National Professional Development Research Articles

Skills and knowledge needs assessment of current and future library professionals in the state of Qatar

Purpose– The purpose of this paper is to investigate and document the skills and knowledge needs of future library professionals in Qatar and to use the outcomes of this research to help develop or refine focused library and information studies course curricula that meet the needs of the local workforce and also guide or improve national or local professional development programmes.Design/methodology/approach– A skills and knowledge needs assessment survey was sent to library professionals, LIS students and library managers in Qatar. A total of 109 respondents completed the survey, a representation of around 25 per cent of the current LIS workforce in Qatar.Findings– Findings indicated that respondents felt that the most needed future job roles included more client focused positions such as research librarians, information services librarians and subject librarians, as well as technical roles such as Arabic cataloguers, electronic resources librarians and system librarians. The largest amount of needed positions was also felt to be in school libraries. Respondents to the survey also felt that there was a lack of opportunities for professional development in Qatar and that the most needed area of skills training was information literacy, followed by copyright training and technical skills including RDA and Arabic cataloguing. One further finding identified from the survey was the concern felt by respondents about the lack of a professional body in Qatar that represented LIS professionals.Practical implications– This paper provides data on future roles, skills and knowledge needed by library professionals working in international and culturally diverse workforces. It also provides findings that can be used to develop LIS curriculum and professional development programmes in international LIS environments.Originality/value– A detailed needs assessment of this kind has not previously been undertaken in Qatar. The library and information sector in Qatar is an emerging field with a largely international workforce. This situation provides a distinct perspective on the needs of an emerging library sector that is a blend of different cultures, workplace practices and differing expectations and understandings of the role and skills needed to be a LIS professional.

A learning odyssey: the trials, tribulations and successes of the Educational Institute of Scotland’s further education and teacher learning representatives

For the past decade, I have been observing, researching and reporting on a group of Scottish further education lecturers and schoolteachers, who, through their trade union activities, have had a significant impact on their colleagues’ engagement with post-compulsory education and professional development. They are members of the Educational Institute of Scotland (EIS) and are unpaid lay volunteers who are trained and accredited as Union Learning Representatives (ULRs). They have a specific remit of advising and guiding colleagues in all matters relating to post-compulsory education and professional development. The article will detail how from very humble beginnings this group has become an indispensable element of the Scottish education system. It will show how these ULRs, many of whom had not been involved in trade union or political activism, are now regarded as experts in the field of post-compulsory education and professional development. They regularly work with key stakeholders such as the Scottish Government, Her Majesty’s Inspectorate of Education and local authorities, and hold major positions within the EIS and on the General Teaching Council for Scotland. They have evolved as leaders within their institutions, the EIS and the Scottish education system more by accident than design. These developments indicate that they may well become key players in the construction and implementation of future local and national post-compulsory education and professional development policy. The article will be underpinned by the academic concepts of ‘wounded learners’, ‘organic intellectual growth’ and ‘emerging teacher leaders through professional development engagement’.

Exploring the professional development landscape: Summary from four states

This study provides results from the Landscape Survey, a statewide survey of professional development (PD) created by the National Professional Development Center on Inclusion (NPDCI). The survey included a sample of 831 professional development providers across four states. Results focused on similarities and differences across states and sectors in learner characteristics, PD content, and approaches to PD delivery. The study also examined characteristics of PD providers that may influence their choice of PD intensity (one time event or PD with follow-up activities). Suggestions are provided for the use of statewide PD data, such as the data gathered in this study, to inform state PD planning and data system efforts.

Sustaining Evidence-Based Practices by Graduated Special Educators of Students With ASD

Supporting special educators’ sustained use of evidence-based practices (EBPs) is a priority for the field. In this study, the authors used multiple measures to evaluate the first graduated cohort from a university program 6 years after graduation with a master’s degree with a specialization in autism, and at least 8 years working as special educators, to determine whether they (a) remain in the field working with students with autism spectrum disorders (ASD) and (b) sustain effective practices. Survey and interview responses and content from viewed data sheets and graphs were summarized. All 12 graduates remain in the field. All continued to collect data for progress monitoring purposes and continue to use the EBPs identified by the National Professional Development Center (NPDC) on ASD with fidelity. All graduates indicated that the university program assisted in their capacity to implement and sustain their use of EBPs and attribute support from a community of practice as a sustaining factor.

Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder.

