The impacts of subject-specific continuing professional development (CPD) on learners: emerging evidence from eleven case-study schools in England
This paper, published in 2012, presents the emerging findings from a qualitative investigation into the impact on learners of the subject-specific continuing professional development undertaken by teachers at the National Science Learning Centre based in York, England. The paper presents the research findings from case studies conducted in eleven secondary schools, which have had considerable involvement with the National Science Learning Centre over the last five years.
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