What’s changed? Issues of impact and evaluation in primary science professional development

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Abstract

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.
Original languageEnglish
Pages (from-to)511-524
Number of pages14
JournalProfessional Development in Education
Volume36
Issue number3
Early online date2 Dec 2009
DOIs
Publication statusPublished - 1 Sep 2010

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