Faculty development

Abstract: Foreword - Dennis Sparks Acknowledgments About the Author Introduction 1. What Is Professional Development? 2. What Is Evaluation? 3. Practical Guidelines for Evaluating Professional Development 4. Level 1: Participants' Reactions 5. Level 2: Participants' Learning 6. Level 3: Organization Support and Change 7. Level 4: Participants' Use of New Knowledge and Skills 8. Level 5: Student Learning Outcomes 9. Presenting Evaluation Results References Author Index Subject Index

Abstract: Foreword by Dennis Sparks Acknowledgments About the Authors Introduction What Has Happened Since the First and Second Editions The Enduring Challenges of Professional Development Carrying on Susan Loucks-Horsley's Work Purpose of the Book Changes in the Third Edition The Audience for This Book Organization of the Book How to Use This Book Values Shared by the Authors 1. A Framework for Designing Professional Development Inputs Into the Design Process The Design and Implementation Process 2. Knowledge and Beliefs Supporting Effective Professional Development Learners and Learning Teachers and Teaching The Nature of Science and Mathematics Adult Learning and Professional Development The Change Process 3. Context Factors Influencing Professional Development Students and Their Learning Needs Teachers and Their Learning Needs Curriculum, Instruction, Assessment Practices, and the Learning Environment Organizational Culture and Professional Learning Communities Leadership National, State, and Local Policies Available Resources Families and Communities Resources for Investigating Context 4. Critical Issues to Consider in Designing Professional Development Building Capacity for Sustainability Making Time for Professional Development Developing Leadership Ensuring Equity Building a Professional Learning Culture Garnering Public Support Scaling Up 5. Strategies for Professional Learning Selecting Strategies for a Professional Development Structures A Repertoire of Stratgies for Professional Learning 6. The Design Framework in Action Tapping the Knowledge Bases, Framing Beliefs: "We Stood on the Shoulders of Giants" Knowledge and Beliefs About the Nature of Learning and Teaching Mathematics and Science Equity Matters: "All Humans Are Educable" Knowledge and Beliefs About Teachers Knowledge of Effective Professional Development Knowledge of the Change Process Reflect and Revise: Experience as a Source of Knowledge Making Compromises Context The Professional Development Design Process Design Framework in Action: Cases References Index

Abstract: This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

Abstract: The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting