NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ694924
Record Type: Journal
Publication Date: 2004-Jan
Pages: 24
Abstractor: Author
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0958-5176
A Longitudinal Study of Teacher Change: What Makes Professional Development Effective?
Boyle, Bill; While, David; Boyle, Trudy
Curriculum Journal, v15 n1 p45-68 Jan 2004
This preliminary analysis is part of the baseline phase of a longitudinal study designed to investigate the professional development of primary and secondary teachers across England. The study addresses four key research areas. The prevailing models of professional development for teachers in England are identified in this baseline phase and the scene is set for the remaining areas of investigation to be addressed (annual data collection sweeps will continue).
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)