Search results for: Johnston Keith
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Teacher Learning and Policy Intention: Selected Findings from an Evaluation of a Large-Scale Programme of Professional Development in the Republic of Ireland
The study reported on in this article is set in the context of a national programme of professional development for primary teachers in the Republic of Ireland. The article investigates the acquisition and interpretation by teachers of the elements of the reform. The authors consider the extent to which the professional development experiences facilitated change in teachers' knowledge and if the teachers interpreted this in the way expected by policy-makers.
Updated: Jan. 31, 2010