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Descriptors:
Ethics; Library Services; Confidentiality; Staff Development; Inservice Education; Library Administration; Library Personnel; Library Policy; Work Ethic; Moral Values; Ethical Instruction; Values Education; Information Policy; Vignettes; Compliance (Legal)

Abstract:
Every U.S. state and the District of Columbia has a law on the books that protects a library borrower's privacy, both an ethical and legal obligation of the library. In addition, FERPA further restricts access to users' records. Getting the message across to staff can be a challenge, especially if you employ students or volunteers who may not share your strongly held sense of professional responsibility or nuanced appreciation. Using scenarios, or minicase studies, based on real-life experiences to generate discussion and expand the scope of their understanding can be a very effective way to transmit the message. This article outlines the method used at Penn State University Libraries to instruct frontline staff on policy, law, and the ethics of protecting the confidentiality and privacy of library users. Pedagogy of case study is discussed. Advice on designing a training session and examples are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Intervention; Classroom Environment; Preschool Children; Disadvantaged Youth; Coaching (Performance); Literacy; Vocabulary; Alphabets; Professional Development; Preschool Teachers; Literacy Education; Inservice Education; Inservice Teacher Education; Scores; Scoring; Comparative Analysis; Federal Programs; Early Childhood Education; Low Income; Early Intervention

Abstract:
This exploratory study investigated how 2 years of a coaching-based language and literacy intervention were linked to Head Start teachers' classroom environments and instructional interactions, as well as to the vocabulary, alphabet, and sound awareness learning of their preschool students. In total, 16 Head Start teachers participated in the intervention, and 10 teachers participated in a business-as-usual control. In addition, 626 preschoolers participated in the intervention, while 357 children participated in the control condition. The first year of coaching was linked to gains in the quality of teachers' classroom literacy environments and the quality of instructional interactions, and a second year of coaching resulted in additional gains in the quality of instructional interactions. Effects were consistent regardless of the initial quality of the classroom environment and instructional interactions. The intervention was significantly related to all child outcomes, with greater vocabulary gains in the second year of coaching. (Contains 7 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Allied Health Personnel; Prior Learning; Recognition (Achievement); Experiential Learning; Adult Education; Inservice Education; Allied Health Occupations Education; Communication (Thought Transfer); Interviews; Adult Students; Foreign Countries

Abstract:
This article discusses a process of recognition of prior learning for accreditation of prior experiential learning to qualify for course credits used in an adult in-service education program for health care assistants at the upper-secondary level in Sweden. The data are based on interviews and observations drawn from a field study, and Habermas's theory of communicative action is used for analysis. The main findings suggest that the students do not fully understand the assessment process or how their prior learning was transformed into credits. This reflects the teacher's strategic actions and the lack of mutual understanding. Examples are sketched about how the process could be developed using the theory of communicative action. From a Habermasian perspective, this process is also criticized as promoting an assimilation of lifeworld-grounded experiences to the system. This form of recognition of prior learning does not seem to satisfy important goals and ideals in adult education and learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Public Health; Leadership; Allied Health Occupations Education; Best Practices; Online Courses; Inservice Education; Health Education; Skill Development; Management Development; Leadership Training; Educational Needs; Blended Learning; Disadvantaged Environment; Program Effectiveness; Performance Factors

Abstract:
As doctors, nurses and public health professionals are promoted into management and leadership positions in resource-poor countries around the world, they are tasked with leading teams and managing drugs and financial and material resources. These responsibilities require a set of skills and knowledge different from that needed for their clinical work, and these skills are rarely taught in medical, nursing or public health school curricula. Health professionals are asking for training in management and leadership (Dwyer et al., 2006) but often have limited time and few resources or opportunities. This article describes effective practices in providing online, in-service training to health professionals in low-resource settings to meet these identified needs. Despite sometimes problematic Internet connectivity because of service interruptions, electricity outages or the lack of availability of computers, more than 4000 health professionals from 77 middle- and low-income countries in Africa, Asia, Latin America, the Middle East and Eastern Europe have successfully participated in virtual management and leadership development programs to strengthen their skills and organizations. This article examines how blended e-learning programs for health professionals can be effectively delivered in settings with problematic connectivity, supporting participants' efforts achieve results in health. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Prevention; Best Practices; Sexual Abuse; Teacher Role; Teacher Education; Inservice Education; Program Evaluation; Foreign Countries; Victims

Abstract:
In response to the diverse number of child sexual abuse (CSA) prevention programs currently implemented in school contexts, this paper examines key considerations for selecting such initiatives and the multiplicity of understandings required to inform facilitation of contextually relevant prevention curriculum. First, the paper examines concerns about the lack of explicit professional development for educators concerning child protection, and the need to develop understandings about prevention program best practices within pre-service and in-service training. Second, drawing on a systematic review of literature, the paper identifies five key considerations to inform teachers' selection and facilitation of CSA prevention curriculum in school contexts. Third, the paper advances calls by Wurtele (2009) and presents CSA prevention "best practices" overview and "model programs" list for professionals such as teachers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mentors; Beginning Teachers; Comparative Education; Language Teachers; Second Language Instruction; English Instruction; Elementary Secondary Education; Preservice Teachers; Inservice Education

