Search results for: School effectiveness

The current paper examines the design of a professional development model. The purpose of this model is to improve student achievement. The model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. The combined elements resulted in six aspects which incorporated in a new model which includes presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference.

The goal of the study is to highlight teacher collaboration in Sweden and Greece utilizing nationwide surveys with physical education teachers in both countries. The sample consisted of 707 Swedish and 451 Greek professionals. The presentation of the results is connected with issues of formal cooperation, deprivatized practices and personalized interaction in four teachers groups: primary and lower secondary schools in Sweden and in Greece. According to the data, formal cooperation and deprivatized practices occur more frequently in Sweden than in Greece. However, personalized interaction is rather high in Greek lower secondary schools.