Professional Development Seminars Research Articles

Memphis NeuroSTART Program: Promoting Student Success and Increasing the Diversity of Applicants to Neuroscience Graduate Programs.

With grant support from the Research Experience for Undergraduates (REU) program funded by the National Science Foundation (NSF) and the Awards to Stimulate and Support Undergraduate Research Experiences (ASSURE) program funded by the Department of Defense (DoD) Air Force Office of Scientific Research (AFOSR), we established a program intended to increase the number of underrepresented racial and ethnic minority (URM) and first-generation undergraduate students successfully applying to neuroscience and other STEM-related graduate programs. The Neuroscience Techniques and Research Training (NeuroSTART) Program aimed to increase the number of undergraduate students from the Memphis area involved in behavioral neuroscience research. In this two-semester program, students completed an empirical research project in a neuroscience lab, received individual mentoring from neuroscience faculty, became part of a STEM network, presented at research conferences, and attended specialized professional development seminars. In two cohorts of 15 students, 4 are PhD students in neuroscience-related programs or in medical school (27%), 4 are employed in neuroscience-related research facilities (27%), 3 are employed as clinical assistants (20%), and 1 is employed in the IT field (7%). The remaining three recently graduated and are planning a gap year prior to applying for admission to graduate/medical school. The Memphis NeuroSTART program has provided valuable training to participants, making them competitive applicants for jobs in the health sciences and for admittance into graduate neuroscience programs. By providing this training to first-generation and URM students, the broader impact of this program was an increase in the diversity of the health sciences workforce, particularly those specializing in neuroscience-related research and treatment.

Pharmacy Student Perceptions of Using AI-Based Interview Software (Big Interview) for Career Preparation

ObjectiveThe goal of this project was to understand the use of artificial intelligence–based interview software (Big Interview) for job interview preparation and its impact on pharmacy students’ self-confidence and interview preparedness. MethodsTwo classes of third-year pharmacy students (n = 234) enrolled in Professional Development Seminar were assigned to use Big Interview after attending lectures regarding interview best practices. After the activity, students were assigned to reflect on their experience using the software. Those responses were deidentified and retrospectively reviewed for analysis. ResultsOf the 234 students, 229 completed the activity, and 55.0% indicated they had increased self-confidence after the experience, 79.9% thought the activity increased their preparedness for interviews, and 34.5% and 38.9% had high or moderate self-confidence in their ability to earn a second interview or job offer, respectively. Thematic analysis identified positive themes of self-awareness and preparation for future interviews, whereas negative themes included lack of authenticity and lack of job descriptions. ConclusionThe data suggest that the use of Big Interview increases student confidence and preparedness for future interviews.

Teachers’ Perspectives on the Competency-Based Approach: Are We Ready for a New Educational Reform?

This study re-evaluated the competency-based approach (CBA) in Algerian schools, focusing on teachers' perspectives and attitudes towards this teaching methodology, initially implemented over eighteen years ago. Previous research suggested that the abrupt shift to CBA left many teachers needing help to grasp its core principles and deliver effective lessons. The study adopted an explanatory sequential mixed-method design. To assess the current situation, a questionnaire was distributed to 45 English language teachers across Algerian middle schools in diverse regions. The results indicated pervasive dissatisfaction with the CBA, with a preference for traditional teaching methodologies better suited to the Algerian educational context. Identified obstacles fell into six main categories: absence of clear competency performance criteria, lack of practical training, washback effect, heaviness of the curriculum and time constraints, overcrowding of classrooms, and scarcity of resources. Despite significant investment from the Ministry of Education in professional development seminars and in-service training, the desired outcomes for a better understanding and implementation of the CBA have yet to be achieved. Given the shortcomings of the current methodology, this study posited the need for a new and more strategic approach to reform.

