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Dataset results
31 results for “Professional Development”
Dataset to Model the Sustainability of a Primary School Digital Education Curricular Reform and Professional Development Program
<p>This dataset contains the quantitative teacher data used to analyse the sustainability of an in-service teacher training program for Digital Education that took place from September 2019 to March 2020 in the Canton Vaud in Switzerland. As such, the study follows up on the 350 teachers over a year after the end of their professional development program had ended in order to model the sustainability of the reform, understand to what extent sustainability had been reached, thus validating the curricular reform model and helping draw recommendations for researchers and practitioners involved in Digital Education curricular reforms. As such, approximately 290 teachers from grades 1-4 in primary school (ages 5-9) responded to two sustainability surveys using web-based questionnaire to provide information relating to their perception of the training sessions and adoption of the computer science activities.</p> <p>The study is accepted for publication in Education and Information Technologies. </p> <p>A README is included and provides additional information regarding :</p> <p>- the requirements for re-use. </p> <p>- the specific content of the 2 csv files</p>
A Professional Development Programme (ProDeveloP) for Newly Graduated Nurses
ClinicalTrials.gov study NCT06742047. IPD Sharing: NO. Countries: 1. Publications: 1.
Data from: Assessing faculty professional development in STEM higher education: sustainability of outcomes
We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.
Material Suplementar - Is secure software development education necessary in the software industry? Answers from professionals of a technology hub in Brazil
<p><span>Context: The education and training of information security professionals is essential to ensure the protection of data and systems, as well as the privacy and security of sensitive information. Problem: This work aims to explore the context of a local technology hub to answer the following research question: Is secure software development education necessary in the software industry? Solution: To answer this question, an exploratory study was performed to understand the need for secure software development education from the point of view of software practitioners in a technology hub. Method: A questionnaire was prepared and sent to professionals of a Brazilian technology hub. Answers were analyzed by using qualitative research methods. Results: We obtained thirty eight answers. According to the results obtained, the majority of participants consider information security education important for the development of secure software. However, there is still a lack of information security education. Contributions: It is concluded that companies should invest more in adequate and comprehensive training on the topic, in addition to encouraging and rewarding professionals who prioritize software security in their projects. It is essential to disseminate a culture of information security throughout the organization, from senior management to development professionals, to make everyone aware of the importance of information security and their responsibility in maintaining it. Finally, it should be noted that developers have a crucial role in ensuring software security, being responsible for seeking knowledge and improving their skills in secure development through training, reading and practice</span><span>. (Paper accepted in the Brazilian Symposium of Software Engineering)</span></p>
Improving Diabetes Knowledge of Pharmacy Professionals in Cambodia and Vietnam through Continued Professional development
<p><strong>Background: </strong>Pharmacies are a critical source of healthcare advice as well as medication for under-served communities in low and middle-income countries, including those with or at risk of diabetes; however, data on pharmacists’ diabetes knowledge and practices are limited.</p> <p><strong>Aim:</strong> To leverage a digital platform to assess and improve diabetes and blood glucose monitoring (BGM) knowledge and practices among pharmacy professionals in Cambodia ( KH) and Vietnam (VNM).</p> <p><strong>Method: </strong>An online survey was distributed to pharmacy professionals in KH and VNM who were registered on the SwipeRx platform (a digital network of pharmacy professionals in Southeast Asia). Eligible participants were engaged in dispensing and/or purchasing medicines and stocking ≥1 BGM product. An accredited continuous professional development (CPD) module was developed based on survey results & made available to pharmacy professionals and students on SwipeRx. Users were required to correctly answer ≥60% (KH) or ≥70% (VNM) of post-CPD assessment questions to receive accreditation credits.</p> <p><strong>Results: </strong>In total, 386 and 375 pharmacy professionals in KH and VNM completed the SwipeRx diabetes survey. Seventy-four per cent of respondents in KH (74%) and 49% of respondents in VNM described themselves as confident in providing BGM advice to clients; however, only 19% and 14% were aware that clients taking multiple daily doses of insulin should check blood glucose (BG) levels several times a day. In KH and VNM, respectively, 1,137 and 399 professionals/students completed the diabetes CPD, of whom 1,124/99% and 376/94% passed the post-CPD assessment. Post-education knowledge levels improved substantially in 10 of 14 learning areas in KH and 6 of 10 in VNM, including those related to the timing of BG level measurements and recommended BGM practices . The results were obtained in a short period of time (9 weeks) despite taking place during the pandemic.</p>
Changes in Physician Performance Through Continuous Professional Development
ClinicalTrials.gov study NCT00115284. IPD Sharing: Not stated. Countries: 1. Publications: 9.
DÉCISION+, a Continuous Professional Development Program to Improve Optimal Drug Prescription : a Feasibility Study
ClinicalTrials.gov study NCT00354315. IPD Sharing: Not stated. Countries: 1. Publications: 2.
Investigating the Impact of Professional Development Coaching for Faculty
ClinicalTrials.gov study NCT05036993. IPD Sharing: NO. Countries: 1. Publications: 1.
Investigating the Impact of Professional Development Coaching Programs in Residents & Fellows
ClinicalTrials.gov study NCT04883307. IPD Sharing: NO. Countries: 1. Publications: 1.
Data from: Assessing faculty professional development in STEM higher education: sustainability of outcomes
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PROBLEMS OF PROFESSIONAL COMPETENCE DEVELOPMENT OF INFORMATION SECURITY OF FUTURE MILITARY SPECIALISTS AND ITS CURRENT STATE
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ELEMENTS CONTRIBUTING TO THE DEVELOPMENT OF TECHNOLOGICAL EDUCATORS' PROFESSIONAL COMPETENCE
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CONTENT OF DEVELOPMENT OF PSYCHOLOGICAL PREPARATION OF FUTURE TEACHERS BASED ON PROFESSIONAL REFLECTION
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FORMATION OF THE TEACHER'S PROFESSIONAL AND PERSONAL DEVELOPMENT
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PROFESSIONAL COMPETENCE DEVELOPMENT TENDENCIES IN FUTURE EDUCATORS
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PEDAGOGICAL CONDITIONS OF PROFESSIONAL COMPETENCE DEVELOPMENT IN FUTURE OFFICERS
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Adapting a Web-Based Professional Development for Mexican School Mental Health Providers Delivering Evidence-Based Intervention for ADHD and ODD
ClinicalTrials.gov study NCT05425966. IPD Sharing: NO. Countries: 1. Publications: 0.
Development and Assessment of a Simulation Model of Focused and Ongoing Professional Practice Evaluations
ClinicalTrials.gov study NCT03229226. IPD Sharing: UNDECIDED. Countries: 0. Publications: 7.
Effect of Professional Development in Science
ClinicalTrials.gov study NCT05559294. IPD Sharing: YES. Countries: 1. Publications: 0.
THE ROLE OF EDUCATIONAL DIAGNOSTICS IN TEACHER PROFESSIONAL DEVELOPMENT
<p><em><span>This article examines the pivotal role of educational diagnostics in teacher professional development (PD) and its impact on instructional quality and student outcomes. Through a mixed-methods study involving surveys, interviews, and classroom observations, the research highlights how diagnostic tools help educators identify their strengths and weaknesses, personalize their professional growth experiences, and enhance student engagement and achievement. The findings emphasize the need for educational institutions to prioritize educational diagnostics within PD frameworks to foster a culture of continuous improvement. The article concludes with recommendations for future research to explore the long-term effects of educational diagnostics on teacher effectiveness and student success.</span></em></p>
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
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DANDI Archive for NWB datasets
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International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.