Davies, D (2010) 'What’s changed? Issues of impact and evaluation in primary science professional development.' Professional Development in Education, 36 (3). pp. 511-523. ISSN 1941-5257

What's changed article.pdf

Download (214kB) | Preview
Official URL: http://dx.doi.org/10.1080/19415250903319309


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.

Item Type: Article
Subjects: L Education > L Education (General)
Divisions: Institute for Education
Date Deposited: 08 Jan 2013 13:30
Last Modified: 17 Jun 2014 14:40
Request a change to this item or report an issue Request a change to this item or report an issue
Update item (repository staff only) Update item (repository staff only)