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The Professional Development of Teachers : Practice and Theory - Philip Adey

The Professional Development of Teachers

Practice and Theory

Hardcover

Published: 1st March 2004
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Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about 'process-product' research on PD. In the light of our experience, we will interrogate models of PD which have been proposed by others and attempt to move forward our total understanding of the process of the professional development of teachers for educational change. In conclusion, we will look at some current national practice in professional development, concentrating on the recent English experience of introducing 'strategies' into schools but referring also, by way of contrast, to the situation in the United States. WHAT'S THE PROBLEM? Why has the professional development of teachers already exercised so many good minds for so long? And how can we justify adding another book to this field? The answer to both questions must lie in the continuing demand from society in general (at least as interpreted by politicians and newspaper editors) for improvements in the quality of education.

The Issues and Some Attempted Solutions
Abbreviations and notes
Introduction
Evolving principles: experience of two large scale programmes
Professional development for cognitive acceleration: initiation
Professional development for cognitive acceleration: elaboration
Empirical Evidence
Measurable effects of cognitive acceleration
Testing an implementation model
A long term follow up of some Case schools
Teachers in the school context
Making the process systemic - evaluation of an authority programme
Modelling Professional Development
Researching professional development: just how complex is it?
Elaborating the model.
Evidence based policy?
References
Index
Table of Contents provided by Publisher. All Rights Reserved.

ISBN: 9781402020056
ISBN-10: 1402020058
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 207
Published: 1st March 2004
Publisher: Springer-Verlag New York Inc.
Country of Publication: US
Dimensions (cm): 23.5 x 15.5  x 1.27
Weight (kg): 0.54