Professional Development

Engaging teachers: teacher retention analysis
Engaging teachers: teacher retention analysis
Sarah Lynch, Jack Worth, Susan Bamford and Karen Wespieser September 2016, Research Report

Follow-up to our previous report on teacher retention, exploring how engaged and supported teachers feel and how this relates to their intention to remain or to leave the profession.



Using Evidence in the Classroom: What Works and Why?
Using Evidence in the Classroom: What Works and Why?
Julie Nelson and Clare O'Beirne January 2014, Research Report

This review is part of the Teacher Development strand of our Research Programme, and synthesises research on effective approaches to the creation of a more evidence-informed teaching profession.



An investigation of Headteachers' and teachers' views towards science-specific CPD
An investigation of Headteachers' and teachers' views towards science-specific CPD
Helen Everett, Shona Macleod and Nalia Thurgood July 2013, Research Report

Report of interview survey investigating what headteachers CPD leaders at secondary and FE level think about science-specific CPD.



Evaluation of the Mathematics Specialist Teacher (MaST) programme
Evaluation of the Mathematics Specialist Teacher (MaST) programme
Matthew Walker, Suzanne Straw, Jennifer Jeffes et al June 2013, Research Report

An evaluation of the MaST Programme which provides participating teachers with training and professional support so they can carry out their mathematics specialist role working with teachers in their school.



Education on the web: A tool-kit to help you search effectively for information on education
Education on the web: A tool-kit to help you search effectively for information on education
Emily Houghton October 2012, Professional Development

This book is part of a series of publications drawing on NFER expertise to equip readers with the knowledge and skills to carry out their own research.



Evaluation of Starting Out
Evaluation of Starting Out
Shona Macleod, Matt Walker, Ben Durbin et al May 2012, Research Report

NFER conducted an evaluation of Starting Out, a two-year mentoring pilot programme for science and mathematics teacher trainees and early career teachers delivered by the Learning and Skills Network.



Making the links between teachers' professional standards, induction, performance management and continuing professional development
Making the links between teachers' professional standards, induction, performance management and continuing professional development
Matthew Walker, Jennifer Jeffes, Ruth Hart et al January 2011, Research Report

This report sets out the findings from a study which evaluates the extent to which ‘new professionalism’ has been introduced in schools, and its impact on teaching and learning.



A guide to running randomised controlled trials for educational researchers
A guide to running randomised controlled trials for educational researchers
Dougal Hutchison and Ben Styles September 2010, Professional Development

This guide examines when randomised controlled trials should be used to evaluate an intervention and when other approaches may be more suitable.



Action research: Making a difference in education
Action research: Making a difference in education
Alison Lawson October 2009, Professional Development

This publication brings together articles based on action research from practical research for education, and is a call to action for all those thinking of carrying out their own research.



Evaluation of the career developments of Early Years Professionals (EYPs)
Evaluation of the career developments of Early Years Professionals (EYPs)
Matthew Walker, Matt Walker, Suzanne Straw et al June 2009, Research Report

This evaluation of the career developments of Early Years Professionals (EYPs) explored the impact of attainment of EYPS on line management, leadership and practice, career prospects and salary.



Evaluation of the GTC's Teacher Learning Academy (TLA): Impacts on teachers, pupils and schools
Evaluation of the GTC's Teacher Learning Academy (TLA): Impacts on teachers, pupils and schools
Pippa Lord, Emily Lamont, Jennie Harland et al March 2009, Research Report

NFER undertook an evaluation of the Teacher Learning Academy, using an ‘impact trail’ methodology to go beyond the ‘black box’ model of inputs and outputs with assumed attribution and causation.



Using Appreciative Inquiry in educational research: Possibilities and limitations
Using Appreciative Inquiry in educational research: Possibilities and limitations
Maha Shuayb, Caroline Sharp, Michelle Judkins and Monica Hetherington February 2009, Research Report

This small-scale study, working with two schools and local authorities in England, considered the potential application of Appreciative Inquiry (AI) as a research technique.