CLASSROOM ENVIRONMENT SUPPORT OF COMMUNICATION FOR DEAF STUDENTS

This study employed a case study design to explore classroom environment support for communication for deaf students at the University of Education, Winneba. The study sampled 20 participants which comprised ten deaf students, five interpreters, and five lecturers. A one-on-one semi-structured interview was used to collect data from participants. Data was analyzed using themes. Findings from the study revealed that classroom environment support for communication for deaf students involves, the relationship among deaf students, interpreters, and lectures about communication at the lecture hall; the student's participation at the lecture hall. Based on the results from the study, it was recommended that the management of the University of Education, Winneba, and the Department of Special Education should collaborate to ensure a supportive environment for effective classroom communication for deaf students. The Department of Special Education should facilitate continuous professional development seminars and in-service training for lecturers and interpreters on the education of deaf students to enable them to come up with more innovative ways of communicating with deaf students.

Strengthening STEM Teaching in Rural, Indigenous-Serving Schools through Long-Term, Culturally Responsive Professional Development

This paper describes a particular teacher professional development model offered in schools on and bordering the Navajo Nation in the southwestern United States. The Diné Institute for Navajo Nation Educators (DINÉ) offers professional development across all content areas and grade levels, but here we focus specifically on our work in science, technology, engineering, and mathematics (STEM) content areas. Our work is situated explicitly within the literatures on Indigenous education, Native Nation Building, and culturally responsive schooling, but we also draw broadly on research in STEM education and teacher professional development. The research question explored in this paper is: To what extent and in what ways do teachers in the DINÉ develop STEM curriculum units that evidence culturally responsive principles and STEM education best practices? We share findings from three cohorts of teachers in the DINÉ’s STEM-focused professional development seminars. Teacher-authored curriculum units developed in the DINÉ were analyzed with two specific protocols: the CRAIS Tool, and the SCOOP notebook. Finally, we look closely at the curriculum units written by a single teacher in the DINÉ across the three years in order to get a clearer understanding of the nuances and richness of the findings and themes reported from the aggregate data.

Self-efficacy of Personal Finance Professionals in Later Life Financial Well-Being: Evidence From a Virtual Professional Development Seminar

Financial health falls under the purview of family and consumer sciences (FCS) educators and financial counselors. It is important for these professionals to understand the complexities of later life financial concerns in order to help prepare individuals at all stages of life for financial health in their senior years. We examined financial professionals' perceived mastery of later life finances by role and gender. We analyzed the effectiveness of a virtual professional development program in improving participants' perceived financial knowledge using retrospective pretest–posttest survey responses (n = 112). Results suggest that content focused, virtual professional development offerings may be an effective medium to enhance financial professional self-efficacy.

Using a brief web‐based, on demand training to improve preservice teacher knowledge of attention deficit hyperactivity disorder

AbstractTeachers play an essential role in supporting children with attention‐deficit hyperactivity disorder (ADHD) and are often responsible for implementing the classroom‐based interventions designed to bolster the academic and behavioral success, and the socio‐emotional development of children with ADHD in schools. Unfortunately, several studies suggest teachers are inadequately prepared to take on this role. Evidence suggests there are widespread gaps in teacher knowledge about the meaning of a diagnosis of ADHD and evidence‐based interventions used to support children with ADHD in schools. The main purpose of this study is to examine the effectiveness of a virtual, self‐paced professional development seminar for preservice teachers. The webinar will be aimed at improving preservice teacher knowledge about the diagnosis of ADHD, characteristics of students with ADHD in the classroom, and evidence‐based interventions that can be used to alleviate academic and behavioral problems often experienced by students with ADHD. The webinar also aims to increase preservice teachers' self‐efficacy as it relates to supporting children with ADHD.

Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

AbstractThis study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three cognitive discourse functions (CDFs) of define, evaluate, and explore. The teachers' discourse was analyzed using specialization, a dimension of Legitimation Code Theory‐LCT (Maton, Knowledge and Knowers. Towards a realist sociology of education, 2014), a sociological framework for analyzing knowledge practices. Specialization codes provide insight into epistemic relations (knowledge) and social relations (knowers) in educational practices. The results show that within epistemic relations, there was a balance between content and language as bases of achievement. Content quality was emphasized over quantity, language form was emphasized over function, and teachers gave different weights to language depending on the quality of the content. Social relations were also invoked, though less often than epistemic relations. The results suggest that teachers' positioning of students in terms of epistemic and social relations in their assessment practices may have consequences for the equitable treatment of learners in bilingual programs.

