What's Changed? Issues of Impact and Evaluation in Primary Science Professional Development

Autor/in	Davies, Dan
Titel	What's Changed? Issues of Impact and Evaluation in Primary Science Professional Development
Quelle	In: Professional Development in Education, 36 (2010) 3, S.511-523 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Hands on Science; Active Learning; Program Effectiveness; Faculty Development; Elementary School Science; Elementary School Teachers; Science Instruction; Foreign Countries; Science Achievement; Teaching Skills; Knowledge Base for Teaching; Teacher Attitudes; Workshops; Interviews; Observation; United Kingdom + Suchen Sie Ihr Suchwort? Aktives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Lernwerkstatt; Schulung; Interviewing; Interviewtechnik; Beobachtung; Großbritannien
Abstract	This article reports on issues arising from the external evaluation of a teacher development project--the Active Learning in Primary Science (ALPS) project--undertaken in eight Bristol (UK) primary schools during 2007. The ALPS project aimed to raise pupil attainment in science by developing participating teachers' skills, knowledge and enthusiasm through a programme of centre-based continuing professional development, classroom workshops, in-school consultancy and visits to a hands-on science centre. The evaluation used a combination of documentary evidence, pupil performance data, teacher interviews and observations to gain a view of the strengths, weaknesses and impact of the programme. This raised questions concerning the timing of such evaluation studies, the tensions between the agendas of the various stakeholders and the validity of any short-term apparent gains in pupil performance or teacher attitude. The article problematises the current UK government emphasis on "measuring impact" from continuing professional development activity. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10