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The role of whole-school contexts in shaping the experiences and outcomes associated with professional development

Harris, Linda (2007) The role of whole-school contexts in shaping the experiences and outcomes associated with professional development. [Review]

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    Abstract

    Review of the article 'The role of whole-school contexts in shaping the experiences and outcomes associated with professional development'. The study examined the in-service programme in relation to different school contexts (size, type, disadvantaged, status); collegiate ethos and leadership and middle-management structures in the school. A description and discussion of the evaluation is followed by an overview of the PCSP and the new primary curriculum.

    Item type: Review
    ID code: 13048
    Notes: Loxley, A. Johnston, K. Murchan, D. Fitzgerald, H. Quinn, M. The role of whole-school contexts in shaping the experiences and outcomes associated with professional development. Trinity College Dublin, UK. Professional Development in Education (formerly Journal of In-service Education) Vol 33, No 3, Sept 07, pp265-285
    Keywords: whole school approaches, schools, review, professional development, in-service training, Secondary Education. High schools, Education
    Subjects: Education > Theory and practice of education > Secondary Education. High schools
    Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Related URLs:
    Depositing user: Ms Linda Harris
    Date Deposited: 11 Sep 2009 15:15
    Last modified: 05 Sep 2014 02:25
    URI: http://strathprints.strath.ac.uk/id/eprint/13048

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