Learning In Teacher Professional Development

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

Learning and Context: Connections in Teacher Professional Development

This qualitative interpretivist study analyzes the interrelationships between, the knowledge gained in teacher professional development programs and the context of employment. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing education programs and their professional practice. Implications for research and practice are drawn

Road Map or Mosaic: Relationships among Learning, Context and Professional Practice

This qualitative interpretivist study analyzed the interrelationships among professional practice, the knowledge gained in continuing professional education programs, and the context of employment. Social workers, lawyers, adult educators and nurses participated in this study

Creating mosaics: The interrelationships between knowledge and context.

This qualitative study analyzed the interrelationships between knowledge gained in continuing education programs and the context in which professionals practice. Findings indicate that the process of constructing a knowledge base was affected by the structural, human resources, political and symbolic frames of the context of practice

Novice to Expert: How Do Professionals Learn?

This study examined the different learning processes used by novices and experts. Twenty semi-structured interviews were conducted with novice and expert nurses. Results indicated that novice learning was contingent on concept formation. Expert learning was identified as a constructivist process using active concept integration

Facilitating Learning Online: Modeling the Skills for Reflective Practice

This study examined the interactions of facilitators in online reflective practice groups, focusing on the types of strategies used to convey these skills. Learners were found to use the skills modeled by the group facilitator, with the content of the interactions having a greater influence than facilitator style on learners’ use

Facilitating Cross-Cultural Online Discussion Groups: Issues and Challenges

This action research identifies the issues and challenges experienced by facilitators who moderated cross-cultural group discussion activities in an online environment. This study found that in a cross-cultural online environment, the challenges of the facilitator expand beyond the currently identified range of problems for online discussion

Critical Care Nurses\u27 Beliefs About and Reported Management of Anxiety

Background: Anxiety is associated with increased morbidity and mortality. Critical care nurses are uniquely positioned to reduce anxiety in their patients. Critical care nurses\u27 beliefs about and frequency of use of strategies to reduce anxiety have not been studied. Objectives: To explore critical care nurses\u27 beliefs about the importance of anxiety management and to describe nurses\u27 reported use of strategies to manage anxiety in their patients. Methods: A random sample (N = 2500) of members of the American Association of Critical-Care Nurses was asked to complete the Critical Care Nurse Anxiety Identification and Management Survey. Results: Respondents (n = 783) were primarily female (92%), white (88.5%) staff nurses (74.1%) who thought that anxiety is potentially harmful (mean, 4.1; SD, 0.8; range, 1 = no harm to 5 = life-threatening harm), that anxiety management is important (mean, 4.8; SD 0.6; range, 1 = no benefit to 5 = profound benefit). A majority commonly used pharmacological management; most also used information and communication interventions. Fewer subjects used the presence of patients\u27 family members to alleviate patients\u27 anxiety; few reported using stress-reduction techniques. Conclusion: Most respondents thought that treating anxiety is important and beneficial. Commonly used strategies included pharmacological relief of anxiety and pain and information and communication interventions. Although these strategies are useful, they may not effectively reduce anxiety in all patients

2012 Maine Child Support Guidelines: Review and Recommendations

This report summarizes the quadrennial review of Maine\u27s child support guidelines conducted by the USM Muskie School , which complies with federal law requiring each state\u27s child support guidelines be reviewed at least once every four years. Principle findings of the extensive review by the Muskie School show that many aspects of Maine\u27s child support system work well. Maine\u27s low deviation rate reflects a reasonably high level of consistency in apply the guidelines, and in large part, protect the needs and interests of the children. The report provides background and overview of child support modes and the Maine guidelines, and describes the elements of the review: Literature Review, Policy Analysis, Economic Analysis, Deviation Study, Stakeholder Input, Interviews with other State Child Support Officials, and concludes with several findings and recommendations. For additional information about the report or the study, contact Janice Daley at the Muskie School