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Comparative survey data As far as possible, the coding frames and analysis procedures used in the analysis of the EPD survey data were used for the comparative questionnaires in order to facilitate comparability.

Part Two Part Three Part Four What teachers and schools gained from Early Professional Development The outcomes of EPD for teachers early in their careers, for schools, for mentors and for the teaching profession Achieving outcomes from Early Professional Development The factors found to be instrumental in attaining outcomes for second and third year teachers Effective practices in Early Professional Development A discussion of the above factors influential in generating outcomes for teachers, setting out the elements found to work well and any associated issues Conclusion Appendices 1. A cost-effectiveness analysis of the EPD scheme in the 12 pilot LEAs 2. Characteristics of the EPD and comparative samples 4. Teachers were asked to rate the extent of the overall impact of EPD on order custom essays their professional practices on a scale of 1 (no effect) to 6 (great effect). Teachers were given a list of pre-selected outcomes and required to rate on a similar six-point scale the extent to which EPD had affected their attitudes and practices in these areas. The mentor questionnaires contained the same list of outcomes, and mentors were asked to rate the extent to which EPD had affected their mentees in these areas. And in the first two annual questionnaires order custom essays only - 3. Teachers were also asked whether or not the EPD experienced during that school year had had any impact on them.

If they answered negatively, they were invited to explain the reasons why EPD had had no outcomes for them. The responses to these three survey items as well as the accounts of the case-study teachers are presented below in the following two sections. Furthermore, as the scheme became embedded, the levels of reported impact rose year-on-year and the benefits became more widespread throughout the teacher sample. Thus, the data established that the impact of EPD for participating teachers was substantial and rising, with over three-quarters of teacher survey respondents avowing that EPD had a considerable effect on their professional practices in last year of the pilot. This section explores the ways in which they perceived they had benefited from the EPD scheme and also discusses variations in the effects derived, depending upon the characteristics of the teacher (e. None the less, the substantial proportion of teacher survey respondents highlighting a constituent of the EPD scheme as a main impact in years 1 and 2 indicates that many saw one of its principal strengths as being the distinct approach that it offered to professional development. The range of impacts derived from EPD This section establishes the areas in which EPD was perceived to have had the greatest effects for participating teachers over the course of order custom essays the pilot. This closed question allows us to consider the responses of the whole teacher survey sample over a range of given areas.

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The percentages of teacher survey respondents registering that EPD had had a considerable effect on them in each area (a rating of 4, 5 or 6 out of 6) are given in Table 9. This open question gave teacher survey respondents the opportunity to answer freely, if not at length (space restrictions in the design of the questionnaire meant that only two lines were available for responses). Table 10 presents the percentage of teacher respondents who nominated each impact the first two years of the pilot. Therefore, the percentages shown below are calculated from the number of teachers who had responded affinnatively to this initial enquiry. As can be seen from Table 9, for all outcomes, the proportion of teachers registering that EPD had had a considerable impact rose markedly over the three years of the pilot.

Turning now to the open-ended question, where teachers were free to nominate what they regarded as the main impact of EPD, Table 10 shows that the outcome most commonly cited was the discovery of new teaching practices. This was volunteered by approximately one -third of all teachers responding to this enquiry in the first two years of the pilot. In year 2 of the pilot, these rankings changed slightly, with the development of attributes for a new role and enhancement of subject knowledge and skills sharing second place: each volunteered by 18 per cent of those responding to the question.

Both these impacts showed the custom research paper services largest increases in nominations between the first and second year of the pilot, rising by eight and five percentage points respectively. In both years 1 and 2, increased confidence was the fourth most commonly cited main impact (alongside the development of order custom essays attributes for a new role in year 1). At this point, it is worth reiterating some of the key findings to have surfaced from the surveys of EPD teachers so far.

In the final year of the pilot, at least 70 per cent of teacher respondents indicated that the impact of EPD had been considerable in seven out of 12 specified areas. Furthermore, for each of the 12 areas, the majority of teacher respondents in both the second and third years of the pilot awarded considerable effect ratings. It was only in its first set-up year that for three areas, the proportion of teachers citing a considerable effect was below 50 per cent. In order to corroborate the impacts reported by teachers, the annual questionnaire to mentors also contained a question where respondents were given the same list of outcomes that appeared in the teacher questionnaire and were asked to rate the extent to which EPD had affected their mentees in these areas. Table 11 The proportion of mentors registering that EPD had had a considerable effect on their mentees in specified areas in each of the three years of the pilot (The table shows the percentage of teachers circling 4, 5 or 6 on a six-point scale.

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