A longitudinal study of teacher change: What makes professional development effective? Report of the second year of the study

Bill Boyle, Iasonas Lamprianou, Trudy Boyle

    Research output: Contribution to journalArticlepeer-review

    Abstract

    This article reports on an ongoing longitudinal investigation of the influence of professional development on teaching strategies. The study has so far identified models of type and duration of professional development activity for a national sample of primary subject co-ordinators and secondary heads of department of English, mathematics and science. This article reports on participants' changes in type of professional development activity over time, extent of subject content emphasis of the development activity and subsequent changes to teaching practice effected by involvement in a longer term professional development activity.
    Original languageEnglish
    Pages (from-to)1-27
    Number of pages26
    JournalSchool Effectiveness and School Improvement
    Volume16
    Issue number1
    DOIs
    Publication statusPublished - May 2005

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