Gamification Techniques in Teaching and Learning Exploratory Courses in Technology and Livelihood Education: A Phenomenological Study

The traditional teaching method has been employed in the educational system for a long time and requires no active engagement from the students, making lessons challenging to comprehend. The use of gamification techniques in learning, on the other hand, removes the formalities of learning and allows learners to learn while having fun. This qualitative phenomenological study aimed to investigate the students' perspective on using gamification techniques in teaching and learning exploratory courses in Technology and Livelihood Education. The study explored the game experiences of 7 participants who experienced and were affected by using gamification techniques in education. This study used the Modified Stevick-Colaizzi-Keen phenomenological method of data analysis to examine the participants' transcripts. Analysis of the data gathered during the interviews developed four themes: 1) Connect Building relationships; 2) Change: Traditional schooling is too formal and Boring; 3) Captivate: Learning is fun when it is linked to memorable experience; 4) Compete: To compete and be recognized. Findings from the study recommended the following: a) educational institutions should consider including the use of gamification techniques in their curriculum to provide students with appropriate learning opportunities; b) researchers and developers can create more engaging resources for students' enjoyment and learning; c) school administrators should consider enrolling teachers in professional development seminars and training linked to gamification approaches; d) future scholars can choose to perform a qualitative and quantitative study on their subject areas to add to the body of knowledge in this understudied field, and e) future study collaborations on the application of gamification approach in teaching and learning can be done with educators from other countries. Keywords: Gamification Techniques; Games; TLE; Exploratory Courses

The Effects of Laboratory Safety Professional Development Seminars Implemented on Science Teachers: Laboratory Safety Knowledge Levels

When laboratory accidents in schools, especially in recent years, are examined, it is remarkable that many of these events resulted from the incorrect implementation of laboratory safety. The most significant role in the administration of laboratory safety belongs to science teachers. During this process, the necessity of laboratory safety training is for teachers to gain knowledge, skills, and attitude with regard to laboratory safety. This study aimed to investigate science teachers’ knowledge level regarding laboratory safety and increase science teachers’ knowledge level regarding laboratory safety through professional development seminars. Professional development seminars were carried out for teachers in eight modules which included both visual presentations and active learning-teaching activities. Training activities were planned in consideration of the subjects and experiments included in the current Turkish general science curriculum. The single-group pre-test post-test design, a semi-experimental design application, was used. To investigate the effects of laboratory safety professional development seminars, pre- and post-tests were applied to only one group. The “Laboratory Safety Knowledge Test” developed by the researchers was applied to determine teachers’ improvement regarding laboratory safety. According to findings, there was a statistically significant difference between scores of changes in teachers’ knowledge level regarding laboratory safety before and after professional seminars. Moreover, there was not a demographically significant difference between scores of changes in teachers’ knowledge level. It is considered that the findings of the research will contribute to school laboratories being safer and more effective environments in which the activities of science lessons are carried out.

All work and all play: How McIntyre Library became our campus' playful experiential learning center

While playing at work may sound incongruent, many of the staff at McIntyre Library at the University of Wisconsin – Eau Claire seek to provide the space and opportunities for students, staff, and faculty to infuse play into any aspect of their lives. To do this, we recognize a tension between being intentional with our outcomes, spaces, and programming, while providing flexibility for our users to improvise and discover what best serves their needs. After all, play is the clash of opportunity and creativity. Intrinsic to our work as librarians is a responsibility to our users; in encouraging play, both intentionally and unintentionally, our library invites users to assert themselves in a collaborative imagining of the tools, spaces, and resources we provide. By fostering an environment of playfulness, our staff strive to model and help users build skills for fun, lifelong experiential learning. In this article, we will trace McIntyre’s trajectory of play over the years to its current iteration. We have refined our approach to play to be included in staff and professional development seminars, to encourage a holistic view of wellness in how spaces in the library are structured, to creating a Makerspace and Digital Studio lab, and to be included in outreach events in the hopes of making the library more accessible to students.