Due to difficulties associated with autism spectrum disorder (ASD), many children with ASD will require additional support to actively participate in classroom activities. Therefore, it is important that professionals who work with young children with ASD know what skills to teach and how to teach them. Using the recent evidence-based practice review conducted by the National Professional Development Center on ASD, we have identified studies that targeted school readiness behaviors which can have implications for academic skill development. In this article, we evaluate (a) the types of skills that have been taught to preschool children with ASD, (b) the strategies used to teach specific skills, and (c) other descriptive information, such as who delivered the intervention and the setting in which the intervention took place. We conclude by offering suggestions for future research and considerations for professional development.

Evidence-based Practices for young children with Autism Spectrum Disorders: Guidelines and recommendations from the National Resource Council and National Professional Development Center on Autism Spectrum Disorders

Ulusal Arastirma Konseyi otizm spekturum bozukluklari olan cocuklara saglanan egitim programlari icin amaclar, ihtiyac alanlari ve temel tavsiyeler belirlemektedir. Ulusal Otizm Spekturum Bozukluklari Uzmanlik Gelisim Merkezi erken cocukluk ve ilkogretim programlari icin arastirma temelli uygulamalari tanimlamaktadir. Bu iki kurulusun calismalarina vurgu yaparak, bu calisma, erken cocukluk ozel egitimindeki otizm spekturum bozukluklari olan cocuklar icin etkili, arastirma-temelli mudahaleler kullanan egitimsel programlar olusturmada uzmanlara rehberlik saglamaktadir.

Evidence-based Practices for young children with Autism Spectrum Disorders: Guidelines and recommendations from the National Resource Council and National Professional Development Center on Autism Spectrum Disorders

The National Research Council has identified goals, areas of need, and basic recommendations for educational programs serving children with autism spectrum disorders. The National Professional Development Center on Autism Spectrum Disorders has identified evidence-based practices for early childhood and elementary programming. Highlighting the work produced by these two organizations, this article provides professionals with guidance in setting up educational programs that use effective, research-based interventions for young children with autism spectrum disorders in early childhood special education.

Video modeling and word identification in adolescents with Autism Spectrum Disorder

Video modeling involves the learner viewing videos of a model demonstrating a target skill. According to the National Professional Development Center on Autism Spectrum Disorders (2011), video modeling is an evidenced-based intervention for individuals with Autism Spectrum Disorder (ASD) in elementary through middle school. Little research exists evaluating video modeling for individuals with ASD in high school. This study examined the effectiveness of video modeling to facilitate the development of word recognition and pronunciation in three male high school students with ASD. A single-case multiple baseline experimental design across participants (i.e. video modeling sequentially implemented across three students) was used to evaluate the effectiveness of video modeling. Results indicate that video modeling was effective in facilitating word recognition and pronunciation. Findings suggest that video modeling may be a viable intervention to foster the reading development of adolescents with ASD.

Implementation Science, Professional Development, and Autism Spectrum Disorders

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers’ use of evidence-based practices.

Australian Learning and Teaching Council projects in the Mathematical Sciences: A retrospective

