Enhancing Huber’s evaluation framework for teacher professional development programme

References

• Adey, P., et al., 2004. The professional development of teachers: practice and theory. Dordrecht, The Netherlands: Kluwer Academic Publishers.
   Google Scholar
• Balassa, K., Bodo´Czky, C., and Saunders, D., 2003. An impact study of the national Hungarian mentoring project in English language training. Mentoring & Tutoring: Partnership in Learning, 11 (3), 307–320. doi:10.1080/1361126032000138346
   Google Scholar
• Birman, B.F., et al., 2000. Designing professional development that works. Educational Leadership, 57, 28–33.
   Web of Science ®Google Scholar
• Bowden, R., 2015. Teacher research in the English language teacher development project. In: S. Borg and H.S. Sanchez, eds. International perspectives on teacher research. London: Palgrave Macmillan UK, 152–169
   Google Scholar
• British Council, 2013. Narrative of teacher development: reading and speaking. United Kingdom: British Council.
   Google Scholar
• British Council, 2015. English language teacher development project [online]. https://www.britishcouncil.org/partner/track-record/english-language-teacher-development-project [Accessed 23 December 2020]
   Google Scholar
• British Council, n.d. Malaysian Ministry of Education and pro-ELT [online]. https://www.britishcouncil.my/partnerships/success-stories/malaysian-ministry-education-pro-elt [Accessed 23 December 2020]
   Google Scholar
• Burstow, B. and Winch, C., 2014. Providing for the professional development of teachers in England: a contemporary account of a government-led intervention. Professional Development in Education, 40 (2), 190–206. doi:10.1080/19415257.2013.810662
   Google Scholar
• Carpenter, T.P., et al., 1989. Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26 (4), 499–531. doi:10.3102/00028312026004499
   Google Scholar
• Courtney, J., 2007. What are effective components of in‐service teacher training? A study examining teacher trainers’ perceptions of the components of a training programme in mathematics education in Cambodia. Journal of In-Service Education, 33 (3), 321–339. doi:10.1080/13674580701486978
   Google Scholar
• Darling-Hammond, L., 1997. Doing what matters most: investing in quality teaching. New York, NY: National Commission on Teaching & America’s Future.
   Google Scholar
• Desimone, L., Smith, T.M., and Phillips, K., 2013. Linking student achievement growth to professional development participation and changes in instruction: A longitudinal study of elementary students and teachers in Title I schools. Teachers College Record, 115, 1–46
   Web of Science ®Google Scholar
• Desimone, L.M., et al., 2002. Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24 (2), 81–112. doi:10.3102/01623737024002081
   Google Scholar
• Diamond, B.S., et al., 2014. Effectiveness of a curricular and professional development intervention at improving elementary teachers’ science content knowledge and student achievement outcomes: year 1 results. Journal of Research in Science Teaching, 51 (5), 635–658. doi:10.1002/tea.21148
   Web of Science ®Google Scholar
• Dogan, S., Pringle, R., and Mesa, J., 2016. The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review. Professional Development in Education, 42 (4), 569–588. doi:10.1080/19415257.2015.1065899
   Web of Science ®Google Scholar
• Dushku, S., 1998. ELT in Albania: project evaluation and change. System, 26 (3), 369–388. doi:10.1016/S0346-251X(98)00024-4
   Google Scholar
• Dyer, C., 1996. Primary teachers and policy innovation in India: some neglected issues. International Journal of Educational Development, 16 (1), 27–40. doi:10.1016/0738-0593(94)00046-5
   Web of Science ®Google Scholar
• Dyer, C., et al., 2004. Knowledge for teacher development in India: the importance of ‘local knowledge’ for in-service education. International Journal of Educational Development, 24 (1), 39–52. doi:10.1016/j.ijedudev.2003.09.003
   Web of Science ®Google Scholar
• Fennema, E., et al., 1996. A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27 (4), 403–434. doi:10.2307/749875
   Web of Science ®Google Scholar
• Flint, A.S., Albers, P., and Matthews, M., 2019. ‘A whole new world opened up’: the impact of place and space-based professional development on one rural South Africa primary school. Professional Development in Education, 45 (5), 717–738. doi:10.1080/19415257.2018.1474486
   Web of Science ®Google Scholar
• Fullan, M., 2007. The new meaning of educational change. 4th ed. New York, NY: Teachers College Press
   Google Scholar
• Galanouli, D., Murphy, C., and Gardner, J., 2004. Teachers' perceptions of the effectiveness of ICT-competence training. Computers & Education, 43 (1–2), 63–79. doi:10.1016/j.compedu.2003.12.005
   Google Scholar
• Garet, M.S., et al., 1999. Designing effective professional development: lessons from the Eisenhower program. Washington, DC: American Institute for Research.
   Google Scholar
• Garet, M.S., et al., 2001. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38 (4), 915–945. doi:10.3102/00028312038004915
   Google Scholar
• Gegenfurtner, A., 2011. Motivation and transfer in professional training: a meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions. Educational Research Review, 6 (3), 153–168. doi:10.1016/j.edurev.2011.04.001
   Web of Science ®Google Scholar
• Gerard, L.F., et al., 2011. Professional development for technology-enhanced inquiry science. Review of Educational Research, 81 (3), 408–448. doi:10.3102/0034654311415121
   Web of Science ®Google Scholar
• Guskey, T.R., 2003. What makes professional development effective? Phi Delta Kappan, 84 (10), 748–750. doi:10.1177/003172170308401007
   Web of Science ®Google Scholar
• Guskey, T.R., 2009. Closing the knowledge gap on effective professional development. Educational Horizons, 87, 224–233.
   Google Scholar
• Guskey, T.R. and Yoon, K.S., 2009. What works in professional development. Phi Delta Kappan, 90 (7), 495–500. doi:10.1177/003172170909000709
   Web of Science ®Google Scholar
• Hamid, M.O., 2010. Globalisation, English for everyone and English teacher capacity: language policy discourses and realities in Bangladesh. Current Issues in Language Planning, 11 (4), 289–310. doi:10.1080/14664208.2011.532621
   Google Scholar
• Hargreaves, A. and Fullan, M., 1992. Understanding teacher development. New York, NY: Teacher College Press.
   Google Scholar
• Hasreena, A.R. and Ahmad, J., 2015. The standard and performance of Professional Upskilling of English Language Teachers programme: an evaluation. International Academic Research Journal of Social Science, 1, 40–47
   Google Scholar
• Hayes, D., 1995. In-service teacher development: some basic principles. ELT Journal, 49 (3), 252–261. doi:10.1093/elt/49.3.252
   Google Scholar
• Hayes, D., 2000. Cascade training and teachers’ professional development. ELT Journal, 54, 135–145. doi:10.1093/elt/54.2.135
   Google Scholar
• Hiew, W. and Murray, J., 2018. Issues with effective design of an ESL teacher professional development programme in Sabah, Malaysia. MANU, 28, 51–76. doi:10.51200/manu.v0i0.1582
   Google Scholar
• Higgins, T.E. and Spitulnik, M.W., 2008. Supporting teachers’ use of technology in science instruction through professional development: a literature review. Journal of Science Education and Technology, 17 (5), 511–521. doi:10.1007/s10956-008-9118-2
   Web of Science ®Google Scholar
• Huber, S.G., 2011. The impact of professional development: a theoretical model for empirical research, evaluation, planning and conducting training and development programmes. Professional Development in Education, 37 (5), 837–853. doi:10.1080/19415257.2011.616102
   Google Scholar
• Hubers, M.D et al.2020. Effective characteristics of professional development programs for science and technology education. Professional Development in Education. 1–20. doi:10.1080/19415257.2020.1752289
   Google Scholar
• Jalleh, 2012. Majority of teachers not proficient in English. The Star, 26 September. https://www.thestar.com.my/News/Nation/2012/09/26/Majority-of-teachers-not-proficient-in-English/ [Accessed 23 January 2020]
   Google Scholar
• Kennedy, A. and Clinton, C., 2009. Identifying the professional development needs of early career teachers in Scotland using nominal group technique. Teacher Development, 13 (1), 29–41. doi:10.1080/13664530902858485
   Google Scholar
• Kennedy, C., 1988. Evaluation of the management of change in ELT projects. Applied Linguistics, 9 (4), 329–342. doi:10.1093/applin/9.4.329
   Web of Science ®Google Scholar
• Kennedy, M.M., 2016. How does professional development improve teaching? Review of Educational Research, 86 (4), 945–980. doi:10.3102/0034654315626800
   Web of Science ®Google Scholar
• Khandehroo, K., Mukundan, J., and Alavi, Z.K., 2011. Professional development needs of english language teachers in Malaysia. Journal of International Education Research, 7, 45–52.
   Google Scholar
• Kirkpatrick, D.L., 1994. Evaluating training programs: the four levels. San Francisco, CA: Berrett-Koehler Publishers.
   Google Scholar
• Knowles, M.S., 1980. The modern practice of adult education: from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge.
   Google Scholar
• Knowles, M.S., Holton Iii, E.F., and Swanson, R.A., 2005. The adult learner: the definitive classic in adult education and human resource development. In: 6th ed. Boston, MA: Elsevier.
   Google Scholar
• Lee, H.J., 2004. Developing a professional development program model based on teachers’ needs. Professional Educator, 27, 39–49.
   Google Scholar
• Lee, O., et al., 2004. Professional development in inquiry‐based science for elementary teachers of diverse student groups. Journal of Research in Science Teaching, 41 (10), 1021–1043. doi:10.1002/tea.20037
   Web of Science ®Google Scholar
• Lessing, A. and De Witt, M., 2007. The value of continuous professional development: teachers’ perceptions. South African Journal of Education, 27, 53–67.
   Web of Science ®Google Scholar
• Maandag, D., Helms-Lorenz, M., and Lugthart, E., 2017. Features of effective professional development interventions in different stages of teachers’ careers. Netherlands: University of Groningen. Available from: https://www.nro.nl/wp-content/uploads/2017/08/Effectivenessof-professional-development-interventions-in-different-teacher-career-stages.pdf
   Google Scholar
• May, H., et al., 2016. Reading Recovery: an evaluation of the four-year i3 scale-up. CPRE Research Reports. Available from: https://repository.upenn.edu/cpre_researchreports/81/ [Accessed 1 May 2020]
   Google Scholar
• McChesney, K. and Aldridge, J.M., 2019. A review of practitioner-led evaluation of teacher professional development. Professional Development in Education, 45 (2), 307–324. doi:10.1080/19415257.2018.1452782
   Web of Science ®Google Scholar
• McElearney, A., Murphy, C., and Radcliffe, D., 2019. Identifying teacher needs and preferences in accessing professional learning and support. Professional Development in Education, 45 (3), 433–455. doi:10.1080/19415257.2018.1557241
   Web of Science ®Google Scholar
• Ministry of Education Malaysia, 2013. Malaysia Education Blueprint (2013-2025). Pre-school to post-secondary education. Putrajaya, Malaysia: Kementerian Pendidikan Malaysia.
   Google Scholar
• Mwangi, N.I. and Mugambi, M., 2013. Evaluation of strengthening of mathematics and science in secondary education (SMASSE) program: a case study of Murang’a south district, Kenya. International Journal of Education Learning and Development, 1, 46–60.
   Google Scholar
• O’sullivan, M.C., 2002. Effective follow-up strategies for professional development for primary teachers in Namibia. Teacher Development, 6 (2), 181–203. doi:10.1080/13664530200200164
   Google Scholar
• Perkins, J., 2010. Personalising teacher professional development: strategies enabling effective learning for educators of 21st century students. Quick, 113, 15–19
   Google Scholar
• Quick, H.E., Holtzman, D.J., and Chaney, K.R., 2009. Professional development and instructional practice: conceptions and evidence of effectiveness. Journal of Education for Students Placed at Risk, 14 (1), 45–71. doi:10.1080/10824660802715429
   Google Scholar
• Steffy, B.E. and Wolfe, M.P., 2001. A life-cycle model for career teachers. Kappa Delta Pi Record, 38 (1), 16–19. doi:10.1080/00228958.2001.10518508
   Google Scholar
• Supovitz, J.A. and Turner, H.M., 2000. The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37 (9), 963–980. doi:10.1002/1098-2736(200011)37:9<963::AID-TEA6>3.0.CO;2-0
   Web of Science ®Google Scholar
• Ufnar, J.A. and Shepherd, V.L., 2019. The scientist in the classroom partnership program: an innovative teacher professional development model. Professional Development in Education, 45 (4), 642–658. doi:10.1080/19415257.2018.1474487
   Web of Science ®Google Scholar
• Uysal, H.H., 2012. Evaluation of an in-service training program for primary-school language teachers in Turkey. Australian Journal of Teacher Education, 37 (7), 14–19. doi:10.14221/ajte.2012v37n7.4
   Google Scholar
• Van Driel, J.H., et al., 2012. Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education, 48 (2), 129–160. doi:10.1080/03057267.2012.738020
   Web of Science ®Google Scholar
• Zein, M.S., 2016. Government-based training agencies and the professional development of Indonesian teachers of English for young learners: perspectives from complexity theory. Journal of Education for Teaching, 42 (2), 205–223. doi:10.1080/02607476.2016.1143145
   Web of Science ®Google Scholar