How to enhance CPD to maximise the measurable impact on students’ achievement in science
This research was Published in 2014 and presented at the ESERO 2013 Conference.
The purpose of any teacher continuing professional development (CPD) is to ensure a positive change in pupils’ outcomes, yet the evaluative evidence to support this relationship is often weak or missing. Using the CPD programme for science teachers and support staff at the National STEM Learning Centre and Network, this research investigates how CPD strategies can facilitate the most impact on students’ achievement in sciences backed by ‘hard’ and rigorous evidence.
The full collection of STEM Learning impact and evaluation research reports can be viewed here.
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|Subject(s)||Cross curricular, Leadership, Personal development, Psychology, Science|
|Age||5-7, 7-11, 11-14, 14-16, 16-19, FE/HE|
|Published||2010 to 2019|
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- National STEM Learning Centre and Network