NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ818567
Record Type: Journal
Publication Date: 2006-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1367-4587
Establishing Criteria for Effective Professional Development and Use in Evaluating an Action Research Based Programme
Piggot-Irvine, Eileen
Journal of In-service Education, v32 n4 p477-496 Dec 2006
A dialectical, or mutually informing and influencing, relationship exists between research, programmes for development and improved teaching and learning. Among a raft of other attributes, current perceptions of effective professional development (summarised in the paper) point to deep, collaborative, active and ongoing features as important. Such development, in turn, should result in improvements to teaching and learning, and both these outcomes, and the professional development programme itself, should be able to be evaluated. A review of an action research based leadership programme against the features of effective professional development is used as an example of evaluation. The evaluation indicates a strong and robust approach, but also highlights limitations of independent evaluator depth of knowledge of such a programme and the need to encourage a move towards more rigorous data collection showing evidence of change in evaluation. (Contains 2 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand