Working in partnership with the Museum Training Institute providing in service training for museum personnel

The South Eastern Museums Service is one of ten Area Museums Councils in Great Britain. They are partnerships; membership organizations to which the 2 000 + museums belong. They provide advice, support, technical services, information and training for their members. They are the principal channel of government grant-in-aid to local government, university and independent museums. This funding comes from the Department of National Heritage via the Museums & Galleries Commission. At the South Eastern Museums Service I am responsible for the development and delivery of training for 600 museums in our region and the provision of information about museums and of interest to museums. This paper explains how we approach in-service training and the value of the definition of national standards for our work. It will pose some questions: What is training? What is a training need? and describe a new initiative, the development of training materials and their delivery.

In-service training needs in an African context: a study of headteacher and teacher perspectives in the Gucha District of Kenya

Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects of in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in-service provision together with a firm belief in the efficacy of in-service in raising pupil achievement. Headteachers had a stronger belief in the need for in-service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in-service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in-service agenda creates in a context of scarce resources.

Cue extinction : in-service training curriculum /

"Printed 1993"--T.p. verso.

A Statewide system of in-service training.

Includes the Intergovernmental Law Enforcement Officers In-service Training Act.

A statewide system of in-service training : annual report.

Description based on: FY1989 (Feb. 1990); title from cover.

Annual report : Intergovernmental Law Enforcement Officers In-Service Training Act fiscal year ... /

Provides a summary of Mobile Team Unit appropriations and activities, and serves to meet the requirements of Public Act 82-674, which directs submission of an annual report to the Governor and the legislature.

Food and nutrition / in-service training for extension aides. A problem-centered approach.

"Issued May 1972."

The effectiveness of in-service training and of reduced workloads in aid to dependent children; a report of an experiment conducted in Michigan

Mode of access: Internet.

Effects of an in-service training program using the routines-based interview

The focus of this study is an in-service training program rooted in routines-based early intervention and designed to improve the quality of goals and objectives on individualized plans. Participants were local intervention team members and other professionals who worked closely with each team. This training program involved a small number of trainees per group, providing multiple learning experiences across time and various opportunities for self-assessment and monitoring. We investigated (a) the perceptions of the participants about the strengths and weaknesses of the training program, (b) medium-term outcomes of the training with a comparison group, (c) and variables associated with the quality of goals and objectives. This study involved training more than 200 professionals, and results support the effectiveness of the program in improving the quality of goals and objectives, showing the importance of the routines-based interview in producing that improvement.

Nurses' attitudes toward computers before and two months after training

This study examined nurses' attitudes toward computers before training and 2 months after training. A quantitative approach and a nonexperimental survey design were used in this study. Stronge and Brodt's (1985) instrument, Nurses' Attitudes Toward Computerization Questionnaire, was used to assess 27 nurses' attitudes prior to and 2 months after computer training. Demographic variables also were collected on the questionnaires. The results of this study showed that, overall, nurses had positive attitudes towards computers in both questionnaires. The results of the first questionnaire were consistent with other studies. There were no studies that involved a follow-up questionnaire using Stronge and Brodt's (1985) instrument. Attitude scores of Questionnaire 2 were higher than attitude scores of Questionnaire 1. More time for nursing tasks, less time for quality patient care, and threat to job security questions were found to be statistically significant. This study found no statistical significance between attitudes and demographic variables. Younger nurses a~d nurses with fewer years of computer experience were most likely to exhibit positive attitudes. Implications for practice and future research were discussed. Some limitations were identified and discussed.

Analysis of english teachers' perceptions related to strategies studied in a in-service course in Cuenca

El presente estudio describe las percepciones de los profesores fiscales de inglés en relación a las estrategias aprendidas durante una capacitación realizada en el año 2012 por un grupo de investigadores de la Facultad de Filosofía de la Universidad de Cuenca. En el año 2014, este grupo de investigadores inició un proyecto para analizar el impacto de dicha capacitación. Este es el marco contextual en el cual se desarrolla el análisis de la percepción docente. La propuesta está basada en el método exploratorio. El instrumento de investigación fue la entrevista personal a diez profesores que participaron de la capacitación en el año 2012. Los resultados fueron analizados con la ayuda del Software Atlas ti. Se identificaron catorce códigos diferentes que fueron agrupados en cuatro grupos de familias: estrategias comunicativas, aprendizaje significativo, percepciones de las necesidades e inconsistencias. Todas estas familias de códigos convergieron alrededor del Aprendizaje Basado en Tareas (ABT), el cual permitía generar un outcome, cuyo significado específico es la generación de un producto a partir del uso del idioma inglés por parte de los estudiantes. Un hallazgo importante fue que casi todos los profesores recordaron varias estrategias aprendidas en la capacitación, mismas que sumaron un total de nueve, además la mitad de docentes estaba usando el outcome en sus clases, ello da cuenta de la percepción positiva que tienen los docentes sobre el curso, a pesar de haber transcurrido dos años de su clausura.

Dinamización de las relaciones familia-centro escolar a través de la formación del profesorado en este campo de actuación. 'Enhancing family-school partnerships throug in-service teacher training programs and action-research in this field'.

Resumen basado en el de la publicación. Resumen y título en castellano y en inglés