Abstract:
Beginning teachers typically enter schools feeling like foreigners, coping often with the jolting disorientation of not knowing where to find basic things such as restrooms, copiers, and mailboxes. They also struggle to pick up on the routines that others seem to have mastered with ease. At the same time, the culture and territory of US schools should seem familiar, and practices in one school can be simple variations on practices common to almost all schools. Imagine, however, teaching in another country, where the classroom landscape looks familiar, but the daily routines in the school and in the community are not routine at all. Under such circumstances, it would be helpful to have some guidance and support from more experienced colleagues, both to find the resources necessary to teach a particular lesson and to complete such mundane tasks as filling a prescription or navigating through bureaucratic channels. In this article, the authors argue that mentors should consider what it feels like to be new to a school and to a community, and how they might better support their international colleagues at a professional level--and, perhaps even more importantly, at a personal level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Teaching Methods; Path Analysis; Student Attitudes; Communities of Practice; Usability; Electronic Learning; Teacher Education; Professional Continuing Education; Professional Development; Interpersonal Relationship; Online Courses; Correlation; Satisfaction; Computer Mediated Communication; Distance Education; Technology Uses in Education; Preservice Teachers; Inservice Education; Teaching (Occupation)

Abstract:
This study is aimed to explore the social nature of membership in an online community of practice (NETwork, Nurturing Elementary Teachers' work) whose purpose is to support pre-service and in-service teachers with a collaborative virtual space for learning how to teach. Path analysis was employed to explore the relationships among social constructs: perceived ease of use and usefulness, social ability, sense of community, satisfaction with NETwork experience, and effectiveness of NETwork for Teaching. The results show members' satisfaction was the only direct factor impacting members' perceptions of effectiveness; several social constructs have direct impact on members' satisfaction; and technology acceptance influences members' social ability, sense of community, and learning satisfaction. (Contains 5 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Environmental Education; Intellectual Development; Inservice Education; Critical Thinking; Creativity; Teacher Education; Learner Engagement; Preservice Teachers; College Students; Higher Education

Abstract:
This paper explores how environmental education through ecological art can help students develop creativity, critical thinking, and an arts-informed notion of being a citizen of the world. In illustrating the importance of uncovering the relationship between environmental education and ecological art, the paper examines how this may be used to promote intellectual development, inspiration, and a greater consciousness about social and environmental issues. Through a discussion of examples of classroom projects and processes that integrate art into the curriculum, the paper examines how teachers can use the work of ecological artists to help students learn to ask questions and examine contextual information about ecological art, which are argued to be essential for engagement and motivation. The paper also discusses how infusing ecological art into environmental education can help individuals develop a greater sense of connection with nature both within and beyond the classroom setting. (Contains 11 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Psychology; School Psychologists; Surveys; Eligibility; Special Education; Inservice Education; Counseling; Intervention; Federal Legislation; Response to Intervention; Evaluation

Abstract:
Every 5 years, the National Association of School Psychologists (NASP) conducts a national study of the field. Surveys are sent to randomly selected regular members of NASP to gather information on school psychologists' demographic characteristics, context for professional practices, and professional practices. The latest iteration of the national study was conducted based on the 2009-2010 school year. This article is the second in a two-part series reporting the results of the 2010 national study. The first article described the demographic characteristics of school psychologists and the context for their professional practices. The current article addresses school psychologists' professional practices and discusses implications for the field based on the overall results of the national study (i.e., demographic characteristics, context for professional practices, and professional practices). (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Leadership; Longitudinal Studies; Beginning Principals; Psychometrics; Cohort Analysis; Factor Analysis; Foreign Countries; Models; Self Evaluation (Individuals); Educational Administration; Management Development; Leadership Training; Inservice Education; Capacity Building; Item Analysis

Abstract:
Purpose: The purpose of this paper is to evaluate the psychometric properties of the Self Assessment of Leadership of Teaching and Learning (SALTAL) inventory, in conditions of repeated administration. Design/methodology/approach: In 2006 and 2007, nearly all of New Zealand's newly-appointed school principals participated in an 18 month induction program (First Time Principals). The SALTAL self-report was administered in three waves (i.e. before FTP, after two residential courses, and at the end of the FTP) to two cohorts. This voluntary survey was completed all three times by 55 per cent (n=86) and 44 per cent (n=85) of 2006 and 2007 participants respectively. Multi-group confirmatory factor analysis evaluated the stability of the SALTAL factor structure for each of the six administrations. Longitudinal curve modeling evaluated the linear effect of time on SALTAL responses. Findings: Responses to SALTAL were found to be statistically equivalent across all six administrations. The longitudinal model was statistically invariant between cohorts. Initial scores were inversely correlated with changes over time. Increased time had a significant effect on SALTAL scores. Originality/value: The paper shows that the SALTAL has demonstrable stability in eliciting response in repeated administration and is useful for studying the impact of leadership development programs. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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