The use of demonstration lessons to support curriculum implementation: invitation or intrusion?

References

• Borko, H. , 2004. Professional development and teacher learning: mapping the terrain. Educational researcher , 33 (8), 3–15.10.3102/0013189X033008003
   Google Scholar
• Bubb, S. , 2005. Helping teachers develop . London: Paul Chapman.
   Google Scholar
• Butler, D.L. , et al. , 2004. Collaboration and self-regulation in teachers’ professional development. Teaching and teacher education , 20 (5), 435–455.10.1016/j.tate.2004.04.003
   Web of Science ®Google Scholar
• Casey, K. , 2006. Literacy coaching: the essentials . Portsmouth, NH: Heinemann.
   Google Scholar
• Conway, P. and Sloane, F. , 2006. International trends in post-primary mathematics education: perspectives on learning, teaching and assessment [online]. Report commissioned by the National Council for Curriculum and Assessment. Available from: http://www.ncca.ie/uploadedfiles/mathsreview/intpaperoct.pdf [Accessed 2 March 2013].
   Google Scholar
• Cordingley, P. , et al. , 2003. The impact of collaborative CPD on classroom teaching and learning [online]. London: EPPI-Centre, Social Science Research Unit, Institute of Education. Available from: http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=zKuM1BPck20%3D&tabid=135&mid=761 [Accessed 31 January 2013].
   Google Scholar
• Cordingley, P. , et al. , 2005. The impact of collaborative CPD on classroom teaching and learning. Review: how do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Available from: http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=136&language=en-US [Accessed 2 March 2013].
   Google Scholar
• Costa, A.L. and Garmston, R.J. , 2002. Cognitive coaching: a foundation for renaissance schools . Norwood, MA: Christopher-Gordon.
   Google Scholar
• CUREE , 2005. Mentoring and coaching national framework [online]. Centre for the Use of Research and Evidence in Education [online]. London: CUREE. Available from: http://www.curee.co.uk/mentoring-and-coaching [Accessed 2 March 2013].
   Google Scholar
• Darling-Hammond, L. , 2012. Powerful teacher education: lessons from exemplary programs . San Francisco, CA: Wiley.
   Google Scholar
• de Paor, C. , O’Doherty, T. , and Deegan, J. , 2008. Evaluation of the Regional Curriculum Support Service (Cuiditheoireacht). Dublin: Unpublished report for the Department of Education and Science.
   Google Scholar
• DES , 2012. School self-evaluation guidelines for primary schools [online]. Dublin: Department of Education and Skills. Available from: http://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/sse_guidelines_primary.pdf [Accessed 2 March 2013].
   Google Scholar
• Desimone, L. , 2009. Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational researcher , 38 (3), 181–199.10.3102/0013189X08331140
   Web of Science ®Google Scholar
• Forde, C. and O’Brien, J. , eds., 2011. Coaching and mentoring: developing teachers and leaders . Edinburgh: Dunedin Academic Press.
   Google Scholar
• Fullan, M. , 1991. The new meaning of educational change . New York: Teachers College Press.
   Google Scholar
• Gibson, S. , 2006. Lesson observation and feedback: the practice of an expert reading coach. Reading research and instruction , 45 (4), 295–318.10.1080/19388070609558453
   Google Scholar
• Guskey, T. , 2002. Does it make a difference? Evaluating professional development. Educational leadership , 59 (6), 9–27.
   Web of Science ®Google Scholar
• Hockly, N. , 2000. Modelling and ‘cognitive apprenticeship’ in teacher education. English language teaching journal , 54 (2), 118–125.10.1093/elt/54.2.118
   Google Scholar
• Johnston, K. , et al. , 2007. The role and impact of the Regional Curriculum Support Service in Irish primary education. Irish educational studies , 26 (3), 219–238.10.1080/03323310701491455
   Web of Science ®Google Scholar
• Joyce, B. , Calhoun, E. , and Hopkins, D. , 1999. The new structure of school improvement . Buckingham: Open University Press.
