Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 3 |
Descriptor
| Comparative Analysis | 3 |
| Faculty Development | 3 |
| Program Effectiveness | 3 |
| Foreign Countries | 2 |
| Grounded Theory | 2 |
| Adolescents | 1 |
| Barriers | 1 |
| Beginning Teachers | 1 |
| Context Effect | 1 |
| Effect Size | 1 |
| Elementary School Teachers | 1 |
| More ▼ | |
Source
| Professional Development in… | 3 |
Author
| Cothran, Donetta | 1 |
| Harland, John | 1 |
| Kinder, Kay | 1 |
| Kulinna, Pamela Hodges | 1 |
| Martin, Jeffrey J. | 1 |
| McCaughtry, Nate | 1 |
| Speering, Glen | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Evaluative | 2 |
| Reports - Research | 1 |
Education Level
| Adult Education | 1 |
| Elementary Education | 1 |
| Postsecondary Education | 1 |
Audience
| Teachers | 1 |
Location
| Australia | 1 |
| United Kingdom | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSpeering, Glen – Professional Development in Education, 2016
Professional development programmes for teachers have become an increasing focus in the quest to improve teacher quality. In regional and remote areas of Australia the delivery of professional development programmes can become problematic. This study compares and contrasts the two separate professional development programmes evaluated (Programme A…
Descriptors: Faculty Development, Instructional Leadership, Rural Areas, Geographic Regions
Harland, John; Kinder, Kay – Professional Development in Education, 2014
In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers' CPD or in-service education and training (INSET). It builds on an earlier typology of INSET outcomes and compares it to two previous classification…
Descriptors: Faculty Development, Professional Continuing Education, Grounded Theory, Program Effectiveness
Martin, Jeffrey J.; McCaughtry, Nate; Kulinna, Pamela Hodges; Cothran, Donetta – Professional Development in Education, 2009
Adolescents are physically inactive and non-Caucasian adolescents achieve the least amount of physical activity. Hence, supporting teachers' efforts to increase their students' physical activity during physical education is important. We examined the influence of a social cognitive theory-based intervention on teachers' efficacy to teach…
Descriptors: Social Cognition, Social Theories, Teaching Methods, Barriers