Framework to Enhance STEM Education for Community College Students

Community colleges (CCs) play a critical role in advancing the education of all learners. Approximately 40% of first-time college freshman begin in Community Colleges. The proposed framework seeks to support and excite CC students to persist in their STEM education to increase the pipeline for the STEM workforce. Its vision is to provide CC students engineering skills and to excite them about engineering research. The framework enables students to spend 10 summer weeks at Northeastern University to increase skills, confidence, and learn firsthand about research. Each student will join a research lab, working with faculty and graduate student mentors. Also, students will be mentored after summer to further support their successful graduation and/or transfer to a 4-year institution and beyond. The site is guided by two of the grand challenges of the National Academy of Engineering: personalized learning and scientific discovery. Unique aspects of the proposed framework include: a hands-on short course in engineering topics and software tools; formal mentor training including modules for mentoring CC students; daily student meetings with mentors; extensive professional development seminars; formal research training including daily reflection journals, poster presentations and technical writing with a faculty member; and recruitment from a unique pool of highly talented URM students.

Diversifying Faculty Leadership in Academic Medicine: The Program to Launch Underrepresented in Medicine Success (PLUS).

PLUS (Program to Launch Underrepresented in Medicine Success) is a 2-year cohort program at Indiana University School of Medicine providing professional development, funding and skills to produce scholarship, and a community to mitigate social and/or professional isolation for underrepresented in medicine (URiM) faculty. In year 1, scholars participate in leadership and professional development seminars and regular meetings with their mentor(s). They are assigned a PLUS Advisory Council advisor with whom they meet 2 to 3 times annually. In year 2, scholars participate in monthly seminars focused on research methods, writing productivity, and wellness. Additionally, scholars engage in a writing accountability group and practice reflective writing. Connections events, designed to combat isolation and cultivate community, occur monthly. At program completion, scholars complete a project resulting in a scholarly product for submission and dissemination in a peer-reviewed forum. To date, 3 cohorts, totaling 24 people, have participated: 20 (83%) Black, 4 (17%) Latinx; 12 (50%) females. Five scholars have completed the full program, whose pre- and postsurvey results are described. Program surveys demonstrate significant gains in scholars' confidence to secure leadership opportunities, connect with colleagues, and advocate for themselves and others. Scholars reported statistically significant increases in confidence to pursue leadership roles (t = -3.67, P = .02) and intent to submit their dossier for promotion (t = -6.50, P = .003). They were less likely to leave academic medicine (t = 2.75, P = .05) or pursue another academic appointment (t = 2.75, P = .05) after PLUS completion than at baseline. All scholars adequately met requirements for their third-year review (tenure track only), were promoted, or achieved tenure in less than 3 years since program completion. This article describes PLUS program objectives, evaluative components, and lessons learned during implementation, as a model to support URiM faculty at other institutions.

Conflict of allegiance: professional development challenges in transforming science teachers’ identities and practices

ABSTRACT Case studies of two biology teachers, Cathy and David, from the same minority-majority, urban U.S. high school, provide insights into their instructional practices while they engaged in long-term professional development (PD). Findings suggest why science teachers engaged with PD may, or may not, adopt more adaptive pedagogical approaches in the service of reform-based teaching. Gee’s institution- and affinity-identity constructs were used as analytic lenses regarding teachers’ perceptions of teaching, learning, and agency in the dual contexts of their school’s institutional environment and PD community. Over time, Cathy adopted more inquiry-based instructional practices she learned through PD seminars in building a scientific classroom discourse community with her majority Latinx students. Her professional identity and teaching became more aligned with the more progressive teaching philosophy and instructional practices promoted by the PD affinity group. While David understood and enjoyed the PD, ultimately, he minimally adopted new strategies, adhering mainly to his pre-PD mode of direct instruction, staying within the strict culture of accountability of his school’s administrative priorities to raise state test scores. These cases demonstrate why some teachers of diverse students are adaptive adopters of reform-based instruction through new affinity group membership, while others demonstrate greater allegiance to their institution-aligned identities.

