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An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster

Smith, David Peter (2011)
Ed.Psych.D. thesis, University of Birmingham.

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Abstract

This thesis describes a practitioner led exploration carried out in two phases:

Phase 1. A scoping (Delphi) study that explored the school-based provision in place to meet the needs of pupils experiencing special educational needs, the outcome of which guided the choice of focus of the second phase. The scoping (Delphi) study findings highlighted the importance of continuing professional development (CPD) suggesting that it will have an increasingly significant role to play in preparing schools for a future in which they will become increasingly responsible for identifying, assessing, meeting, monitoring and reviewing the needs of their pupils.

Phase 2. An exploration (using a SENCo questionnaire and a senior management semi-structured interview schedule) of the CPD arrangements in place in primary schools in one local authority cluster.

The thesis describes, in as much detail as the available resources and goodwill allowed, the CPD practices that existed within one local authority cluster and compares these with best CPD practices as described in the literature
In addition to presenting a summary of best CPD practices, conclusions are drawn, and recommendations made, regarding: actions that schools in the sample cluster might wish to take to improve the efficacy of their CPD practices, actions that I can take to improve the efficacy of my own CPD practices, and actions that I can take to inform the CPD practices of those organisations, agencies and professionals with or for whom I work.

Type of Work:Ed.Psych.D. thesis.
Supervisor(s):Timmins, Paul
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education, Educational Psychology
Subjects:L Education (General)
LB Theory and practice of education
LB1501 Primary Education
Institution:University of Birmingham
ID Code:3020
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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