Measuring the Impact of Teacher Professional Development: Can It Be Done? (Article, 2002) [University of Maryland, College Park]
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Measuring the Impact of Teacher Professional Development: Can It Be Done?

Measuring the Impact of Teacher Professional Development: Can It Be Done?

Author: Mervyn Flecknoe
Edition/Format: Article Article : English
Publication:European Journal of Teacher Education, v25 n2-3 (2002): 119-34
  Peer-reviewed
Other Databases: WorldCatAcademic Search Complete
Summary:
In England and Wales, Teacher Training Agency-funded professional development for teachers must be evaluated for its impact on students. It is the responsibility of higher education institutions to provide evidence of impact. A case study illustrates the possibilities and difficulties of providing such evidence. This article concludes that, although this is a desirable development, evaluation of impact is probably  Read more...
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Details

Document Type: Article
All Authors / Contributors: Mervyn Flecknoe
ISSN:0261-9768
Language Note: English
Unique Identifier: 425730762
Awards:

Abstract:

In England and Wales, Teacher Training Agency-funded professional development for teachers must be evaluated for its impact on students. It is the responsibility of higher education institutions to provide evidence of impact. A case study illustrates the possibilities and difficulties of providing such evidence. This article concludes that, although this is a desirable development, evaluation of impact is probably unrealistic for most programs. (SM)
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