Since 2004, the Australian Learning and Teaching Council (ALTC) and its predecessor, the Carrick Institute for Learning and Teaching in Higher Education, have funded numerous teaching and educational research-based projects in the Mathematical Sciences. In light of the Commonwealth Government's decision to close the ALTC in 2011, it is appropriate to take account of the ALTCs input into the Mathematical Sciences in higher education. We overview altc projects in the Mathematical Sciences, as well as report on the contributions they made to the discipline. References P. Adams, J. Alcock, M. Bulmer, et al., A new enabling technology for learning and teaching quantitative skills . Report to the Australian Learning and Teaching Council, 2008. http://www.olt.gov.au/project-new-enabling-technology-learning-uq-2006 P. Broadbridge and S. Henderson, Mathematics for 21st century engineering students . Report to the Carrick Institute for Learning and Teaching in Higher Education, 2008. http://www.olt.gov.au/project-mathematics-21st-century-melbourne-2006 G. Brown, Review of education in mathematics, data science and quantitative disciplines . Report to the Group of Eight Universities, 2009. http://www.go8.edu.au/__documents/go8-policy-analysis/2010/go8mathsreview.pdf Content Without Borders , online resource repository, http://oer.equella.com/ S. Jones, B. Yates and J. Kelder, Learning and Teaching Academic Standards Project: Science Learning and Teaching Academic Standards Statement . Report to the Australian Learning and Teaching Council, 2011. http://www.olt.gov.au/system/files/altc_standards_SCIENCE_240811_v3.pdf H. MacGillivray and T. Wilson, Quantitative diversity: disciplinary and cross-disciplinary mathematics and statistics support in Australian universities . Report to the Australian Learning and Teaching Council, 2008. http://www.olt.gov.au/resource-quantitative-diversity-mathematics-qut-2008 H. MacGillivray, Learning support in mathematics and statistics in Australian universities: A guide for the university sector . Report to the Australian Learning and Teaching Council, 2008. http://www.olt.gov.au/project-quantitative-diversity-disciplinary-qut-2006 D. Mallet, M. Nelson, A. Porter, et al., Discipline Network: Australian Mathematical Sciences Learning and Teaching Network . Australian Learning and Teaching Council project abstract listing, 2011. http://www.olt.gov.au/project-discipline-networkaustralian-mathematical-sciences-learning-and-teaching-network-2011 K. Matthews, P. Adams, S. Belward, C. Coady, L. Rylands, N. Pelaez and K. Thompson, Quantitative skills in science: curriculum models for the future . Australian Learning and Teaching Council project abstract listing, 2011. http://www.olt.gov.au/project-quantitative-skills-science-curriculum-models-future-uq-2010 A. Porter and C. Silveri, Building leadership capacity for development and sharing of mathematics learning resources across disciplines and universities . Australian Learning and Teaching Council project abstract listing, 2011. http://www.olt.gov.au/project-building-leadership-capacity-uow-2007 M. Sharma, W. Rifkin, S. Beames, et al., Fostering institutional and cultural change through the Australian network of university science educators . Australian Learning and Teaching Council project abstract listing, 2011. http://www.olt.gov.au/project-fostering-institutional-and-cultural-change-through-australian-network-university-science-ed T. Vu, A national discipline-specific professional development program in the mathematical sciences . Report to the Australian Learning and Teaching Council, 2011. http://www.olt.gov.au/system/files/resources/LE9-1248_Macquarie_Wood_Final%20Report%202011.pdf

Teaching in Northwestern China Under a Market Economy: Opportunities and Challenges

This article discusses a case study that explored the impacts of a market economy on some Northwestern Chinese teachers’ working and living conditions as well as opportunities and challenges the new economy presented from teachers’ perspectives. Analysis of surveys, interviews, and documents revealed that the participants believed they had benefited from the market economy, citing pay raises as well as improved working and living conditions. Participants thought opportunities under the market economy included additional earnings as well as improved national and international professional development. However, the participants found the shift from the traditional teacher-centered pedagogy to a more student-centered approach and working with more resourceful students and their parents required constant professional development and overtime work which was challenging and stressful. Findings indicate that the Hanyu (national language also referred to as Putonghua) medium of instruction for minority students, another pedagogical change under the market economy, presented additional challenges to minority teachers who were concerned that the Hanyu medium of instruction may have been an impediment to minority students’ educational achievement and presented serious issues that deserved urgent attention.

Implementation Science, Professional Development, and Autism Spectrum Disorders

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices.

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Reflections on a collaborative adult literacy and numeracy action enquiry

This paper reports and reflects on a collaborative and multi-layered action enquiry project in the New Zealand polytechnic sector. In the context of widespread national professional development centred on adult literacy and numeracy teaching and learning in vocational educational institutions, an action enquiry methodology was piloted with vocational tutors in certificate and diploma programmes at nine polytechnics and institutes of technology. Most participating tutors had not previously carried out formal research, and few had worked with university researchers as external change agents before. A key aim of the overarching project was to investigate the effects and value of an action enquiry approach for embedding literacy and numeracy in vocational programmes. Reflection emerged as an important component in both the individual action enquiries undertaken by participating small teams and the meta-action enquiry project overlaying all of the projects. We conclude by considering the external agent role in building collaborative enquiry and relationships.

Charting New Waters: Collaborating for School Improvement in U.S. High Schools

When professional learning communities (PLCs) are developed to promote the academic achievement of English language learners (ELLs), the results can benefit not only ELLs but the whole school. This article examines the ventures of three high schools that implemented PLCs as part of a Title III National Professional Development Project. The authors highlight the research on the effectiveness of PLCs and offer an operational definition for envisioning PLCs. Case studies of the three high school teams illustrate different cycles of inquiry and help readers understand how the emergence and development of professional teams improve the instruction and learning of ELLs. Using principles of effective PLCs as a framework, the authors share the challenges and successes of each team. The article concludes that effective PLCs are focused by a commitment to improve learning, informed by recognized principles, structured by the norms and inquiry processes that team members establish, and guided by school leaders who support teams and help them envision goals worth pursuing.

