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Effects of Continuing Professional Development on Group Work Practices in Scottish Primary Schools

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Title: Effects of Continuing Professional Development on Group Work Practices in Scottish Primary Schools
Language: English
Authors: Thurston, A., Christie, D., Howe, C. J., Tolmie, A., Topping, K. J.
Source: Journal of In-service Education. Sep 2008 34(3):263-282.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Faculty Development, Professional Continuing Education, Elementary School Teachers, Inservice Teacher Education, Cooperative Learning, Teacher Collaboration, Urban Schools, Rural Schools, Elementary School Students, Program Effectiveness, Science Instruction, Science Achievement, Correlation, Student Evaluation, Achievement Gains, Group Activities
Geographic Terms: United Kingdom (Scotland)
DOI: 10.1080/13674580802264803
ISSN: 1367-4587
Abstract: The present study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils, aged 9-12 years old, and 24 primary school teachers. Results indicated that the CPD initiative had a significant impact on the attainment of pupils in science. In addition, data indicated that the CPD promoted effective discourse and pupil dialogue during science lessons. Pre-test and post-test observation scores were significantly different in terms of children giving of suggestions or courses of actions, offering of explanations, and telling someone to say something or carry out an action. Increases in effective dialogue were significantly correlated to increased science attainment, and teacher evaluations of the impact of the CPD were positive. Significant correlations were found between teacher evaluation of impact upon pupil learning and increased attainment in science. The design and structure of CPD initiatives and the implications for practice, policy and future research are explored. (Contains 4 tables.)
Abstractor: As Provided
Number of References: 49
Entry Date: 2008
Accession Number: EJ811508
Database: ERIC
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  Data: Effects of Continuing Professional Development on Group Work Practices in Scottish Primary Schools
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+In-service+Education%22"><i>Journal of In-service Education</i></searchLink>. Sep 2008 34(3):263-282.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink>
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  Data: The present study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils, aged 9-12 years old, and 24 primary school teachers. Results indicated that the CPD initiative had a significant impact on the attainment of pupils in science. In addition, data indicated that the CPD promoted effective discourse and pupil dialogue during science lessons. Pre-test and post-test observation scores were significantly different in terms of children giving of suggestions or courses of actions, offering of explanations, and telling someone to say something or carry out an action. Increases in effective dialogue were significantly correlated to increased science attainment, and teacher evaluations of the impact of the CPD were positive. Significant correlations were found between teacher evaluation of impact upon pupil learning and increased attainment in science. The design and structure of CPD initiatives and the implications for practice, policy and future research are explored. (Contains 4 tables.)
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        Value: 10.1080/13674580802264803
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        PageCount: 20
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    Subjects:
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Professional Continuing Education
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Group Activities
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      – SubjectFull: United Kingdom (Scotland)
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      – TitleFull: Effects of Continuing Professional Development on Group Work Practices in Scottish Primary Schools
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