The contradictions of education policy: Disadvantage and achievement

  • Harris A
  • Ranson S
  • 48


    Mendeley users who have this article in their library.
  • 53


    Citations of this article.


Continuing professional development (CPD) is increasingly becoming recognised as important for all professionals in order to maintain and develop their competence. Many professions, especially in the health field, require evidence of CPD in order for professionals to be granted continuing registration as practitioners. Given its accreditation as well as developmental uses, it is important that CPD is evaluated. The present study examines the usefulness of a hierarchical model for the evaluation of CPD for teachers. The data were derived from a sample of 223 CPD coordinators and 416 teachers from a randomly selected sample of 1000 schools in England. Questionnaire data were analysed using Rasch modelling. The results suggest a reasonable fit with the model, with participant satisfaction being the most commonly evaluated outcome while participants' use of new skills and student outcomes were the least likely to be evaluated, together with value for money according to teachers only. The implications for teachers' CPD are discussed.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free