

The paper aims to examine the significance of teachers' ongoing professional development in the realm of scientific publications at Madrasah Aliyah in Metro City, as an indication of their dedication to enhancing the standard of education. The researcher employed a comprehensive technique to evaluate the surrounding circumstances of teachers' continuous professional growth when designing the research methodology. Information was acquired via interviews, observation, and examination of pertinent documents. Data sources encompass input from educators, school administrators, and pertinent records pertaining to professional growth and training. Data analysis approaches, such as classification, synthesis, and mapping, are used to get a thorough grasp of the context of teacher professional development in the field of scientific publications. The research findings indicate that the state of teachers' ongoing professional growth in the area of scientific publications at Madrasah Aliyah Metro City is still confronted with several obstacles. Teacher participation rates typically exhibit a tendency towards being insufficient, primarily due to obstacles such as limited time availability and inadequate backing from educational institutions. This research formulates solutions to enhance teacher participation by comprehending the underlying cause of the problem. In order to foster the ongoing professional development of instructors in the field of scientific publications, it is anticipated that a comprehensive strategy, which includes capacity building and proactive institutional assistance, would be implemented to establish a favorable environment. This result emphasizes the significance of enhancing policies and providing targeted incentives to promote and motivate teachers to enhance their involvement in scientific publication endeavors.

Professional Development of Kindergarten Teachers in China from 2012 to 2022 A Bibliometric Analysis

This present study is based on a sample of 308 research papers on the professional development of kindergarten teachers (PDKT) collected by China National Knowledge Infrastructure (CNKI) from 2012 to 2022. CiteSpace software is used to conduct bibliometric and visualization analysis on the PDKT in China. The research results show that the number of literatures on the PDKT in China presents an uneven overall growth trend. However, the research subjects have not yet formed a close academic team, and the degree of academic consensus in the field is still low. The high-frequency keywords in the research on the PDKT are rural areas, kindergarten-based teaching and research, and narrative research. Case studies, key event studies, novice teacher and teacher learning communities on kindergarten teachers will be the focus of future research. On this basis, the present study makes five recommendations for future research: future research needs to strengthen the cooperation between researchers and institutions; strengthen the research on kindergarten teachers' professional development strategies, evaluation systems and teacher growth path; pay attention to rural areas and novice teachers; increase micro research and empirical research on teachers in education and teaching activities; and unify and deepen the details of future chart analysis using CiteSpace.

From Two Dimensions to Multidimensions: A Mechanistic Model to Support Deliberate CPD Development, Coordination, and Evaluation.

The effectiveness of continuing professional development as an intervention to improve health professional behavior and patient health is variable and contentious. To clarify the causal relationships underlying program outcomes and facilitate a necessary shift from outcomes-only-based approaches to outcome-based and theory-based approaches in program development and evaluation, we developed a model of mechanisms mapped to relevant outcomes. Mechanisms identified in a prior realist synthesis of opioid agonist therapy continuing professional development programs were iteratively tested and refined using purposive and opportunistic sampling and realist approaches against two systematic reviews of programs in analgesic prescribing and palliative care. Further testing involved practical application within programs in sustainable health care and pain management. Ninety reports on 75 programs and practical application to multiple additional programs informed the final model consisting of five distinct mechanisms: motivation transformation, expert influence, confidence development, self-efficacy facilitation, and community of practice expansion. The mechanisms and related analysis emphasize that continuing professional development is heterogeneous, complex, and context dependent. Shifting toward outcome-based and theory-based approaches facilitates further conceptual shifts at intraprogram and interprogram and interintervention levels toward more deliberate program development and evaluation, increased program complementarity and subsequent collaboration. It clarifies opportunities for intercalation of continuing professional development with other intervention sciences. The model presents a resource for practitioners, researchers, and policymakers to advance continuing professional development planning, coordination, and evaluation.

The Effect of Secondary Education Teachers' Metacognitive Knowledge and Professional Development on Their Tacit Knowledge Strategies.

