| Popis: |
This submission comprises an Integrative Statement and four of my publications. They consist of one book, two journal articles and a report, which are listed below: A. Improving Induction: Research Based Best Practice B. Accountability and Responsibility: 'Rogue' School Leaders and the Induction of New Teachers in England C. Induction Rites and Wrongs: The 'Educational Vandalism' of New Teachers' Professional Development D. From Self-Evaluation to School Improvement: The Importance of Effective Staff Development Together, these form the basis of my application for the award of the degree of PhD by publication. They form an extended body of applied educational research and evaluation. My work has always had a close focus on the application of knowledge and evidence derived from research and evaluation to changing policy and practice. My initial interest was with the induction of newly qualified teachers. This developed into a wider concern with early professional development and teacher development more generally, culminating most recently with research into the training and development of the whole school workforce rather than just teachers. The Integrative Statement attempts to show the coherence of my published work and demonstrate my 'deep and synoptic' 1 understanding of the professional development field. The research question that the statement addresses is, 'What needs to be taken into account when considering how professional development makes a difference?' An analytic framework is used to explore the publications' contributions to considering how professional development is conceptualised, how it is led, how it works and how its impact is evaluated. A new model is proposed that shows how staff development makes a difference. |
