Abstract: Weidman addresses both curricular and dispositional aspects of the graduate and professional students' experiences in higher education as well as processes through which individual students are socialized. This report provides historical background on the study of professional socialization, compares and contrasts models of professional preparation, and addresses implications for the organization and administration of graduate and professional education programs.

Abstract: Situates current research on professional development within an organizational perspective. Offers a framework for the study of professional development, and proposes that key factors that affect student achievement be conceptualized as school capacity. Argues that increases in school capacity will lead to gains in student achievement, and that professional development should, therefore, be designed to enhance the following three dimensions of capacity. First, school capacity includes the knowledge, skills, and dispositions of individual staff members. Second, the diverse human and technical resources of a school need to be put to use in an organized, collective enterprise termed school professional community. Finally, a school’s capacity is enhanced when its programs for student and staff learning are coherent, focused, and sustained. To illustrate comprehensive professional development that addresses all aspects of school capacity, describes one school from a current study.

Abstract: The field of early intervention continues to experience challenges in connecting theory and practice, reducing professional isolation, and translating principles into action. An examination of the way we perceive and enact professional roles reveals their limited scope in addressing these challenges. This article introduces the concept of expanding roles to include collaborative reflective inquiry within communities of practice as one way to reform professional practices. We suggest that reflection within communities of practice not only extends our own understanding, insight, and command of the situations in which we work, but also holds the potential to advance the field as a whole.

Abstract: Knowledge represents a highly valuable organizational resource. Organizations should pay careful attention to how they manage knowledge. Professional service firms (PSFs) have much to teach other organizations about knowledge management. In the course of the 1990s these assertions progressed from being novel ideas to becoming well-worn cliches. Learned academic journals and airport bookshelves are now crowded with works which seek to define the nature of knowledge and identify how it can be managed. Librarians and IT support staff, traditionally marginalized within organizations, have found themselves re-branded as ‘key information resources’ and ‘chief knowledge officers’. Accountants and consulting firms, typically relegated to a professional services ghetto within the management literature, have been thrust into the foreground as exemplars of best practice in the field of knowledge management. Such is the interest in the topic of knowledge management that a backlash is almost certainly imminent. Bertels and Savage (1998) have suggested that ‘after three years of intense fluff, the lemmings will be on to their next topic, without ever having really mined the subject of knowledge’ (p. 7). This special issue of Human Relations seeks to make a lasting contribution to our understanding of the role of knowledge within organizations. It brings together researchers from a variety of disciplinary and theoretical perspectives who are united by their common interest in the management of knowledge within PSFs. Why has knowledge management become such a ‘hot’ topic in recent years? Some might argue that it is the result of effective marketing by consulting firms (see Suddaby and Greenwood in this issue). Others suggest that academics are inherently attracted to ideationalist theories because, as

Abstract: In recent years, a wide range of professions have adopted 'reflective practice' as an approach to professional development, and many professions have made it a mandatory dimension of their membership credentialling process. Despite the fact that it has been widely taken up in the professional world, there are many different conceptualizations and ideas about what it is. In this paper, six theoretical underpinnings of reflective practice are considered, and suggestions are made about how we can begin to incorporate reflection into our own practices.

Abstract: As new members of the nursing profession, graduate nurses (GNs), in their transition to the professional role, have a variety of experiences with registered nurses. These experiences give rise to diverse thoughts and emotional responses that may have a significant impact on nurses' own professional development and socialization to the professional role. Literature documenting GNs' perceptions and feelings regarding their orientation to the professional role is scarce. This study involved 16 nurses' descriptions of their own experiences, thoughts, and feelings that arose from interactions with nurse colleagues during their first year of professional nursing practice. There was a lack of consistency regarding the way in which GNs were assisted in this important transitional teaching and learning experience. Understanding GNs' perceptions of the process of transition to the professional role holds tremendous value for nursing education. This understanding could serve as a guide in the development of positive and appropriate orientation strategies as we strive to imbue nursing graduates with the professional values, attitudes, and behaviors that are essential in achieving outcomes reflective of quality patient care.

Abstract: What can senior practitioners teach other practitioners about learning arenas for professional development? Four primary learning arenas were identified after a qualitative inquiry of 12 psychotherapists, averaging 74 years in age. The 4 learning arenas are early life experience, cumulative professional experience, interaction with professional elders, and experiences in adult personal life. The results indicate that profound experiences in any of these primary arenas can radically affect the professional work of the practitioner. To develop optimally, the practitioner needs to continually process and reflect on experiences in both personal and professional life domains.

