Evaluating the effectiveness of a large-scale professional development programme

References

• Australian Council for Educational Research (ACER), 2012. Junior secondary – theory and practice. Brisbane, QLD: Queensland Government, Department of Education and Training.
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority (ACARA), 2013. National assessment program: literacy and numeracy. Available from: http://www.nap.edu.au/naplan/naplan.html
   Google Scholar
• Australian Institute of Teaching and School Leadership (AITSL), 2012. The Australian charter for the professional learning of teachers and school leaders. Carlton South, VIC: Author.
   Google Scholar
• Department of Education and Training (DET), 2010. A flying start for Queensland children: education green paper. Brisbane, QLD: Author.
   Google Scholar
• Desimone, L.M., 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
• Fullan, M., 2001. Leading in a culture of change. San Francisco: Jossey-Bass.
   Google Scholar
• Garvis, S., et al., 2013. The Victorian early years learning and development framework: managing change in a complex environment. Australasian journal of early childhood, 38(2), 86–94.
   Web of Science ®Google Scholar
• Guskey, T.R., 2002. Does it make a difference? Evaluating professional development. Educational leadership, 59 (6), 45–51.
   Web of Science ®Google Scholar
• Guskey, T.R., 2009. Closing the knowledge gap on effective professional development. Educational horizons, 87 (4), 224–233.
   Google Scholar
• Hallinger, P. and Heck, R.H., 2010. Collaborative leadership and school improvement: understanding the impact on school capacity and student learning. School leadership and management, 30 (2), 95–110.10.1080/13632431003663214
   Google Scholar
• Hargreaves, A., 2002. Sustainability of educational change: the role of social geographies. Journal of educational change, 3 (3–4), 189–214.10.1023/A:1021218711015
   Google Scholar
• Hargreaves, A. and Fink, D., 2012. Sustainable leadership (Vol. 6). New York, NY: John Wiley & Sons.
   Google Scholar
• Hill, H.C., Beisiegel, M., and Jacob, R., 2013. Professional development research: consensus, crossroads, and challenges. Educational researcher, 42 (9), 476–497.10.3102/0013189X13512674
   Web of Science ®Google Scholar
• Kotter, J., 1996. Leading change. Boston, MA: Harvard Business School Press.
   Google Scholar
• Kotter, J. and Cohen, D., 2002. The heart of change. Boston, MA: Harvard Business School Press.
   Google Scholar
• Luke, A., et al., 2003. Beyond the middle: a report about literacy and numeracy development of target group students in the middle years of schooling, Vol. 1. Brisbane, QLD: McMillan.
   Google Scholar
• Main, K., 2013. Australian middle years’ reform: a focus on teachers and leaders as the subjects and agents of change. In: I.R. Haslam, M.S. Khine and I.M. Saleh, eds. Large scale reform and social capital building: the professional development imperative. London, UK: Routledge, 180–197.
   Google Scholar
• Main, K. and Pendergast, D., 2015. Core features of effective continuing professional development for the middle years – a tool for reflection. Research in middle level online, 38 (10), 1–18.
   Google Scholar
• McGee, C., et al., 2003. Transition to secondary school: a literature review. New Zealand: Ministry of Education.
   Google Scholar
• Middle Years of Schooling Association, 2008. MYSA position paper. Middle schooling: people, practices and places. Brisbane, QLD: Author.
   Google Scholar
• Ministerial Council on Education, Employment, Training and Youth Affairs (MYCEETYA), 2008. Melbourne declaration on educational goals for young Australians. Available from: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
   Google Scholar
• Mourshed, M., Chijioke, C., and Barber, M., 2010. How the world’s most improved school systems keep getting better. Available from: http://mckinseyonsociety.com/how-the-worlds-most-improved-school-systems-keep-getting-better/
   Google Scholar
• Mouza, C., 2009. Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers college record, 111 (5), 1195–1241.
   Web of Science ®Google Scholar
• National Middle School Association (NMSA), 2001. This we believe – and now we must act. Westerville, OH: National Middle School Association.
   Google Scholar
• O’Brien, R., 2006. Good, better, best. Teacher, 1 (9), 7–8.
   Google Scholar
• Organisation for Economic Cooperation and Development (OECD), 2015. Education policy outlook 2015: making reforms happen. Paris: OECD Publishing. doi:10.1787/9789264225442-en.
   Google Scholar
• Pendergast, D., et al., 2005. Developing lifelong learners in the middle years of schooling. Brisbane, QLD: The University of Queensland.
   Google Scholar
• Pendergast, D., et al., 2014. An ongoing journey: evaluation of the Junior Secondary Leading Change Development Program. Brisbane, QLD: DET.
   Google Scholar
• Queensland Government, 2015. Year 7 is moving to high school. Available from: https://www.qld.gov.au/education/schools/programs/pages/year7.html
   Google Scholar
• Riley, K., 2000. Leadership, learning and systemic reform. Journal of educational change, 1, 29–55.10.1023/A:1010025020624
   Google Scholar
• Schleicher, A., 2012. Preparing teachers and developing school leaders for the 21st century: lessons from around the world. France: OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16.
   Google Scholar
• Smith, A.E., 2006. Evaluation of unsupervised semantic mapping of natural language with Leximancer concept mapping. Behaviour research methods, 38 (2), 262–279.10.3758/BF03192778
   PubMed Web of Science ®Google Scholar
• Stevens, R.J., 2004. Why do educational innovations come and go? What do we know? What can we do? Teaching and teacher education, 20 (4), 389–396.10.1016/j.tate.2004.02.011
   Web of Science ®Google Scholar
• Vagle, V., 2012. Not a stage! A critical re-conception of young adolescent education. New York, NY: Peter Lang Publishing.
   Google Scholar