|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Effects of continuing professional development on group work practices in Scottish primary schools|
Howe, C. J. (Christine Joyce)
Topping, Keith J.
continuing professional development for teachers
|Publisher:||Taylor & Francis|
|Citation:||Professional Development in Education (previously Journal of In-Service Education), Volume 34, Issue 3 September 2008, pp. 263 - 282|
|Abstract:||This study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils aged 9-12 years old, and 24 primary school teachers. Results indicated the CPD initiative had a significant impact on the attainment of pupils in science. In addition data indicated that the CPD promoted effective discourse and pupil dialogue during science lessons. Pre-post test observation scores were significantly different in terms of children giving of suggestions or courses of actions, offering of explanations, and telling someone to say something or carry out an action . Increases in effective dialogue were significantly correlated to increased science attainment and teacher evaluations of the impact of the CPD were positive. Significant correlations were found between teacher evaluation of impact upon pupil learning and increased attainment in science. The design and structure of CPD initiatives and the implications for practice, policy and future research are explored.|
|Rights:||Published in Professional Development in Education by Taylor & Francis. This is an electronic version of an article published in Professional Development in Education, Volume 34, Issue 3 September 2008, pages 263 - 282. Professional Development in Education is available online at: http://www.informaworld.com/openurl?genre=article&issn=1941-5257&volume=34&issue=3&spage=263|
|Affiliation:||School of Education|
|Thurston paper final.doc||209 kB||Microsoft Word||View/Open|
|Thurston paper final.pdf||90.15 kB||Adobe PDF||View/Open|
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