Sentence examples for implementation of professional from inspiring English sources

Results have implications for mobile learning researchers, practitioners, and policy makers, particularly those charged with the design and implementation of professional development programs.

The interviewed teachers have experienced that the content of VET has become more transparent and comparable because of the implementation of professional standards and national curricula.

In order to attract and retain qualified math and science teachers, a number of states and school districts are increasing financial incentives (Hirsch et al. 2001), improving working conditions (Hirsch 2005), and taking steps to raise teacher autonomy through the implementation of professional development programs and/or giving teachers more control over the classroom (Jacob and Lefgren 2004).

Our proposal for dedicating 10percentt of ESEA funding honors the intent and focus of the law, which requires states to provide assistance to local educational agencies for the development and implementation of professional development programs for principals that will enable them to be effective school leaders and prepare all students to meet challenging student academic achievement standards.

Well-written patient recommendations may improve the implementation of professional guidelines in the practices [ 21].

For these reasons, general practice seems to be a promising setting for the implementation of professional preventive care.

According to TCT and OHEC, the development and implementation of national professional standards enhance the professionalism, quality and status of teachers.

We foresee that this article will be used by researchers to design instruments that measure fidelity of implementation of PI, professionals involved in professional development to provide them with resources for their sessions, and instructors from multiple STEM disciplines interested in implementing this practice.

If so, what implications does this have for determining the strength of the association between improved student performance and the implementation of the professional development programme.

Despite the emphasis placed on the implementation of continuing professional education programs in Iran, researchers or practitioners have not developed an instrument for assessing the factors that affect the knowledge transfer from such programs to clinical practice.

Results are discussed with reference to links between teacher beliefs and practices, diffusion of intervention effects within schools, directions for future research, and implications for the design and implementation of effective professional development programs.