Abstract: Professional undergraduate nursing education programmes share the goal of preparing competent graduates who will successfully make the transition to the world of professional nursing practice. Furthermore, society demands continued professional accountability for competence in an era of exponential knowledge proliferation and technological change. One way to meet this demand is for every practicing professional to engage in continuing professional nursing education. If professional nurses are to maximize continuous learning, they need to be able to manage and monitor their own learning. This means that professional nurses engaged in continuous learning should have the ability to be self directed. The use of problem-based learning (PBL) as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate the development of nursing students' abilities to become self-directed in learning. The theoretical links between PBL and self-directed learning are discussed.

Abstract: SUMMARYIn this paper the authors outline the concept of professional development as it pertains in the Australian context of education. Various models of and approaches to professional development of teachers are discussed, ranging from short sessions and courses to more extended models. The model adopted in Victoria, Australia through the Victorian Professional Development Network is addressed and an outline of the way modules of professional development may articulate into formal award bearing university courses is discussed. Following a major research study carried out in New South Wales by one of the authors, a new model for professional development is posited. This model portrays professional development as a dynamic and interactive process between three central elements in the professional development equation.

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Abstract: From 2001 to 2004, Washington, D.C. experienced what may have been the worst lead contamination of city water in nearly a hundred years. Thousands of homes had high levels of lead in their tap water, hundreds had levels above 300 parts per billion (ppb) -20 times higher than national action levels -and some water had enough lead to qualify as a hazardous waste. The contamination persisted for almost three years without public knowledge because the District of Columbia Water and Sewer Authority (DC WASA), the quasi-independent water company; EPA Region 3, the regulators; and the Washington, DC Department of Health (DC DOH) failed to effectively publicize the problem until it finally became front-page news in the Washington Post [1].

Abstract: Professional learning, it is said, is a life-long process. The focus of professional learning in the teaching profession is mainly upon the content of a particular subject matter and on diverse methods with which to teach it. Yet, many who have taught would testify that a teacher is much more than a subject-matter specialist and a method applier. In practice, he/she is a human being with multiple dimensions and facets. As such, central to the whole meaning of teaching is the way in which all those dimensions are connected and interwoven with pedagogy. This paper draws upon theory and practice to examine ways in which the concept of “connections” can underpin and inform professional development in pedagogy.

Abstract: 23 School reform, both for public schools and universities, has been a leading agenda item in education during the past decade. Several models of reform have emerged, but none has gained as much attention or direct application in teacher education as the Professional Development School (PDS) model put forth by the Holmes Group. The PDS is defined as a school “for the development of novice professionals, for continuing development of experienced professionals and for the research and development of the teaching profession.”1 This model seems to be the most promising because of the emphasis on school/university partnerships, focusing on the link between theory and practice. The PDS partnership model is now a part of many university programs in the United States and appears to have had a positive impact on school reform and teacher education.2 Partnership efforts are not new and have appeared in cycles with recurring ideas and practices that have often been construed as being “more of the same.” For example, The Committee of Ten, appointed by the National Education Association in 1892, issued a report from the Committee on Secondary Studies, which examined the purpose of secondary schools and how the university could contribute to curricular development and advocated partnerships between universities and public schools. Later, John Dewey was instrumental in the development of laboratory schools, reflecting his vision for an environment of educational research and teacher education.3 Laboratory schools initially flourished in the 1940s and 1950s but are now virtually gone due to budget cuts and changing educational philosophies. Other partnership efforts included portal schools, triad arrangements, and centers. However, the underlying differMusic Teacher Education and the Professional Development School