Mentoring and coaching for professionals: A study of the research evidence
Mentoring and coaching for professionals: A study of the research evidence
Pippa Lord, Mary Atkinson and Holly Mitchell October 2008, Research Report

The Training and Development Agency for Schools (TDA) commissioned NFER to conduct a desk based review into mentoring and coaching.



Research into the role of CPD leadership in schools
Research into the role of CPD leadership in schools
Mark Robinson, Matthew Walker, Matt Walker et al August 2008, Research Report

This research, commissioned by the Training and Development Agency for Schools, investigated how continuing professional development (CPD) is led in schools today, and how it is supported.



Evaluation of the Chemistry for Non-Specialists training programme
Evaluation of the Chemistry for Non-Specialists training programme
Megan Jones, Jennie Harland, Holly Mitchell et al August 2008, Research Report

The Royal Society of Chemistry commissioned NFER to undertake an evaluation of the Chemistry for Non-specialists training programme, a four-day programme covering key chemistry concepts, hands-on experience and teacher demonstrations.



Research toolkit - Volume 1: The how-to guide from practical research for education
Research toolkit - Volume 1: The how-to guide from practical research for education
Alison Lawson July 2008, Professional Development

One of a range of research books designed to help practioners run research projects in education.



An evaluation of the Teacher Learning Academy: phases 1 and 2
An evaluation of the Teacher Learning Academy: phases 1 and 2
CAroline Gulliver, Emily Lamont, Pippa Lord and Helen Moor April 2007, Research Report

This research sets out key findings from an evaluation of Phases 1 and 2 of the pilot Teacher Learning Academy.



An evaluation of the GTC-DfES-LEA Continuing Professional  Development Partnership Project: Examining the progress and lasting impacts of the Partnership Project
An evaluation of the GTC-DfES-LEA Continuing Professional Development Partnership Project: Examining the progress and lasting impacts of the Partnership Project
Jennie Harland, Karen Halsey and Dick Downing September 2006, Research Report

NFER evaluated the impact of the GTCE and the Department for Education and Skills’ partnership work with 26 local authorities to advance work in supporting teachers’ continuing professional development.



Broadening the spectrum
Broadening the spectrum
Megan Jones and Dick Downing August 2006, Research Report

A study of Image & Identity, a collaborative museum education initiative led by the V&A and involving five regional museum partners and NCH, the children''s charity.



Evaluation of the national remodelling team: Year 3
Evaluation of the national remodelling team: Year 3
Claire Easton, Anna Eames, Rebekah Wilson et al August 2006, Research Report

This study examined the effectiveness and impact of the work of the NRT in completing the third phase of their remodelling programme.



'All together better': An evaluation of the GTC-DfES-LEA Continuing Professional Development Partnership Project
'All together better': An evaluation of the GTC-DfES-LEA Continuing Professional Development Partnership Project
Helen Moor, Pippa Lord, Annie Johnson and Kerry Martin September 2005, Research Report

NFER evaluated the impact of the GTCE & DfES’s project work with 26 LAs to support teachers’ continuing professional development during its operational period and then examined the lasting impacts.



Professional development for teachers early in their careers
Professional development for teachers early in their careers
Helen Moor, Karen Halsey, Megan Jones et al March 2005, Research Report

The NFER undertook a three-year evaluation of the Early Professional Development pilot scheme on behalf of the DfES and the General Teaching Council for England.



Continuing professional development: LEA and school support for teachers
Continuing professional development: LEA and school support for teachers
Sandra Brown, Suzanne Edmonds and Barbara Lee September 2001, Research Report

This study set out to investigate the current and potential role of the LEA in supporting schools to provide professional development for their staff.



Working with language: A guide for vocational trainers with bilingual trainees
Working with language: A guide for vocational trainers with bilingual trainees
Tom Gorman and Alison Tate January 1993, Research Report

A self-help practical handbook for vocational trainers in colleges, or training institutions who want to extend their training techniques in order to make their courses more accessible to bilingual learners.



What teachers in training are taught about reading.
What teachers in training are taught about reading.
Greg Brooks, Tom Gorman, Lesley Kendall and Alison Tate January 1992, Research Report

The report, examining what teachers in training taught about reading, will be of interest to teachers, and to those concerned with ensuring high levels of literacy in this country.



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