The Professional Development of Teachers: Practice and Theory
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
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The Professional Development of Teachers: Practice and Theory
by
Philip Adey King’s College London, United Kingdom with
Gwen Hewitt, John Hewitt and Nicolette Landau
KLUWER ACADEMIC PUBLISHERS NEW YORK, BOSTON, DORDRECHT, LONDON, MOSCOW
eBook ISBN: Print ISBN:
1-306-48518-4 1-4020-2005-8
©2004 Kluwer Academic Publishers New York, Boston, Dordrecht, London, Moscow Print ©2004 Kluwer Academic Publishers Dordrecht All rights reserved
No part of this eBook may be reproduced or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise, without written consent from the Publisher
Created in the United States of America
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DEDICATION
for Jennifer Adey … not just for her love and support for 40+ years, but for many valuable professional insights into the matter of this book from her experience as a headteacher, OfSTED inspector, and consultant.
v
CONTENTS
Abbreviations and Notes
ix
PART 1: THE ISSUES AND SOME ATTEMPTED SOLUTIONS Chapter 1 2 3 4
Introduction Evolving principles: experience of two large scale programmes Professional development for cognitive acceleration: initiation Professional development for cognitive acceleration: elaboration
page 1 9 17 31
PART 2: EMPIRICAL EVIDENCE 5 6 7 8 9
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
51 65 83 97 119
PART 3: MODELLING PROFESSIONAL DEVELOPMENT 10 11 12
Researching professional development: Just how complex is it? Elaborating the model Evidence-based policy?
143 155 175
References Index
197 205
vii
ABBREVIATIONS AND NOTES CA CAME CASE CATE CC
Cognitive Acceleration Cognitive Acceleration through Mathematics Education Cognitive Acceleration through Science Education Cognitive Acceleration through Technology Education CASE Coordinator (Person in a school responsible for implementation of CASE) DfES Department for Education and Skills (the government ministry in England responsible for education) GCSE General Certificate of Secondary Education (national examination taken at end of Y11 in England and Wales) HoD Head of Department (in a school) HoS Head of Science (department in a school) INSET Inservice Education of Teachers KS1 etc. Key Stage 1 etc. (see table below) LEA Local Education Authority (or ‘Local Authority’) LoU Level of Use (of an innovation) NLS National Literacy Strategy NNS National Numeracy Strategy NQT Newly Qualified Teacher (in their first year) OfSTED Office for Standards in Education (who inspect schools in England). PD Professional Development – in the context of this book, this refers generally to the continuing development of teachers after their initial training. PKG Permatan Kerja Guru – literally ‘improving the work of teachers’. Y1 etc Year 1 etc. (see table below) WISCIP West Indian Science Curriculum Innovat
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