NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ884301
Record Type: Journal
Publication Date: 2010-Jun
Pages: 20
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1673-341X
Effectiveness of Professional Development Policies Based on Teachers' Subjective Evaluation
Zhang, Donghai
Frontiers of Education in China, v5 n2 p270-289 Jun 2010
The results of a questionnaire-based investigation carried out across China regarding teachers' professional development were used to create an extensive database. Chinese teachers' subjective evaluation of a number of professional development policies was statistically analyzed. From their ratings, it is shown that in schools across China, differences exist in terms of the effectiveness of professional development policies in teaching profession. Striking differences exist between regions as well as between school levels. Multi regression analysis has shown that training and refresher courses are two of the major factors that influence differences in teachers' evaluation of policy implementation. A key finding is that the provision of many different types of training does not necessarily help bring about effective policy.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China