The present study investigated the pattern of relations among the tacit knowledge of high school teachers, their professional development, and their metacognitive knowledge concerning their teaching practices. Two hundred and seventy-nine secondary school teachers of both sexes, between the ages of 30 and 59 years, with teaching experience of between 1 and 19 years, participated in the study. Teachers' tacit knowledge was evaluated through the hypothetical scenarios of the Tacit Knowledge Inventory for High School Teachers (TKI-HS), which has been developed for the estimation of teachers' practical strategies. For the evaluation of teachers' metacognitive knowledge and professional development, self-report questionnaires were administered to the participants. Path analysis indicated relationships between teachers' metacognitive knowledge regarding difficulties in classroom management and in the use of modern methods and technologies on the one hand, and the use of certain tacit knowledge strategies on the other. In addition, teachers' professional development, especially their ability to interact in socially heterogeneous groups, was also found to have an effect on their tacit knowledge strategies.

Theory-based Evaluation of Lesson Study Professional Development: Challenges, Opportunities, and Lessons Learned

“Lesson study” has garnered considerable attention from educational researchers and practitioners as a promising method for improving instruction. At its core, lesson study reflects a collaborative inquiry process, grounded in cycles of planning, enacting, and reflecting, that promotes teacher learning through active engagement in lesson refinement. In this article, we leverage lesson study as an exemplar case to foreground an examination and application of theory-based evaluation. We overview a novel evaluation framework contextualized to this multidimensional instructional program and draw out the contributions of theory-based evaluation to the study of program effects. To ground the description of this framework, we summarize representative findings from our ongoing evaluation of a lesson study-based instructional program and discuss processes for selecting, using, and managing evidence sources as well as determining causal strands supporting program outcomes. We conclude by discussing lessons learned and implications for theory-based evaluation of complex programs.

Improving Islamic Religious Education Teachers' Performance Through Effective School Leadership

This study focuses on the role of school leadership in enhancing the performance of Islamic Religious Education (PAI) teachers at Madrasah Tsanawiyah. The primary objective of this research is to examine how effective leadership practices by the school principal can influence the professional development and teaching quality of PAI teachers. A qualitative approach with a case study method was employed to gain an in-depth understanding of the dynamics within the school environment. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that consistent and supportive leadership significantly contributes to the improvement of teacher performance, particularly through professional development, classroom observation, and performance evaluation. The study underscores the importance of structured leadership strategies in fostering an educational environment conducive to both teacher growth and student success. The implications suggest that school leaders should adopt more systematic and frequent evaluation practices to sustain and enhance teacher performance.

Students’ attitude towards different modalities of teaching in the medical curriculum of the faculty of physiology, SKIMS Medical College, Bemina

Background: The way that students learn and the caliber of their learning results are both influenced by their judgments about their learning modes. The clinical portion of undergraduate medical courses is conducted in a setting intended more for clinical service than for instruction. When these two activities fight for resources, tension results. A projected rise in the number of medical students prompted us to evaluate the learning environment in order to make future plans. Objective was to evaluate students’ attitude towards different modalities of teaching in the medical curriculum of the faculty of physiology, SKIMS medical college, Bemina. Methods: 200 SKIMS medical college students between the ages of 19 and 25 participated in a questionnaire-based study starting in October 2022. The phrasing of the question is repeated below. Each teaching method- lectures, handouts, textbooks, media sites (video-recorded lectures), simulation, PBL (problem-based learning), TBL (team-based learning), and ICM (introduction to clinical medicine, physical examination) practicals- was the subject of five questions. Answers were on a 5-step Likert scale. Results: It was a descriptive type of research in nature. The data has been collected with the help of a structured questionnaire based on the Likert scale. Conclusions: The study’s overall conclusions demonstrated that there had been significant changes in attitudes regarding professional development, team experiences, and peer evaluation.

Evaluation of a Mandatory Professional Development on Supporting Transgender, Nonbinary, and Gender-Nonconforming Students in Chicago Public Schools.

To address the reality that LGBTQ+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and others) students remain more likely to experience harm, harassment, and violence at school as well as miss school due to feeling unsafe and the fact that students identifying as transgender, nonbinary, and gender-nonconforming (TNBGNC) are at even greater risk of bullying, harassment, and significant mental health concerns, Chicago Public Schools' (CPS) Office of Student Health and Wellness (OSHW) created a novel professional development (PD) requirement in 2019, entitled "Supporting Transgender, Nonbinary, and Gender Nonconforming Students." The PD, a recorded webinar encouraging independent time for reflection and planning, takes an intersectional approach and is required of all CPS staff members across the entire district. A pre- and postevaluation of the PD, guided by the Kirkpatrick model, was completed by 19,503 staff members. The findings from this evaluation show that staff members significantly increased their knowledge, showed statistically significant gain in self-reported skills, and articulated key actions they could take toward sustaining an environment that fosters skill implementation and culture change more broadly. Findings reveal that a culture that supports staff members in learning from their mistakes can help to encourage staff members to employ gender-inclusive behaviors such as asking individuals for their pronouns and using gender-neutral pronouns. This districtwide mandatory PD approach shows value in influencing staff members' thinking and behaviors known to be supportive of TNBGNC students and may serve as a model for other school districts looking to build capacity to support TNBGNC students.

A 2-Year Evaluation of Professional Development Workshops Focused on Physical Education and School Physical Activity

Purpose: This study evaluated the impact of 1-day workshops on teachers’ knowledge, practices, and dispositions using known characteristics of quality professional development and Guskey’s five levels of professional development evaluation. Method: Eight workshops were evaluated over a 2-year period using pre/post surveys, end-of-workshop surveys, observations, interviews, and artifacts. Results: Participants reported high levels of satisfaction and trainer effectiveness scores at the end of workshops. Statistical analyses revealed improvements in four of six outcome variables 4 weeks after workshop completion: self-reported knowledge, utilization of implementation strategies, presence of a community of continued learning, and teacher efficacy. Qualitative data corroborated these results but offered mixed evidence of teacher implementation and improved student outcomes. Discussion/Conclusion: Findings confirm that 1-day workshops aligned with characteristics of quality professional development are highly valued by participants and can improve teachers’ knowledge and efficacy, but teacher practice and student learning may be more difficult to influence and document.

Certified Interdisciplinary Teachers’ Perception of The Implementation of Teacher Certification Program

Background: The implementation of teacher certification programs (TCPs) has been a topic of interest in education research. Previous studies have primarily focused on student and teacher outcomes, with limited attention given to teachers' perceptions of TCPs. This study aims to address this gap by exploring the perception of certified interdisciplinary teachers regarding the implementation of a TCP in Indonesia. By understanding teachers' perspectives, this research contributes to the evaluation and improvement of TCPs, ultimately enhancing the quality of education.Methodology: This study adopts a qualitative research design, specifically a multiple case study approach. Five certified senior high school teachers from public schools in East Kalimantan, Indonesia, were selected as participants. Data collection methods included semi-structured interviews and document analysis of the teachers' lesson plans. Thematic analysis was conducted using NVivo 12 software.Findings: The findings of the study reveal two primary emerging themes. Firstly, teachers' motivation and expectations regarding the TCP were explored. Secondly, the study examined the perceived benefits of the program. The teachers reported improvements in pedagogical knowledge, curriculum understanding, content knowledge, lesson planning, and teaching performance. The TCP also enhanced their awareness of students' characteristics and needs, fostering stronger teacher-student relationships.Conclusion: The study highlights the importance of purposeful, continuous, and systematic professional development in enhancing teachers' competencies. It emphasizes the need for sustained professional development and regular evaluation of teachers' practices. The findings provide valuable insights for the organizers of TCPs, contributing to program evaluation and improvement.Originality: This study fills a gap in knowledge by exploring the perception of certified interdisciplinary teachers regarding the implementation of a TCP in Indonesia. It contributes to the limited research on teachers' perspectives of TCPs and emphasizes the significance of teacher perception and motivation in professional development programs

Implementation and Utilization of a Web-Based Departmental Annual Faculty Review Program.

Supporting faculty in their professional development is a central mission of academic medical centers (AMCs), assisted by routine assessment of faculty development. However, AMCs face barriers to standard faculty assessment, particularly among large departments with diverse faculty roles. We report on the development, implementation, and utilization of a standardized, web-based faculty annual career review (FACR) process deployed within the Department of Medicine at a large AMC, composed of 22 divisions and 1400 faculty. The FACR process was developed to achieve the following goals: Creation of a trackable review of professional goals and barriers to professional development; provide longitudinal faculty reflection on professional growth; and provide data to identify faculty development needs to target initiatives. The FACR was initiated in 2008. We provide specific case examples of utilization of the FACR data for targeted faculty development initiatives, including (1) division benchmarking; (2) targeting career opportunities to individual faculty members; and (3) longitudinal data analysis of 5-year trends of FACR response, including subanalysis by gender, to target faculty development initiatives across the DOM. In summary, we demonstrate successful development, implementation, and utilization of a web-based standard faculty annual review program within a large AMC that allows for systematic evaluation and reflection of professional development by faculty members and their supervisors and allows for data collection and analysis to help target faculty development initiatives.

