Reported here is one part of the nationally representative, Schools and Continuing Professional Development in England – State of the Nation research study which was funded by the Training and Development Agency for Schools (TDA). This paper sets out to understand how teachers and school leaders in England perceive the benefits and effectiveness of CPD activity. The investigation of benefits and effectiveness of CPD presented in the paper focuses on the various impacts that could result from participation, the forms and features of activities, as well as the conditions that make effectiveness more or less likely to occur.
Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. EDU/WKP(2016)12 Unclassified English-Or. English EDU/WKP(2016)12 2 OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,
This paper sets out to investigate issues of access to continuous professional development faced by teachers in England. Specifically, the paper attempts to understand the types of CPD activities that are offered to teachers, the types of activities in which teachers participated and whether a disconnect occurs between activities offered and those needed by teachers. Further, the paper also explores the barriers to access to high quality CPD that exist for teachers at both the individual and school levels. Data for the analyses presented were collected as part of the nationally representative, Schools and Continuing Professional Development in England – State of the Nation research study which was funded by the Training and Development Agency for Schools (TDA).
This study makes a distinction between a school having high attrition and one having difficulties in hiring. It does so by exploring the relationship between definitions of hard-to-staff schools, school demographics, and school conditions that are often associated with a school being hard-to-staff. Research Design: The study relies on a survey of Ohio schools to ascertain information on vacancies for 2004-2005. The survey also collected information on principal perceptions of the impact of various school conditions and difficulty in hiring. Information was received about 3,371 teaching vacancies in 1,040 schools. The overall response rate from schools was 67%. In the first stage of analysis, a descriptive analysis explored the relationship between school demographic factors, definitions of hardto-staff, and school conditions. In the second stage, three regression models were tested for seven definitions of hard-to-staff to determine whether school demographics and conditions were predictive of being hard-to-staff under any of the definitions. Findings: The analyses showed that school demographics such as poverty, student ethnicity, and school location are not predictive of difficulty in hiring in general. School conditions such as central
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