Effects of continuing professional development on group work practices in Scottish primary schools

Abstract

Keywords: group work, primary school, continuing professional development for teachers Word count=6729Journal of In-service Education (accepted for publication in second half of 2008)-2 -Effects of continuing professional development on group work practices in Scottish primary schools ABSTRACT This study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils aged 9-12 years old, and 24 primary school teachers. Results indicated the CPD initiative had a significant impact on the attainment of pupils in science. In addition data indicated that the CPD promoted effective discourse and pupil dialogue during science lessons. Pre-post test observation scores were significantly different in terms of children giving of suggestions or courses of actions, offering of explanations, and telling someone to say something or carry out an action . Increases in effective dialogue were significantly correlated to increased science attainment and teacher evaluations of the impact of the CPD were positive. Significant correlations were found between teacher evaluation of impact upon pupil learning and increased attainment in science. The design and structure of CPD initiatives and the implications for practice, policy and future research are explored. (accepted for publication in second half of 2008) -3 - Journal of In-service Education Acknowledgement

Wellbeing, academic buoyancy and educational achievement in primary school students

“…Whilst teachers are used to making professional judgements of the levels that students are working at, the inter-rater reliability of such judgements remains a potential source of error. Having said this it should be noted that previous studies have reported that teacher judgement correlated highly with students' performance in standardised tests (Thurston, Christie, Howe, Tolmie, & Topping, 2008). Future research should address this issue and look at relationships between aspects of wellbeing and student performance in standardised tests.…”

Provision of the Development of the Professional Competence of Teachers in Inclusive Education

“…International research provides information how the lack of conception about teacher professional development influences teaching and learning process and teachers leaving the profession (Harford, 2010;Collinson et al, 2009;Thurston et al, 2008;Latham & Vogt, 2007).…”

“…Starptautiskie pētījumi sniedz informāciju par to, ka koncepcijas trūkums pedagogu tālākizglītībā būtiski ietekmē mācībumācīšanās procesu un pedagogu aiziešanu no profesijas (Harford, 2010;Collinson et al, 2009;Thurston et al, 2008;Latham & Vogt, 2007). Lai virzītos uz iekļaujošo izglītību, pedagogiem ir jāsaprot vispirms pašiem sevi, savas vērtības, bet attiecībā uz izglītojamiem, jābūt izpratnei par viņu vispārīgajām, specifiskajām un individuālajām vajadzībām (Rodriguez, 2010).…”

Evaluation of the Curriculum of Elementary School Third Grade Science Course

“…Many of the previous studies conducted in the literature also support this view. In the researches carried out by Doymuş et al (2004), Baines et al (2007), Kıncal et al (2007), Şenol et al (2007), Bozkurt et al (2008), Thurston et al (2008), Gök et al (2009), Ajaja and Eravwoke (2010), Aksoy and Gürbüz (2012), Ebrahim (2012), Parveen and Batool (2012), Kozcu Çakır et al (2013) and Meder (2014) it has been determined that students learning in cooperation positively affects their success in science lessons.…”