Professional Development and Educational Policy:   A Comparison of Two Fields in Education

Martin, Linda E.; Kragler, Sherry; Frazier, Denise

doi:10.5590/jerap.2017.07.1.05

Cited by 6 publications

(7 citation statements)

References 32 publications

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“…When faculty concerns are heard in a safe and trusting environment, teachers are more willing to identify the problem and play an important role in mitigating a solution in conjunction with education leaders (Massachusetts Department of Elementary and Secondary Education [MDESE], 2015). Professional development and training centered on ethical decision-making and situational awareness is a means to enact empowerment of faculty leading to enhanced efficacy (Martin et al, 2017;Yoo, 2016). Education leaders seeking to develop a school vision of learning are aware that a school culture supporting this vision is constructed of a set of "behavioral norms that exemplify the best that a school stands for.…”

Section: Discussionmentioning

confidence: 99%

“…By observing and reflecting on the practices of faculty at their school site, education leaders were empathetic to ethical decision-making processes. Additionally, the education leaders were able to gain a deeper understanding of how to generate innovative systemic change within their schools and empower faculty to take ownership (Hartman et al, 2017;Martin et al, 2017) to create an ethical, safe, and healthy working and learning environment (Carmel-Gilfilen & Portillo, 2016;Kolko, 2010). Campbell (2003) explored the ties of ethics to education on topics within the teaching profession, specifically learning to create an ethical culture and applied knowledge of ethics within the classroom and school community.…”

Section: Purposementioning

confidence: 99%

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Education Leaders’ Perceptions of Faculty Ethical Decision-Making: Awareness, Learning, and Change

Burleigh¹

2020

JERAP

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Conversations about ethical decision-making exist in a climate of misinformation within social and political forums. The issue of ethical decision-making in the context of educational leadership within a school environment has not been recently investigated. The purpose of this qualitative exploratory case study was to examine the perceptions of education leaders who observed the processes faculty employed when ethical decision-making commenced throughout the school day. Data was collected during interviews with education leaders who answered semi-structured, open-ended questions. The findings led the leaders to self-reflect, redefining their roles as authentic leaders and a gaining a deeper understanding of school culture, thus helping create systemic change.

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Section: Discussionmentioning

confidence: 99%

Section: Purposementioning

confidence: 99%

Education Leaders’ Perceptions of Faculty Ethical Decision-Making: Awareness, Learning, and Change

Burleigh¹

2020

JERAP

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“…According to the analysis of scientific literature (Chu et al, 2016, Kurliand et al, 2005, Martin et al, 2017, Yahupov, 2007, we have found that the category «quality» refers to a subject or individual receiving personal orientation and to a person's readiness, capacity and aptitude to a certain activity. In this case, quality is an integral characteristic whose basic components are its characteristics manifestations.…”

Section: Literature Reviewmentioning

confidence: 98%

Identification of Significant Components of Logistics Readiness of Future Officers of Army Support Units (Forces)

Masliy

Ivanchenko²,

Deriuhin³

et al. 2021

RREM

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Logistics readiness is an essential characteristic of future officers of army support units (forces) as it is required for planning and organization of processes and events of people movement, vehicles, equipment and ammunition supplies to the battlefield and military formation redeployment in any position in the shortest term. The purpose of the article is to explain the structure of logistics readiness of future officers of army support units (forces) and to identify its significant components taking into consideration general logistics sustainability of future logistics officers. According to the research, logistics sustainability is the resultant complex consisting of basic qualities and abilities that are professionally important for military logistics sphere. Also, we have explained the implementation of organizational and pedagogical conditions for formation of integral competence of future officers of army support units (forces). To achieve the purpose, the following methods were used: theoretical methods (general scientific methods, partially scientific methods, methods of intersubject research, deductive and inductive methods, generalization of best foreign pedagogical practices, comparative analysis, combination of integral methods, analysis of bibliographical sources, pedagogical forecast and planning methods, classification, formalization and theoretical interpretation methods) and empirical methods (discussions, direct and indirect observation, pedagogical monitoring, self-observation, interviewing, testing, method of expert estimations, self-assessment, pedagogical experiment). The study involved 120 cadets of the Military Academy (Odesa) and 36 experts (officers of logistics units of Operational Command «South» and instructors of the Military Academy (Odesa)) to estimate the qualities and abilities that are professionally important for future logistics officers. As a result, it was found that logistics readiness, which covers all the necessary qualities and abilities, is the basis for integral competence of future officers of army support units (forces) and it is formed in the process of studying at the higher military educational establishment.

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“…The teacher educators had contextualized experiences of the need for teachers so that the educational policy became adaptable to the teachers and conceptualized necessary aspects for professional growth of the teachers. Martin, Kragler, and Frazier (2017) mention that there is an interconnection in purpose between educational policy and teacher's professional development, that is to sustain quality education in school. They further discuss the result of educational policy that…”

Section: Educational Policy and Teacher's Professionalismmentioning

confidence: 99%

Educational Policy and Teacher Professional Development: A Thematic Review

Dhungana

Gnawali

2023

The Harvest

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Educational policy is a key factor to reinforce quality education in every nation. The policy always grows under the influence of global and local trends and needs. This article explores policy formation mechanisms and concentrates on the relationship between teacher professional developments with educational policy. It highlights major strategies of teacher professional development in the educational policy of Nepal. It uses thematic articles and research articles to discuss the policy issues from the global and local levels with issues like language policies and educational policy. It uses National Educational Policy 2076 and SSDP 2016-2023 for a detailed analysis of teacher professional development strategies projected and secured at the national level. It has used interpretive mode to discuss the teacher professional development strategies projected in national educational policy 2076.

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Professional Development and Educational Policy: A Comparison of Two Fields in Education

Cited by 6 publications

References 32 publications

Education Leaders’ Perceptions of Faculty Ethical Decision-Making: Awareness, Learning, and Change

Education Leaders’ Perceptions of Faculty Ethical Decision-Making: Awareness, Learning, and Change

Identification of Significant Components of Logistics Readiness of Future Officers of Army Support Units (Forces)

Educational Policy and Teacher Professional Development: A Thematic Review

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