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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 by others. We will address here methodologica...

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Bibliographic Details
Main Authors: Adey, Philip. (Author), Hewitt, Gwen. (Author), Hewitt, John. (Author), Landau, Nicolette. (Author)
Corporate Author: SpringerLink (Online service)
Format: Electronic
Language:English
Published: Dordrecht : Springer Netherlands, 2004.
Subjects:
Education.
Teaching.
Teaching and Teacher Education.
Online Access:View fulltext via EzAccess
Table of Contents:
  • The Issues and some Attempted Solutions
  • 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?.

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