Influence of Examinations on Principals’ Instructional Leadership Practices in Public Secondary Schools in Nakuru County, Kenya

Examinations have been seen as a measuring tool for both quality of education and the principals’ effort in schools. Principals being the managers of the school and instructional leaders have been made accountable for the tests scores achieved by the students hence creating pressure on them. The target of this research therefore, was to explore on whether influence of examinations affect the principals’ instructional leadership practices in Nakuru County Nakuru North sub-county. This research was anchored on four objectives: - To investigate the influence of examinations on the principals’ role of allocating instructional resources, to determine the influence of examinations on the principals’ role of monitoring learners’ academic progress. This study was anchored on transactional leadership theory that was described by Max Weber (1947) and Bernard Bass (1981) which focuses on organizing, controlling and short-term planning. It incorporates providing of resources, motivation and directing followers to attain goals. The study used descriptive study design since it enables one to get detailed opinion which can be used to facilitate generalization of findings with large population. The target population comprised 35 public secondary principals, 497 teachers and 19, 625 students from all public secondary schools in Nakuru North sub-county. Through simple random sampling 18 public secondary schools were sampled which led to 18 public secondary school principals being sampled. Stratified and simple random sampling techniques were used to sample 149 teachers. Stratified and systematic sampling techniques were used to sample 1962 students to take part in the study. Data was gathered using questionnaires and interview schedules. Piloting of these tools was conducted in four schools which were within the researcher’s target population to determine content and face validity. The reliability coefficient was arbitrated using Pearson Moment Correlation Coefficient, with the help of SPSS and Microsoft Excel. Descriptive statistics was employed in analyzing quantitative data through measuring of frequencies, percentages and means and presented in tables, graphs and charts. Qualitative data was analyzed through data being; organized based on objectives, coded based on similarities, validated and finally logical conclusions were made. The study established that examination influenced principals to allocate instructional resources that focus on formative and summative assessments; examinations were found to encourage principals to monitor academic progress of the students. However, in some schools the principals were not able to monitor academic progress. Examinations were also found to influence principals’ supervision of teaching process whereby principals supervised learning process in order to post good academic results. Principals motivated their teachers by taking them to field trips, giving teachers money and organizing professional development seminars. In supposition, the researcher found that examination influence principal’s instructional leadership in public secondary schools in Nakuru North Sub County. The study recommends that the ministry of education should organize academic trips for the teachers after posting good academic results. Principals should monitor academic progress of the students regularly to ensure students acquire relevant learning outcomes. Contemporary teacher motivation strategies should be embraced to ensure schools do not permit examinations cheating as a result of monetary rewards. Ministry of education should ensure learning is not based on rote learning and examination scores but skills as well as knowledge acquisition.

Collaborative professional practice for strengthening teacher educator identities in Eritrea

ABSTRACT Strengthening the identities of teacher educators is critical to quality teacher education and implementing change in the education sector. This study examines the professional identities of Eritrean teacher educators and how these identities can be strengthened through collaborative professional practice in a challenging context currently under reform. The focus is on the professional capacity building activities at the College of Education in Eritrea, which were implemented in collaboration with Finnish education partners. The paper reports on findings from an action-research informed study of a semester-long series of professional development seminars and an interview study with individual teacher educators. The qualitative content analyses of seminar participants’ drawings, evaluations and interview data focus on: 1) identifying critical issues that support the formation of teacher educator identities, and 2) understanding how collaborative practice at the institutional level can support the strengthening of professional identities. The findings point to potential ways of creating critical colleagueship and more purposeful, contextually relevant approaches for professional development in teacher education. The need for strengthening the identities of teacher educators’ through bottom-up processes and in collaboration with international partners is highlighted.