Modeling the ICT Teachers’ Perspective Towards Teaching of Computer Programming at Secondary School Level Using Interactive Qualitative Analysis (IQA)

Computer programming is viewed and experienced as a subject cognitively challenging to students as well as teachers. The aim of this study was to determine the Information and Communication Technology (ICT) teachers’ perspective towards teaching computer programming in order to comprehend how ICT teachers perceive teaching computer programming and factors that influence their work. Forty-seven ICT teachers participated in this qualitative study. The research method used was an analytical framework known as Interactive Qualitative Analysis to model the ICT teachers’ perspective. The perspective was modelled in terms of affinities (factors) such as the programming curriculum, ICT resources, time, programming language, evaluation, students’ performance, teachers’ programming skills, teachers’ pedagogical programming knowledge, student and professional development programs. Further, the interaction among these affinities was also modelled. Programming curriculum was found to be the most influential affinity which should be revised to decrease the cognitive load on students. Teacher’s ICT knowledge was the most influenced(or influential???) affinity which can be improved by ICT resources, professional development programs and evaluation policy on students. Increase in computer: student ratio is also a contributing factor to students’ achievement.

An evaluation of professional development for staff working with nursing students in distress.

Clinical learning experiences are known to exacerbate nursing student anxiety, causing them to present to clinical placement in distressed, meaning anxious, states. Students already living with anxiety are also more likely to suffer setbacks at this time. Supervising Registered Nurses (RNs), in the clinical settings, struggle to support this student cohort. A professional development activity was designed to introduce RNs to higher education and nursing students’ known mental health concerns (such as anxiety) and to arm them with strategies for working with distressed students. A research approach that enabled researchers to collaborate with participants was employed to design the intervention. A study evaluated the impact of the educational intervention with 45 Australian RN supervisors. Two tailed T‐tests were chosen to explore the statistical difference between pre‐ and post‐test mean results across the survey items. A 95% confidence interval was used. Statistical significance was set at <0.05. The evaluation indicated the activity could be useful for improving supervising RNs’ mental health literacy, thus enhancing their understanding of how to work with distressed students. Participants recommended the activity be offered to any staff supporting student clinical learning. Collaboration between nursing researchers and nursing clinical staff produced a meaningful professional development activity and motivated the participants to increase their mental health literacy and understanding of strategies to support distressed students. Future projects should adopt similar approaches that would support both RNs’ ability to support students’ during clinical learning and students in distress would also benefit.

Community Health Worker-Led Community Clinical on the U.S. / Mexico Border: Lessons Learned.

Community-clinical linkages (CCLs) connect public health organizations and health care providers to better support patients. Community health workers (CHWs), representatives from priority populations with special connections to their community, can lead CCLs. Our objective was to learn about how to conduct a CHW-led CCL from the perspectives of those implementing the intervention. We conducted focus groups with CHWs and their supervisors and regularly consulted community partners while coding and analyzing data. We learned that CHWs thrive when supported by peers, supervisors, institutions, and researchers. Supervisors- who are new to the CHW role-should consider seeking training in CHW professional development and performance evaluation. Focus group participants agreed that by balancing the strengths and weaknesses of their organization, CHW-led CCLs benefit patients because the collaboration helps them to better manage their health. Future CHW-led CCL practitioners should consider how to best institutionally support CHWs to maximize benefits for patients.

Evaluation of teacher professional learning workshops on the use of technology - a systematic review

ABSTRACT Teacher professional learning workshops have been frequently used to prepare in-service and pre-service teachers for effective use of technology in education. Evaluation of these workshops is crucial to identify the effectiveness of these programmes in terms of improving teaching skills, increasing knowledge, changing attitudes, and developing capabilities which support the achievement of student learning outcomes. Multiple approaches for evaluating professional development programmes have been developed, though each with different emphases and theoretical positioning. In this systematic review, 41 research-oriented teacher professional development workshops on technology use were critically analysed to understand how such workshops are evaluated. This study examines content evaluation, instrument types, and common professional development frameworks in teacher professional development workshops and reports on their usage and alignment. Based on the findings, the majority of papers in the systematic review did not deploy comprehensive professional development evaluation models to assess teacher professional development workshops. The majority of studies did not report on the use of established instruments for the purposes of data collection. It was further observed that the majority of these studies did not attempt to evaluate different dimensions of teacher change or different dimensions related to evaluation.