Browse by Journals

[up]

Group by: Creators | Date | Item Type | Full Text Status | No Grouping

Jump to: Public | None

Number of items: 9.

Public

file

BOYLAN, Mark, COLDWELL, Michael, MAXWELL, Bronwen and JORDAN, Julie (2017). Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional development in education. [Article]

CLOSE, Paul and KENDRICK, Ann (2018). Developing specialist leaders of education: a research engagement approach. Professional development in education. [Article]

file

COLDWELL, Mike and SIMKINS, Tim (2011). Level models of continuing professional development evaluation: a grounded review and critique. Professional development in education, 37 (1), 143-157. [Article]

file

PERRY, Emily and BEVINS, Stuart (2018). Building capacity for professional development: the development of teachers as facilitators in Ghana. Professional development in education, 1-15. [Article]

file

PERRY, Emily and BOOTH, Josephine (2021). The practices of professional development facilitators. Professional development in education. [Article]

file

PERRY, Emily and BOYLAN, Mark (2017). Developing the developers : supporting and researching the learning of professional development facilitators. Professional development in education, 44 (2), 254-271. [Article]

file

REMPE-GILLEN, Emma (2017). Primary school teacher experiences in cross-phase professional development collaborations. Professional development in education, 44 (3), 356-368. [Article]

None

HRAMIAK, Alison (2014). Using a cultural lens to explore challenges and issues in culturally diverse schools for Teach First beginning teachers: implications for future teacher training,. Professional development in education, 40 (1), 147-163. [Article]

SIMKINS, T. J., MAXWELL, B. and ASPINWALL, K. A. (2009). Developing the whole-school workforce in England: building cultures of engagement. Professional development in education, 35 (3), p. 433. [Article]

This list was generated on Sun Dec 22 11:09:43 2024 UTC.