Supporting Teacher Change in an English as a Foreign Language Environment: A Peer-Coaching Study in Turkey<br />  

Even though Ministry of National Education (MoNE) in Turkey has been switching from the traditional approach to the constructivist one since 2005, the classroom practices, teaching methods, evaluation system, school structures and materials, and the aspects of the administrators and teachers are still contrary to the principles of constructivism. This study offered constructivism as a new notion in teaching English as a foreign language for six willing teachers. Following a 10-day professional development seminar, the impacts on teachers’ change were observed. Data sources included: participant periodic interviews, observational fieldnotes and artifacts; and researcher logs. The findings showed that the treatment plan was effective to enable teachers learn constructivism, change their approach, and applications. This study provided noteworthy findings regarding professional development seminars. A well-planned and well-organized teacher development seminar with an on-going support and peer coaching is necessary. Professional development communities and critical conversation groups have notable roles in teacher development. This study also showed that teachers are the most important actors in implementing educational change as they can reach their idealistic (constructivist) goals regardless of obstacles such as time constraint, overcrowded classes, and insufficient materials.

Capacity Development, a Tool for Promoting Efficient Primary Health Care Services Delivery in Obudu Local Government Area, Cross River State, Nigeria

This study is intended to investigate the role of Capacity development in promoting efficient primary health care services delivery in Obudu Local Government Area, Cross River State, Nigeria. To achieve the purpose of this study, the researchers set out basic structures for the study and three research objectives were identified and three research questions were framed which resulted in three hypothesis. A well designed questionnaire was prepared, one hundred and thirty (130) copies printed and distributed to Primary Health Care workers in the Local Government for completion. One hundred and twenty (120) copies (of the questionnaire) were returned, representing 92% success, while ten (10) copies were destroyed for want of information and poor completion. The one hundred and twenty (120) copies were used for analysis. The data were extracted from the questionnaire and arranged in tables to ease analysis. The result revealed that; capacity development will result in the development of sustainable skills among Primary health care workers in Obudu Local Government Area, Cross River State; capacity development can bring about efficient health services delivery at the Primary health care level and serve as a means of motivating Primary health care workers in Obudu Local Government Area, Cross River State. The study recommended that; Capacity development should be promoted to sustain skills among Primary health care workers, Primary health care workers should be encourage to attend professional development seminars and incentives should be provided to motivate them to attend workshops and certificates issued from such workshops should be used as bases for promotion. It is hope that this will bring about tremendous changes in services delivery at the Primary Health Care level in the Local Government.

Organising concepts in geography education: a model

ABSTRACT This article presents a model for organising geographical concepts that aims to support teachers’ choices of what to teach and how to organise a cohesive and appropriate teaching plan for school geography. The model is a result of a collaborative research process between researchers and Swedish teachers. The purpose was to explore how the core concepts of geography, which are implicit in the Swedish syllabus (Örbring, 2017), can be used in teaching as powerful tools for learning (Brooks, 2018) and to develop epistemic teaching practices for school geography to counterbalance the traditional focus on content (Eriksson and Lindberg, 2016; Knorr-Cetina, 1999). During professional development seminars, teachers’ experiences were linked to procedural concepts in geography (i.e. concepts that mediate specific geographical ways of thinking and doing (Lambert, 2011)), used at an organisational level in line with models introduced by Taylor (2008). This article describes a model that integrates geographical concepts and suggests how they could be used as tools in relation to each other as well as to specific content. Here, we present the considerations behind the structure and functions of the model, and teachers’ reflections on producing and using it in class as a way to develop students’ geographical knowing.

TEACHERS’ ATTITUDES TOWARDS AUTHENTIC MATERIALS IN TEACHING ANGLOPHONE CULTURE TO YOUNG LEARNERS

The paper aims at presenting the current attitudes and opinions of teachers who teach the English language to young learners in public elementary schools in Serbia, with special reference to the use of authentic materials in teaching culture. First, a theoretical framework for teaching culture to young learners with authentic materials is established, which is followed by the results of the research based on a focus group interview, where the focus group consisted of teachers who taught English to young learners in public elementary schools. In addition to revealing the informants’ attitudes and beliefs, the results could implicitly point to the teachers’ classroom practice and indicate professional areas that could be improved through professional development seminars.