Abstract: There is a growing national interest in the professional development of graduate students. Predicated on a variety of factors, voices both inside and outside the academy are calling for greater preparation of graduate students. The purpose of this study, therefore, is to offer a model to assess the professional development needs of graduate students and the steps taken to implement a comprehensive professional development program. Focusing on the University of North Carolina at Chapel Hill, data were collected through both qualitative and quantitative methods. Participants were representatives from five groups of stakeholders: junior faculty, current graduate students, recent alumni, employers of alumni, and academic chairs and directors of graduate studies. The results indicate a clear need to assist graduate students to perform effectively in both academic and non-academic professional settings. Towards that end, this study found that graduates need competencies in the following areas: Communication, leadership, teaching and instruction, professional adaptability, and self-awareness. This paper concludes with a discussion on the means by which these competencies were formally adopted by the Graduate School and the broader campus community. This includes strategies utilized to address professional development from a campus-wide perspective as well as on a school and department level. Introduction In 1993, Leonard Baird noted that "although graduate education enjoys enormous prestige, it is relatively unexamined" (p. 81). Much has changed since those comments were printed, as graduate education has received increasing attention in such areas as enrollment management, distance education, and orientation. One of the areas receiving the greatest attention may be the professional development of graduate students. Professional development has long been a major focus in professional schools such as law, medicine, etc. (Conrad, Duren, & Haworth, 1998). However, such a focus has been lacking in programs offering traditional academic degrees (e.g., M.A., M.S., Ph.D.). Not only are discussions of professional development quite limited in earlier works on graduate education, but the scarce attention this topic did receive tended to focus exclusively on graduate assistantships as preparation for careers in the professorate (e.g., Malaney, 1988; McGovern & Tinsley, 1976; Perna & Hudgins, 1996). Professional development has recently received the attention of the academic press and professional organizations such as the Council of Graduate Schools, National Science Foundation, and American Association of Colleges and Universities. The reasons for the increased attention are many, but clearly the dominant contributors are a decrease in faculty opportunities, the consequence of master's and doctoral graduates seeking employment in private industry, and the realization that professional development has a positive impact on retention, career preparation, and the quality of graduate education (Cheatham & Phelps, 1995; Gonglewski & Penningroth, 1998; Miller, Brueggemann, Blue & Shepherd, 1997). The purpose of this study, therefore, is to present a model used to assess the professional development needs of graduate students and the steps taken to implement a comprehensive professional development program. These activities were conducted at a major research university and were the result of efforts by the Committee on Integrating Academic and Professional Development in Graduate Education, a cross-disciplinary body comprised of faculty, staff and graduate students. Background The changing demographics of graduate students over the past decades are quite dramatic. For example, graduate students tend to be increasingly older, more ethnically diverse, and increasingly more female (National Center for Education Statistics,1998). …

Abstract: Current developments in tertiary education settings are resulting in a second wave of academics using on-line technologies in their teaching, providing universities with a considerable professional staff development challenge. The case study presented here illustrates one way of responding to this challenge. Overall, the literature suggests that professional development that is discipline-specific and located in a community-of-practice is more likely to be relevant and productive than a centralized, decontextualized approach. We propose an alternative hybrid model of 'professional engagement' for on-line teaching that attempts to build on existing discipline-specific workplace structures. This includes recruiting academic on-line teaching advisers for each school in the faculty, showcasing existing exemplary practice, and setting up 'professional engagement groups' with a support team. The main advantages of the model are its responsiveness to patterns of academic work and to the immediate needs of academ...

Abstract: SUAMMRY This paper considers the nature of the professional development process, addresses the nature of professional activity and goes on to examine different ways in which the process of professional development can be facilitated. The models of teachers' professional development currently in use in Israel are examined critically. The first model is the one concerned with higher academic studies. The second, organisational model is mostly school-based and school-focused, with teachers' professional development being tied to school reforms. The third model is the personal route towards professionalism taken and led by the teacher him/herself in his/her classroom and often supported by the teacher unions. The means of support accessible to those choosing to take the currently available routes to professional development are examined. This review of Israeli teachers' professional development concludes with recommendations.

Abstract: Academic enquiry in higher education is an aspect of lifelong learning, which both defines and creates the learning culture through highly specialised and innovative means. This article examines and evaluates the impact of the contribution made by the professional dissertation in the context of Continuing Professional Development. Employing illustrations from dissertations in an international context and written as the culmination of a workplace based Master's programme, the article characterises the practitioner-researcher as typically engaged in fostering creativity, personal professional development, and aptitudes and skills both specific and transferable. In its conclusion, the article considers the ways in which the professional dissertation may be seen to meet the Dearing Committee recommendation that postgraduate research training should include the development of professional skills such as communication, self-management and planning. The professional dissertation is then offered as a mod...

Abstract: The research reported in this article formed part of a university/industry collaborative grant in which the role of leaders in managing cultural change across an industry site was investigated. The focus of the article concerns the leadership of a district director in a rural setting in Queensland. The study was shaped by the interests of the district director who sought feedback on her leadership style and influence on principals in the district. A team of researchers from the School of Professional Studies in the Faculty of Education at Queensland University of Technology conducted semi‐structured interviews with a sample of six principals with whom she had worked over a period of one year to gauge their perceptions of her influence on their thinking and acting. A key finding of the research was that that well‐led conversations can be an effective professional development strategy for learning, growth and change in educational leaders.