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The professional development of teachers : practice and theory / by Philip Adey with Gwen Hewitt, John Hewitt, and Nicolette Landau.

By: Contributor(s): Material type: TextTextPublisher: Dordrecht ; Boston : Kluwer Academic Publishers, [2004]Copyright date: ©2004Description: ix, 207 pages : illustrations ; 25 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 1402020058
  • 9781402020056
Subject(s): DDC classification:
  • 370.715 22
LOC classification:
  • LB1731 .A415 2004
Contents:
1. Introduction -- 2. Evolving principles : experience of two large scale programmes -- 3. Professional development for cognitive acceleration : initiation -- 4. Professional development for cognitive acceleration : elaboration -- 5. Measurable effects of cognitive accleration -- 6. Testing an implementation model -- 7. A long-term follow-up of some CASE schools -- 8. Teachers in the school context -- 9. Making the process systemic : evaluation of an authority programme -- 10. Researching professional development : just how complex is it? -- 11. Elaborating the model -- 12. Evidence-based policy?
Review: "The Professional Development of Teachers: Practice and Theory draws on the author's 30 years of experience, on a series of new empirical studies, and on the extensive literature on staff development to develop an integrated model of effective professional development. The model relates concepts of belief change, collegiality, school ethos, school and local government leaders, as well as key features of effective PD programmes such as longevity, constructivism, theory-bases, and coaching. It has theoretical validity and can be used as a practical guide to anyone involved in educational change: teachers, researchers, curriculum innovators, school leaders, university staff, educational policy makers, local government and government Ministers. In spite of its scholarly roots, this book is written in a lively, accessible style. It will challenge established theoreticians in the field while providing very direct advice to practitioners."--BOOK JACKET.
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Includes bibliographical references (pages 197-204) and index.

1. Introduction -- 2. Evolving principles : experience of two large scale programmes -- 3. Professional development for cognitive acceleration : initiation -- 4. Professional development for cognitive acceleration : elaboration -- 5. Measurable effects of cognitive accleration -- 6. Testing an implementation model -- 7. A long-term follow-up of some CASE schools -- 8. Teachers in the school context -- 9. Making the process systemic : evaluation of an authority programme -- 10. Researching professional development : just how complex is it? -- 11. Elaborating the model -- 12. Evidence-based policy?

"The Professional Development of Teachers: Practice and Theory draws on the author's 30 years of experience, on a series of new empirical studies, and on the extensive literature on staff development to develop an integrated model of effective professional development. The model relates concepts of belief change, collegiality, school ethos, school and local government leaders, as well as key features of effective PD programmes such as longevity, constructivism, theory-bases, and coaching. It has theoretical validity and can be used as a practical guide to anyone involved in educational change: teachers, researchers, curriculum innovators, school leaders, university staff, educational policy makers, local government and government Ministers. In spite of its scholarly roots, this book is written in a lively, accessible style. It will challenge established theoreticians in the field while providing very direct advice to practitioners."--BOOK JACKET.

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