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dc.contributor.authorBissaker, Kerry Ann
dc.date.accessioned2008-08-26T01:38:13Z
dc.date.available2008-08-26T01:38:13Z
dc.date.issued2001-11
dc.identifier.citationBissaker, K 2001 Did they get what they came for? Evaluating teachers' learning. International Education Journal, 2(4)en
dc.identifier.issn1443-1475
dc.identifier.urihttp://hdl.handle.net/2328/3084
dc.description.abstractTwenty-five teachers enrolled in a fully funded Graduate Certificate program in the area of Learning Difficulties were asked to comment on their motivation behind applying for the course and what they hoped the outcomes of their study would be. Research on quality teacher professional development, along with consideration of the participants' responses, were used to inform the design, aims and content of the course. Outcomes were evaluated using Guskey's (1999) model and considered participants' reactions, participants' learning, organisational change and support, participants' use of new knowledge and skills, and student learning outcomes. Following the final topic in the course participants were asked to review their pre course responses and reflect on whether they felt their intended outcomes had been achieved. The participants were also encouraged to consider the value of such a course in their development. Responses from the participants clearly highlighted that student learning outcomes had benefited along with development of their own knowledge and skills. [Author abstract]en
dc.language.isoen
dc.publisherShannon Research Pressen
dc.subjectDiagnostic testsen
dc.subjectProfessional Developmenten
dc.titleDid they get what they came for? Evaluating teachers' learningen
dc.typeArticleen


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