Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

Methodological Issues Around Evaluation: How Do We Know What Difference Professional Development Activities Make?

Sara Bubb

Abstract


It is universally agreed that professional development is important but much money has been spent on training and development activities without a commensurate impact on pupils’ learning and wellbeing. With financial constraints hitting education systems across the world, the time is right to try to understand professional development better for as Lawless and Pellegrino (2007) state although the number of opportunities for teachers has increased, our understanding about what constitutes quality professional development, what teachers learn from it, or its impact on student outcomes has not substantially changed. Ascertaining the difference professional development makes is a complex process. Exposure to and participation in development activities may or may not bring about change to individuals’ beliefs, values, attitudes and behaviours. These changes to individuals may or may not lead to changes in the classroom and school practice. And these changes may or may not lead to improvement in pupil outcomes. Difficulties in researching this field, some have argued, stem from simplistic conceptualisations of teacher professional learning that fail to consider how learning is embedded in work contexts. This paper seeks to unpack some methodological issues related to evaluating the difference that professional development makes.


Keywords


Professional development; Teacher development; Evaluation; Training; Impact; Impatto; Sviluppo del docente; Sviluppo professionale; Valutazione

Full Text:

PDF

References


Achinstein, B., & Athanases, S. (2010). New teacher induction and mentoring for educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 573-593). New York, NY: Springer.

Barber, M., & Mourshed, M. (2007). How the world’s best performing school systems come out on top. London: McKinsey & Co.

Berry, A., Loughran, J., Smith, K., & Lindsay, S. (2009). Capturing and enhancing science teachers’ professional knowledge. Research in Science Education, 39(4), 575-594.

Bolam, R., & McMahon, A. (2004). Literature, definitions and models: Towards a conceptual map. In International handbook on the continuing professional development of teachers (pp. 33-64). Maidenhead: Open University Press.

Bolam, R., & Weindling, D. (2006). Synthesis of research and evaluation projects concerned with capacity-building through teachers’ professional development. London: GTC.

Boud, D., & Hager, P. (2010). Conceptualising continuing professional development: Compliance, pedestrianism and decontextualisation or richer notions of learning and practice? Retrieved from: http://www.leeds.ac.uk/medicine/meu/

ll10_papers.html.

Bubb, S. (2007). Successful induction for new teachers: A guide for nqts & induction tutors, coordinators and mentors. London: Sage.

Bubb, S. (2009a). Coaching in a special school: Making teachers and support staff feel more valued. In P. Earley & V. Porritt (Eds.), Effective practices in continuing professional development (pp. 80-90). London: Institute of Education.

Bubb, S. (2009b). Professional development for early career teachers and support staff: Evaluating impact. In P. Earley & V. Porritt (Eds.), Effective practices in continuing professional development (pp. 101-111). London: Institute of Education.

Bubb, S., & Earley, P. (2007). Leading and managing continuing professional development. London: Sage

Bubb, S., & Earley, P. (2008). From self-evaluation to school improvement: The importance of effective staff development. Reading: CfBT.

Bubb, S., & Earley, P. (2009). Leading staff development for school improvement. School Leadership & Management, 29(1), 23-37.

Bubb, S., & Earley, P. (2010). Helping staff develop in schools. London: Sage.

Bubb, S., & Earley, P. (2011). Ensuring staff development impacts on learning. In T. Townsend & J. Macbeath (Eds.), International handbook of leadership for learning (Vol. 2, pp. 795-816). Dordrecht: Springer.

Bubb, S., Earley, P., & Hempel-Jorgensen, A. (2008). Staff Development outcomes study. London: TDA.

Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249- 305.

Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London: Sage Publications Ltd.

Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. New York, NY: National Commission on Teaching & America.

Dauksas, L., Elmhurst, I., & White, J. (2010). Should Istay or should I go? How teacher leadership can improve teacher retention. AASA Journal of Scholarship and Practice, 7(2), 27-32.

Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Routledge.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. EducationalResearcher, 38(3), 181-199.

Doecke, B., Parr, G., & North, S. (2008). National mapping of teacher professional learning project. Canberra: Department of Education, Employment and Workplace Relations.

Earley, P., & Porritt, V. (Eds.). (2009). Effective practices in continuing professional development: Lessons from schools. London: Institute of Education.

Easton, L. B. (2008). From professional development to professional learning. PhiDelta Kappan, 89(10), 755.

Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional development: Contested concepts, understandings and models. Journal of In-Service Education, 33(2), 153-169.

Frost, D. (2012). From professional development to system change: Teacher leadership and innovation. Professional Development in Education, 38(2), 205-227.

Frost, D., & Durrant, J. (2003). Teacher-led development work: Guidance and support. London: David Fulton Publishers.

Fullan, M. G. (2007). Change the terms for teacher learning. Journal of Staff Development, 28(3), 2.

Fullan, M. G., & Hargreaves, A. (1991). What’s worth fighting for? Working together for your school. Milton Keynes: Open University Press.

Goldrick, L., Osta, D., Barlin, D., & Burn, J. (2012). Review of State Policies on Teacher Induction. Santa Cruz, CA: New Teacher Center.

Hanushek, E., & Rivkin, S. (2006). Teacher quality. Handbook of the Economics of Education, 2, 1051-1078.

Hanushek, E. A., & Rivkin, S. G. (2010). The quality and distribution of teachers under the No Child Left Behind Act. The Journal of Economic Perspectives, 24(3), 133-150.

Hargreaves, A. (2003). Teaching in the knowledge society. New York, NY: Teachers College Press, Columbia University.

Harland, J., & Kinder, K. (1997). Teachers’ continuing professional development: Framing a model of outcomes. Professional Development in Education, 23(1), 71-84.

Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10-16.

Ingersoll, R., & Smith, T. (2004). Do teacher induction and mentoring matter? National Association of Secondary School Principals, 88(638), 28-40.

Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13(10), 1-28.

Jacobs, R. L., & Park, Y. (2009). A proposed conceptual framework of workplace learning: Implications for theory development and research in human resource development. Human Resource Development Review, 8(2), 133-150.

James Report (1972). Teacher education and training. London: HMSO.

Jensen, B., Sandoval-Hernández, A., Knoll, S., & Gonzalez, E. J. (2012). The Experience of new teachers: Results from TALIS 2008. Paris: OECD.

Johnson, S., Kardos, S., Kauffman, D., Liu, E., & Donaldson, M. (2004). The support gap: New teachers’ early experiences in high-income and low-income schools. Education Policy Analysis Archives, 12, 61.

Joyce, B., & Showers, B. (2002). Student achievement through staff development: Alexandria, VA: Association for Supervision & Curriculum Development.

Knapp, M. S. (2003). Professional development as a policy pathway. Review of Research in Education, 27, 109-157.

Knight, P. (2002). A systemic approach to professional development: Learning as practice. Teaching and Teacher Education, 18(3), 229-241.

Lack, A., & Johnson, A. (2008). Schools facing challenging circumstances research report. London: Jigsaw Research.

Lawless, K., & Pellegrino, J. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575.

Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76, 591-596.

Matthews, P. (2009). How do school leaders successfully lead learning? Nottingham: NCSL.

Mayer, D., & Lloyd, M. (2011). Professional learning. Melbourne: Australian Institute for Teaching and School Leadership (AITSL).

Mizell, H., Hord, S., Killion, J., & Hirsh, S. (2011). New standards put the spotlight on professional learning. Journal of Staff Development, 32(4), 4.

OECD (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: OECD.

OECD (2010). Teachers’ professional development: Europe in international comparison. Paris: OECD.

OFSTED (2006). The logical chain. London: Ofsted.

OFSTED (2010). Good professional development in schools. London: Ofsted.

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407.

Porritt, V. (2010). How to … lead and support innovative professional development. Professional Development Today, 13(3), 20-24.

Sanders, W., & Rivers, J. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center.

Speck, M., & Knipe, C. (2005). Why can’t we get it right?: Designing high-quality professional development for standards-based schools. Thousand Oaks, CA: Corwin Press.

Timperley, H. (2011). A background paper to inform the development of a national professional development framework for teachers and school leaders. Melbourne: AITSL.

Wechsler, M., Caspary, K., Humphrey, D., & Matsko, K. (2010). Examining the effects of new teacher induction: Menlo Park, CA: SRI International.

Wei, R., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges. Dallas, TX: National Staff Development Council.

Wiliam, D. (2010). Teacher quality: Why it matters, and how to get more of it. The Spectator, March. Retrieved from: http://www.dylanwiliam.org/Dylan_Wiliams_website.




DOI: https://doi.org/10.7358/ecps-2012-006-bubb



 


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University


Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi