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Browsing by Subject "Professional Continuing Education"
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Item Adult Education And Faculty Development: Expanding The Reach In The Academy(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Glowacki-Dudka, MichelleThis evaluation study examines how faculty development courses on teaching and learning (OTLA) contribute to the “learning community” at a Midwestern University that promotes engagement “in the discovery of knowledge, the integration of learning experiences, and [faculty’s] applications through civic and professional leadership.” The study has three objectives: 1) Investigate how participation in the courses promotes collegial relationships across campus. 2) Understand the impact of the courses on faculty participants in establishing a collaborative culture around teaching. 3) Recognize the components of OTLA courses that contribute to the collaborative culture around teaching. Through this study, I seek to find ways that collaboration around teaching and learning occurs interdepartmentally at the university.Item EVALUATING CHANGES IN TRAINING MANAGER’S ROLE PERCEPTIONS: A CASE STUDY OF TRHE NUCLEAR POWER INDUSTRY(2005-10-14T19:07:02Z) Hawley, Joshua D.; Barnard, Joni KOrganizations are increasingly recognizing the importance of moving from training to performance improvement in Human Resource Development (HRD). Business organizations need to dramatically alter the roles of training managers to ensure that they move towards a performance improvement process, and to ensure that potential solutions are linked to organizational and individual performance problems. As part of a program for nuclear power managers at a major university, we evaluated the changes in the perceptions of twenty-one training managers from around the United States. The evaluation data lead us to conclusions regarding the changing role of training managers from strictly training to that of performance consultant and the challenges manger’s face as they try to build partnering relationships.Item Facilitating Organizational Learning And Transformation Within A Public School Setting(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Folkman, Daniel V.This paper presents a model for organizational learning and transformation within the context of public school reform. The strategy is to offer action research classes in a school setting, which serve as a vehicle for transforming a traditional school environment into a professional learning community. Excerpts from the class dialogue show how instrumental and communicative learning are intertwined in the transformation process.Item From Learned Helplessness To Learned Efficacy: An Action Science Approach To Continuing Professional Education For Comprehensive School Reform(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Folkman, Daniel V.This paper reports the progress and second year findings that flow from a multi-year action research strategy aimed at comprehensive school reform in Milwaukee, Wisconsin. A learned helplessness model is presented as an explanation for why schools continue to struggle with implementing comprehensive reform strategies. An alternative model is offered as a blueprint for empowerment and learned efficacy. Examples from action research projects implemented during the 2002-03 academic year provide evidence that substantial progress can be made in building a learning community within the real world setting of an urban public school system.Item Learning In Teacher Professional Development(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Daley, Barbara J.In this qualitative interpretivist study the interrelationships among teachers’ professional practice, the knowledge gained in teacher professional development programs, and the context of employment within school settings were analyzed. Eighteen semi-structured, tape-recorded interviews were conducted with elementary, middle and high school teachers who had attended continuing education programs 9-12 months previously. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing professional education programs and their professional practice. This process of knowledge construction is affected by elements of the structural, human resources, political and symbolic frames of the contexts in which teachers are employed. Implications for research and practice in teacher professional development are drawn.Item A Matter Of Life And Death: Relevance And Rigor In Continuing Professional And Continuing Higher Education In The Pursuit Of Justice(2005-10-14T19:07:36Z) Rodriguez, RaymondIn recent years, advances in the “hard sciences” coupled with the increasing incidence of post-conviction exoneration of accused parties have forced a new criminal investigation paradigm on law enforcement practitioners, a paradigm for which they are inadequately prepared by either their formal education or continuing professional education. The increased reliance on tangible, scientific evidence is a contemporary complexity of practice that must be addressed by programs of higher education if we are to meet our obligation, as educators, to provide a sound body of relevant knowledge for the practice of the discipline. This paper explores the need for the reform of curricula in criminal justice programs to make room for this new, inter-disciplinary, investigative paradigm, to protect the rights of the accused, and to better serve society by restoring confidence in the criminal justice system.Item Technology Training For In-Service Teachers – An Evaluation(Midwest Research to Practice Conference in Adult, Continuing, and Community Education, 2004) Banerjee, RimjhimA process to determine impact is needed for all training programs. The Tech Mentors Program, a three-year initiative of the PT3 project at Florida International University, focuses on the professional development of cooperating teachers in the Miami-Dade County School District as a key strategy for improving teacher education. In the first year of this program, 100 participating teachers received a full week of technology training and agreed to accept a FIU intern in his/her classroom in fall 2002 or spring 2003, use what he/she learns to support technology integration into the student intern’s field experiences, and mentor the intern and help to evaluate his/her use of instructional technology. Since data has not been gathered regarding the impact of technology training on classroom mentoring practice and student intern achievement, the purpose of this evaluation study is to determine whether the program actually helps cooperating teachers to acquire the required knowledge, skills and dispositions to mentor teacher education students. Kirkpatrick’s model of evaluation is used as a framework to build the evaluation questions. Based on the results in each level of the evaluation, the program has been successful in providing the Miami-Dade public school teachers with the much needed technology integration training.