Collaborative Partnerships for Capacity Building through Professional Development

2012 ◽  
pp. 81-105
Author(s):  
Mary Barbara Trube ◽  
Bonnie L. Prince ◽  
Renée A. Middleton
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Collaborative Partnerships

scholarly journals Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

2020 ◽  
Vol 13 (9) ◽  
pp. 36
Author(s):  
Carl J. Dunst ◽  
Mary Beth Bruder ◽  
Susan P. Maude ◽  
Melissa Schnurr ◽  
Angela Van Polen ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Capacity Building ◽  
Developmental Delays ◽  
Early Childhood Intervention ◽  
Evidence Based ◽  
Home Based ◽  
Childhood Intervention ◽  
Service Training ◽  
Development Practice

Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building professional development would be related to early childhood practitioners’ reported use of recommended early childhood intervention practices. The participants were practitioners working with birth to 3-year-old, 3- to 5-year-old, or birth to 5-year-old children with identified disabilities, developmental delays, or at-risk conditions in home-based or center-based programs or both. The predictors included three practitioner background variables (e.g., years of professional experience) and three professional development variables (e.g., evidence-based professional development practices). Results indicated that the three professional development practice variables accounted for significant amounts of variance in the practitioners’ reported use of 10 different practices beyond that accounted for by the three background variables. The findings highlight the importance of evidence-based capacity-building professional development as a factor influencing practitioners’ judgments of their use of recommended practices.

Coordination in Planning and Implementing Professional Development Programs for Teachers: A Much-needed Component in Rural Areas

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110684
Author(s):  
Ali Nawab ◽  
Tajuddin Sharar
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Rural Areas ◽  
Influential Factor ◽  
Development Programs ◽  
Study Approach ◽  
Rural Pakistan ◽  
Group Interviews ◽  
Quality Professional Development ◽  
Education Managers

Coordination among stakeholders has been considered as a significant influential factor in providing teachers with quality Professional Development (PD) opportunities. The importance of coordination intensifies when a variety of PD providers work on the capacity building of teachers in the same region such as in some rural areas of Pakistan. The current research explored the nature of coordination among various stakeholders while designing and implementing PD programs for teachers in rural Pakistan. To achieve this aim, qualitative case study approach was used and data were generated through focused group interviews from PD providers, education managers, school leaders, and teachers. The results indicated a limited coordination among the stakeholders leading to a variety of issues such as overlapping programs, conflicting expectations from teachers, and selection of irrelevant teachers for PD. Drawing on the experience of the stakeholders who participated in this research, the paper suggests a model of coordination which the educational reformers, especially the PD providers and education managers, should consider while designing and implementing the capacity building programs for teachers.

Introducing Educational Technology into the Higher Education Environment

2016 ◽  
pp. 81-91
Author(s):  
Linda Van Ryneveld
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Capacity Building ◽  
Education System ◽  
Higher Education Institutions ◽  
Development Framework ◽  
Education Environment ◽  
Roll Out

Over the past decade or two advancements in educational technology have taken place so swiftly that it threatens to revolutionize the education system. This phenomena seem to drive higher education institutions to respond with costly roll out plans that bring state of the art computing hard- and software, together with other highly specialized educational technologies, to their campuses. The dilemma is that these investments in educational technology are often made in isolation, without consideration for imperative aspects such as professional development. To progress, educators need to acquire the skills, knowledge and attitudes necessary to make optimal use of the technology. This can be achieved, among other, by means of well-structured professional development programmes. In this chapter the author explores the role of educational technology in higher education and establishes the need for capacity building by means of carefully designed professional development programmes. It furthermore suggests an alternative professional development framework.

scholarly journals Building Capacity: HEED Slills Audit and Recommendations

2021 ◽  
Author(s):  
Alison Halford
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Knowledge Production ◽  
Best Practice ◽  
Research Team ◽  
Skills Development ◽  
Building Capacity ◽  
Energy Projects ◽  
Team Project ◽  
The Impact

This report aims to explore how HEED approached and delivered capacity building for the research team, project partners and the communities the team worked within Rwanda and Nepal. This report's purpose is threefold: first, to be evidential on how HEED planned, delivered and captured impact around capacity building so similar projects can develop best practice when skills development is a key deliverable. Second, to encourage other energy projects to document the impact produced by researchers and practitioners' involvement while working with communities. Therefore, to recognise the tacit and dynamic aspects of knowledge production, not only the more explicit aspects. Third, suggest recommendations to support a skills-led approach to capacity building that provides personal and professional development opportunities to deepen knowledge production and impact.

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