Development of a professional practice audit questionnaire for mental health nursing in Aotearoa/New Zealand

This paper reports the three-stage development of a professional practice audit questionnaire for mental health nursing in Aotearoa/New Zealand. In Study 1, clinical indicator statements (n = 99) generated from focus group data, which were considered to be unobservable in the nursing documentation in consumer case notes, were included in a three-round Delphi process. Consensus of ratings occurred for the mental health nurse and academic participants (n = 7) on 83 clinical indicator statements. In Study 2, the clinical indicator statements (n = 67) that met importance and consensus criteria were incorporated into a questionnaire, which was piloted at a New Zealand mental health service. The questionnaire was then modified for use in a national field study. In Study 3, the national field study, registered mental health nurses (n = 422) from 11 New Zealand District Health Board mental health services completed the questionnaire. Five categories of nursing practice were identified: professional and evidence-based practice; consumer focus and reflective practice; professional development and integration; ethically and legally safe practice; and culturally safe practice. Analyses revealed little difference in the perceptions of nurses from different backgrounds regarding the regularity of the nursing practices. Further research is needed to calibrate the scores on each clinical indicator statement with behaviour in clinical practice.

Investigating the factors of professional development programs that effect change in the classroom

This paper reports on the implementation of two professional development programs designed to support ICT based pedagogies in Victorian (Australia) schools. In both programs the teachers participated in an intensive program of professional development designed to assist them in embedding ICT into their classroom practice. There was a large diversity of circumstances experienced by the schools, not only in terms of ICT availability and use, and teacher experience, but also in issues of cultures of curriculum planning and integration, size, communication, and pedagogical presumptions. Both projects were successful in implementing change; however there were teachers in both projects who failed to take advantage of the PD. Some of the limitations with both studies include the high expectations of time comittment by the teachers – who are already fully committed with full teaching loads, and the high expectations of the change that will occur in the teaching and
learning as a result of the PD, wthout consideration of the time needed to learn and adopt new pedagogical practice. In some cases, teachers and the school did not appreciate the necessary commitment to take full advantage of the opportunity being provided. This was compounded by the lack of support and recognition by school management.

Assuming responsibility : teachers taking charge of their professional development

The paper reports on some of the findings of an extensive study undertaken in Victoria as part of a national Science, ICT and Mathematics Education in Rural and Regional Australia (SiMERR) project. One of the significant findings of the study was the extent to which teachers in the schools where the study data were collected took responsibility for many aspects of their own professional development. This was not at the expense of, but rather was in addition to, their involvement in school- and region-based professional development activity. The study also identifies some of the challenges faced, mostly related to the location of their schools in a rural or regional setting.

Teacher professional growth : a study of primary teachers involved in mathematics professional development

The overall purpose of this study was to examine whether professional development programs can act as appropriate vehicles for the professional growth of teachers of primary mathematics. A longitudinal study was conducted of primary teachers involved in a Victorian mathematics professional development program — Exploring Mathematics In Classrooms (EMIC). The professional growth of six teacher participants in one EMIC course was examined over a period of 18 months. The teachers selected were from four different schools located in the southern metropolitan region of Melbourne. The central interest of this study was in teacher professional growth and accordingly the perspective sought was predominantly that of the teacher. A case study research approach was adopted and data were gathered through observations, interviews, questionnaire, and the collection of teacher work documents. A theoretical model of teacher professional growth was used to represent the teachers' growth. The study generated data on the nature of teacher professional growth and the features of professional development programs likely to influence teacher professional growth. All of the teachers reported and demonstrated growth with respect to their mathematics teaching, in areas associated with their: Classroom Practice, Knowledge and Beliefs, and Professional Attributes. The teachers' growth was highly individualistic, with no two teachers demonstrating exactly the same professional growth outcomes, or the same growth processes. The data provided evidence to confirm that teacher growth is a complex and gradual learning process. For each of the teachers several different routes to change and growth were evident, drawing attention to the non-linear nature of growth. The teachers' responses to the professional development program were influenced by various contextual and personal factors. The data provided evidence of a strong link between the content and outcomes of professional development programs — the outcomes reported and demonstrated by the teachers reflected the content of the EMIC program. Key factors associated with mathematics professional development programs perceived as influencing growth were: program content; program structure; and program presentation. A significant finding was the strong influence on teacher growth of the presenters of professional development programs—some data suggested that the 'quality' of the program presenter is fundamental to the success of any professional development program. The study provided insight into the processes involved in teacher professional growth and factors associated with the way in which professional development programs influence growth. The theoretical model of teacher professional growth used in this study has been elaborated and recommendations which might inform the design and implementation of future professional development programs have been made.

The development of professional learning and a research culture in a primary school in Melbourne, Australia

This paper outlines the development a/professional/earning and a research culture at Benleigh West Primary School, which is located in a middle class suburb of Melbourne, Victoria. Whilst leadership is widely dispersed at BWPS, as it is in other schools, from students to teachers to the Assistant Principal and Principal, the primary focus in this paper is on the Principal and the ways she has influenced the professional and research culture at the school. Evidence of a change in school climate is presented as are the steps taken to create and foster learning collaborative communities among the staff at BWPS.

Adult learning experience : learning in mixed-mode forms of professional development in the Northern Territory of Australia

This qualitative research is an examination of the experience of learning within a mixed-mode teachers' professional development program. It examines how learning is affected by 'location' - geographic, institutional and personal, and how teaching may take location into account. Approaches to study, influences on learning and transformational learning are explored.

Effects of online professional development on the integration of technology in schools

This thesis examined how involvement in an online network (The Education Network of Ontario / Reseau educatif de l'Ontario) affected teachers professionally. Findings indicated that the network had supported an online community of practice which encouraged development of information and communication skills but that the community had eventually succombed to social and professional tensions.

Ideological hegemony and professional organisation of public accountants in China

This thesis examines the development of the Chinese public accounting profession during the post-Mao era of the 1980s and 1990s. The success of the public accountants in accomplishing professional status within society is found to be closely linked to the ideological influence and the political agenda of the state leaders.

Assessment of mathematical development in early childhood : some views of preschool practitioners in regional and rural Australia

As part of the project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice directors, teachers, and assistants in prior-to-school settings from regional and rural eastern Australia were interviewed to ascertain their beliefs and practices concerning early childhood mathematics. This paper reports the responses to  uestions about their assessment of children’s mathematical activity and development. The practitioners provided examples of both incidental and planned assessment activities, the different forms these took, methods of recording, and how the results were used.

An impact study of the United Education Initiative Professional Development Programme

The implemented cirriculum of the UEI-PDP with regular follow-up and feedback enabled personal and professional growth of participants. This led to institutional capaciey building and transfer of learning into the classrooms. Collaboration, open communication, persistence and accountability facilitated the transfer of learning.