   Google Scholar
• Joyce, B. and Showers, B. , 1980. Improving inservice training: the messages of research. Educational leadership , 37 (5), 379–385.
   Web of Science ®Google Scholar
• Joyce, B. and Showers, B. , 1996. The evolution of peer coaching. Educational leadership , 53 (6), 12–16.
   Web of Science ®Google Scholar
• Kennedy, A. , 2005. Models of continuing professional development: a framework for analysis. Journal of in-service education , 31 (2), 235–250.10.1080/13674580500200358
   Google Scholar
• King, F. , 2012. Developing and sustaining teachers’ professional learning: a case study of collaborative professional development [online]. Unpublished PhD thesis. University of Lincoln. Available from: http://eprints.lincoln.ac.uk/6805/1/Thesis_-_Dr__Fiona_King_2012.pdf [Accessed 2 March 2013].
   Google Scholar
• Knight, P. , 2001. A systemic approach to professional development: learning as practice. Teaching and teacher education , 18 (3), 229–241.
   Web of Science ®Google Scholar
• McKenna, M.C. and Walpole, S. , 2008. The literacy coaching challenge: models and methods for grades K-8 . New York: Guilford.
   Google Scholar
• O’Leary, M. , 2012. Exploring the role of lesson observation in the English education system: a review of methods, models and meanings. Professional development in education , 38 (5), 791–810.10.1080/19415257.2012.693119
   Google Scholar
• Ó Murchú, F. , 2009. Team teaching: supporting student and teacher learning in post-primary classrooms. Learn , 31, 88–106.
   Google Scholar
• Opfer, V. and Pedder, D. , 2011. The lost promise of teacher professional development in England. European journal of teacher education , 34 (1), 3–24.10.1080/02619768.2010.534131
   Web of Science ®Google Scholar
• PCSP , 2006. Regional Curriculum Support Service . Brochure for schools. Dublin: Primary Curriculum Support Programme.
   Google Scholar
• PCSP , 2007. Newsletter 5 [online]. Dublin: Primary Curriculum Support Programme (PCSP). Available from: http://www.ppds.ie/pcsparchive/news [Accessed 2 March 2013].
   Google Scholar
• PDST , 2013. Professional development schedule, primary [online]. Professional Development Service for Teachers (PDST). Available from: http://www.pdst.ie/primary [Accessed 2 March 2013].
   Google Scholar
• Peters, J. , 2011. Sustaining school colleagues’ commitment to a long-term professional experience partnership. Australian journal of teacher education , 36 (5), 1–15.
   Google Scholar
• Portner, H. , 2008. Mentoring new teachers . Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Rhodes, C. and Beneicke, S. , 2002. Coaching, mentoring and peer-networking: challenges for the management of teacher professional development in schools. Journal of in-service education , 28 (2), 297–309.10.1080/13674580200200208
   Google Scholar
• Rhodes, C. , Stokes, M. , and Hampton, G. , 2004. A practical guide to mentoring, coaching and peer-networking . London: RoutledgeFalmer.
   Google Scholar
• Schwille, J. , Dembélé, M. , and Schubert, J. , 2007. Global perspectives on teacher learning: improving policy and practice . Paris: UNESCO.
   Google Scholar
• West, L. and Staub, F. , 2003. Content-focused coaching: transforming mathematics lessons . Portsmouth, NH: Heinemann.
   Google Scholar
• Whitmore, J. , 2002. Coaching for performance: growing people, performance and purpose . London: Nicholas Brealey.
   Google Scholar
• Woods, D. and Cribb, M. , 2001. The role of LEAs in school improvement. In: D. Woods and M. Cribb , eds. Effective LEAs and school improvement: making a difference . London: RoutledgeFalmer, 1–14.
   Google Scholar
• Yin, R.K. , 1994. Case study research: design and methods . Thousand Oaks, CA: Sage.
   Google Scholar