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Cited by 238Teacher Education and Leadership StudiesEvaluation of Teaching PracticesTeacher Professional Development and Motivation

The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.

A longitudinal study of teacher change: what makes professional development effective?

Open access
Boyle, Bill, While, David, Boyle, Trudy·2004·The Curriculum Journal
DOI 10.1080/1026716032000189471
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Abstract

This preliminary analysis is part of the baseline phase of a longitudinal study designed to investigate the professional development of primary and secondary teachers across England. The study addresses four key research areas. The prevailing models of professional development for teachers in England are identified in this baseline phase and the scene is set for the remaining areas of investigation to be addressed (annual data collection sweeps will continue).

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Crossref · 10.1080/1026716032000189471

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12 of 12 references verified0 citation errors · 0 not checkable

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Metadata

Authors
Boyle, B., While, D., & Boyle, T.
Affiliations
University of Manchester (GB)
Venue
The Curriculum Journal
Publisher
Wiley
Published
2004-03
Volume
15
Issue
1
Pages
45-68
ISSN
  • 0958-5176 (ISSN-L)
  • 1469-3704
DOI
10.1080/1026716032000189471
OpenAlex
W1974562189
Cited by
238
References
12
Citations by year
2026: 1 · 2025: 3 · 2024: 3 · 2023: 11 · 2022: 15 · 2021: 14 · 2020: 12 · 2019: 20 · 2018: 9 · 2017: 9 · 2016: 13 · 2015: 17 · 2014: 24 · 2013: 21 · 2012: 14
FWCI
27.66
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 2286 d)
Locations
  • The Curriculum Journal (publishedVersion)
  • Research Explorer (The University of Manchester) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Teacher Professional Development and Motivation
Keywords
teacher professional development, teacher change, professional development effectiveness, primary school teachers, secondary school teachers, teacher training model, England

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