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Cited by 181Teacher Education and Leadership StudiesEvaluation of Teaching PracticesAdult and Continuing Education Topics

The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index.

Teachers' continuing professional development: framing a model of outcomes

Harland, John, Kinder, Kay·1997·Journal of In-Service Education
DOI 10.1080/13674589700200005
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Abstract

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 frameworks. It is argued that the proposed model of outcomes could be used to delineate more clearly the specific effects which might accrue from different CPD formats

Overview

Integrity signals

Registry

Crossref · 10.1080/13674589700200005

Cites

16 of 16 references verified0 citation errors · 0 not checkable

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Verification

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Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 11

  1. Day C., 1993, Research and the Continuing Professional Development of Teachers
  2. Dormer J., 1995, Staff Development Services in Devon: an evaluative study
  3. Galloway S., 1989, Identifying INSET Needs: the case of Solihull schools
  4. Harland J., 1990, The Work and Impact of Advisory Teachers
  5. Harland J., 1992, Mathematics and Science Courses for Primary Teachers: lessons for the future
  6. Harland J., 1993, Restructuring INSET: privatisation and its alternatives
  7. Joyce B., 1980, Educational Leadership, 37, 379
  8. Kinder K., 1991, The Impact of INSET: the case of primary science
  9. Kinder K., 1991, The Impact of School-focused INSET on Classroom Practice
  10. McMahon A., paper presented at the European Conference on Educational Research(ECER)
  11. Steadman S., 1995, Making School-based INSET Effective

Cited by

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Metadata

Authors
Harland, J., & Kinder, K.
Affiliations
National Foundation for Educational Research (GB)
Venue
Journal of In-Service Education
Publisher
Informa UK Limited
Published
1997-03
Volume
23
Issue
1
Pages
71-84
ISSN
  • 1367-4587 (ISSN-L)
  • 1747-5082
DOI
10.1080/13674589700200005
OpenAlex
W2113890583
Cited by
181
References
16
Citations by year
2024: 4 · 2023: 5 · 2022: 6 · 2021: 4 · 2020: 13 · 2019: 6 · 2018: 10 · 2017: 11 · 2016: 8 · 2015: 7 · 2014: 9 · 2013: 5 · 2012: 8
FWCI
12.45
Type
journal article
Language
en
Open access
closed
Locations
Journal of In-service Education (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Adult and Continuing Education Topics
Keywords
continuing professional development, teachers, teacher professional development, classification framework

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