CONTINUOUS PROFESSIONAL DEVELOPMENT A SOURCE OF APPROPRIATE LEARNING ACTIVITIES FOR STUDENTS

http://dx.doi.org/10.31703/grr.2019(IV-III).51      10.31703/grr.2019(IV-III).51      Published : Sep 3
Authored by : MuhammadAli Shaikh , Stephen John , Kamal Haider

51 Pages : 466-473

References

  • Button A (2012). Theories on Teacher Perception and Social Change. From
  • Cordingley, P., Bell, M., Evans, D. and Firth, A. (2005) The impact of collaborative CPD on classroom teaching and learning. Review: What do teacher impact data tell us about collaborative CPD? In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
  • Edmonds, S., and Lee, B. (2002). Teacher feelings about continuing professional development.Education Journal, 61, 28-29.
  • Guskey, T.R. (2000) Evaluating Professional Development. Thousand Oaks, CA: Corwin Press.
  • Gusthey, T. R. (2000), Attitude and perceptual change in teachers, International Journal of Educational Research, 13(4), pp. 439±453.
  • Harland, J. and Kinder, K. (1997). Teachers' continuing professional development: Framing a model of outcomes. British Journal of In-Service Education, 23 (1), 71 - 84
  • Huberman, M. (1998). What knowledge is of most worth to teachers? A knowledge-use perspective, Teaching and Teacher Education, 1, pp. 251±262.
  • Hustler, D., McNamara, O., Jarvis, J., Londra, M., Campbell, A. and Howson, J. (2003) Teachers' Perspectives of Continuing Professional Development: DfES Research Report No. 429, London: DfES.in: G. A. Griffin (Ed.) Staff Development, Eighty-Second Yearbook of the National Society for the Study of Education (Chicago, IL, University of Chicago Press).
  • Jita L.C., Mokhele M.L. (2014). When teacher clusters work: Selected experiences of South African teachers with the cluster approach to professional development. South African Journal of Education, 34(2): 1- 15.
  • Knight, P. (2002). A systemic approach to professional development. Learning as practice.
  • Muijs, D., Day, C., Harris, A., and Lindsay, G. (2004). Evaluating continuing professional development: An overview. In C. Day and J. Sachs (eds.) International Handbook on the Continuing Professional Development of Teachers. Ballmer, Bucks: Open University Press.
  • O'Dell, C. and Grayson, C. J. (1998) If only we knew what we know: Identification and transfer of internal best practices. California Management Review, 40 (3), 154-172.
  • Murphy, M. (2002). Let's change staff development in professional learning. Principal, 81: 16-17
  • Rivero V (2006). Teaching your staff. American School Board Journal, 193: 54-55.
  • Robinson, C. and Sebba, J. (2004) A Review of Research and Evaluation to Inform the Development of the New Postgraduate Professional Development Program. TTA / University of Sussex.
  • Smith, C.L. (2002). Using continuous system-level assessment to build school capacity. The American Journal of Evaluation, 23 (3), 307-319.

References

  • Button A (2012). Theories on Teacher Perception and Social Change. From
  • Cordingley, P., Bell, M., Evans, D. and Firth, A. (2005) The impact of collaborative CPD on classroom teaching and learning. Review: What do teacher impact data tell us about collaborative CPD? In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
  • Edmonds, S., and Lee, B. (2002). Teacher feelings about continuing professional development.Education Journal, 61, 28-29.
  • Guskey, T.R. (2000) Evaluating Professional Development. Thousand Oaks, CA: Corwin Press.
  • Gusthey, T. R. (2000), Attitude and perceptual change in teachers, International Journal of Educational Research, 13(4), pp. 439±453.
  • Harland, J. and Kinder, K. (1997). Teachers' continuing professional development: Framing a model of outcomes. British Journal of In-Service Education, 23 (1), 71 - 84
  • Huberman, M. (1998). What knowledge is of most worth to teachers? A knowledge-use perspective, Teaching and Teacher Education, 1, pp. 251±262.
  • Hustler, D., McNamara, O., Jarvis, J., Londra, M., Campbell, A. and Howson, J. (2003) Teachers' Perspectives of Continuing Professional Development: DfES Research Report No. 429, London: DfES.in: G. A. Griffin (Ed.) Staff Development, Eighty-Second Yearbook of the National Society for the Study of Education (Chicago, IL, University of Chicago Press).
  • Jita L.C., Mokhele M.L. (2014). When teacher clusters work: Selected experiences of South African teachers with the cluster approach to professional development. South African Journal of Education, 34(2): 1- 15.
  • Knight, P. (2002). A systemic approach to professional development. Learning as practice.
  • Muijs, D., Day, C., Harris, A., and Lindsay, G. (2004). Evaluating continuing professional development: An overview. In C. Day and J. Sachs (eds.) International Handbook on the Continuing Professional Development of Teachers. Ballmer, Bucks: Open University Press.
  • O'Dell, C. and Grayson, C. J. (1998) If only we knew what we know: Identification and transfer of internal best practices. California Management Review, 40 (3), 154-172.
  • Murphy, M. (2002). Let's change staff development in professional learning. Principal, 81: 16-17
  • Rivero V (2006). Teaching your staff. American School Board Journal, 193: 54-55.
  • Robinson, C. and Sebba, J. (2004) A Review of Research and Evaluation to Inform the Development of the New Postgraduate Professional Development Program. TTA / University of Sussex.
  • Smith, C.L. (2002). Using continuous system-level assessment to build school capacity. The American Journal of Evaluation, 23 (3), 307-319.

Cite this article

APA

    APA : Shaikh, M. A., John, S., & Haider, K. (2019). Continuous Professional Development: A Source of Appropriate Learning Activities for Students. Global Regional Review, IV(III), 466-473. https://doi.org/10.31703/grr.2019(IV-III).51

CHICAGO

    CHICAGO : Shaikh, Muhammad Ali, Stephen John, and Kamal Haider. 2019. "Continuous Professional Development: A Source of Appropriate Learning Activities for Students." Global Regional Review, IV (III): 466-473 doi: 10.31703/grr.2019(IV-III).51

HARVARD

    HARVARD : SHAIKH, M. A., JOHN, S. & HAIDER, K. 2019. Continuous Professional Development: A Source of Appropriate Learning Activities for Students. Global Regional Review, IV, 466-473.

MHRA

    MHRA : Shaikh, Muhammad Ali, Stephen John, and Kamal Haider. 2019. "Continuous Professional Development: A Source of Appropriate Learning Activities for Students." Global Regional Review, IV: 466-473

MLA

    MLA : Shaikh, Muhammad Ali, Stephen John, and Kamal Haider. "Continuous Professional Development: A Source of Appropriate Learning Activities for Students." Global Regional Review, IV.III (2019): 466-473 Print.

OXFORD

    OXFORD : Shaikh, Muhammad Ali, John, Stephen, and Haider, Kamal (2019), "Continuous Professional Development: A Source of Appropriate Learning Activities for Students", Global Regional Review, IV (III), 466-473

TURABIAN

    TURABIAN : Shaikh, Muhammad Ali, Stephen John, and Kamal Haider. "Continuous Professional Development: A Source of Appropriate Learning Activities for Students." Global Regional Review IV, no. III (2019): 466-473. https://doi.org/10.31703/grr.2019(IV-III).51