Characterizing Key Features of the Early Childhood Professional Development Literature

Professional development (PD) has been defined as facilitated teaching and learning experiences designed to enhance practitioners' knowledge, skills, and dispositions as well as their capacity to provide high-quality early learning experiences for young children. The purpose of this study was to use a framework from the National Professional Development Center on Inclusion (2008) to characterize key components of early childhood PD by conducting a descriptive systematic review of empirical literature. Two hundred fifty-six studies were identified that met specified inclusion criteria: (a) described a type of PD, (b) involved early childhood practitioners who were working with children birth through the age of 5 years, and (c) reported empirical evidence about PD outcomes for either early childhood practitioners or children. Findings revealed that studies typically included information about PD recipients, the topic or content focus of the PD, and the type of facilitated teaching and learning experiences provided. Seventy-four percent of the reviewed studies included systematic follow-up as a component of the facilitated teaching and learning experiences but limited information was provided about dose and fidelity of implementation of the follow-up. The review provides a descriptive characterization of the who, what, and how of early childhood PD. These data complement an emerging experimental intervention literature focused on second-generation PD research questions. We discuss the need to reach consensus about reporting key components of PD interventions to facilitate interpretations of relationships among PD interventions, improvements in practice, and desired child outcomes.

A practice-oriented professional development programme to support the introduction of a new mathematics curriculum in Portugal

This article presents the extended workshop, a national professional development programme that was used in the preparatory stages of the introduction of a new mathematics curriculum for basic education (grades 1–9) in Portugal. These workshops are based on five major ideas—orientation towards practice, focus on students’ learning, collaboration, practitioner research, and change of professional culture. The evaluation shows that these workshops constituted a stimulating professional development setting that encouraged teachers to reflect about classroom practice and students’ learning and was quite successful in supporting an overall movement favourable to the orientations of the new curriculum.

Power-PALS (Peers Assisting, Leading, Supporting): Implementing a Peer-Mediated Intervention in a Rural Middle School Program

Teaching staff at a rural middle school, with support from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD), implemented a peer-mediated intervention. This program involved 4 learners with ASD and 18 typical peers divided into three groups that met over a semester as typical peers were taught about social skills and specific ways to support their classmates with ASD. While quantitative data were limited, outcomes suggest that Power Pals had a significant impact on school experiences and social interactions for both learners with and without ASD. Implications for future research and implementation in rural settings are discussed.

A "Value Ecology" Approach to the Performing Arts

In recent years, ecological thinking has been applied to a range of social, cultural and aesthetic systems, including performing arts as a living system of policy makers, producers, organisations, artists and audiences. Ecological thinking is systems-based thinking which allows us to see the performing arts as a complex and protean ecosystem; to explain how elements in this system act and interact; and to evaluate its effects on Australia’s social fabric over time. According to Gallasch, ecological thinking is “what we desperately need for the arts.” It enables us to “defeat the fragmentary and utilitarian view of the arts that dominates, to make connections, to establish overviews of the arts that can be shared and debated” (Gallasch NP). John Baylis took up these issues in "Mapping Queensland Theatre" (2009), an Arts Queensland-funded survey designed to map practices in Brisbane and in Queensland more broadly, and to provide a platform to support future policy-making. In this paper, we propose a new approach to mapping Brisbane’s and Queensland’s theatre that extends Baylis’ ‘value chain’ into a ‘value ecology’ that provides a more textured picture of players, patterns, relationships and activity levels in local performing arts.

Contribution of professional development to standards implementation

Teachers’ professional development is a key to any educational change and is critical when leading and assimilating change, such as introducing standards into classrooms. A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated before introduction of the standards into the classroom. In this research the authors examined the contribution of PD and instruction to the implementation of science standards and whether seniority (years of teaching experience) together with PD assisted in the implementation. The research combined qualitative and quantitative research methods. Seniority in teaching was found to help in implementation, even though veteran teachers usually find it more difficult to accept change. PD and instruction contributed to implementation of the standards by understanding the goals of the standards, focusing the teaching, implementing difficult standards, completing missing disciplinary knowledge, and mutual fertilization between teachers.