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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
Depositing user: Ms Linda Harris
Date Deposited: 11 Sep 2009 14:15
Last modified: 21 May 2015 10:51
Related URLs:
URI: http://strathprints.strath.ac.uk/id/eprint/13048

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