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

doi:10.1080/09243450500114819

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 journal › Article › peer-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 language	English
Pages (from-to)	1-27
Number of pages	26
Journal	School Effectiveness and School Improvement
Volume	16
Issue number	1
DOIs	https://doi.org/10.1080/09243450500114819
Publication status	Published - May 2005

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10.1080/09243450500114819

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

Abstract

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