Robert Burgess is Professor of Sociology and Director of CEDAR (Centre for Educational Development, Appraisal and Research) at the University of Warwick. He has published widely in the fields of Sociology and Educational Studies. He is currently President of the Association for the Teaching of the Social Sciences. John Connor was a Teacher Fellow in CEDAR and is now Headteacher at Cardinal Newman School, Coventry. Sheila Galloway is a Research Fellow in CEDAR at the University of Warwick. She was previously an English teacher. Her main research interests include: in-service training, professional development, curriculum evaluation, supply teachers and comparative vocational training. She has published in a range of education journals. Marlene Morrison is a Research Fellow in CEDAR at the University of Warwick. Previously a lecturer in Further Education, her research interests include in-service education, library studies, gender and time-related issues. She has published a range of reports, articles and papers. Malcolm Newton was a Teacher Fellow in CEDAR and is currently the Headteacher of the Mandeville School co-educational Upper School in Aylesbury.
Chapter 1 The Context of In-Service Education and Training, Robert G. Burgess
Chapter 2 Styles and Strategies of Evaluating INSET, Malcolm Newton
Part 1 Staff Roles and In-Service Education and Training
Chapter 3 A Staff Development Group at Work, John Connor
Chapter 4 Being An INSET Coordinator, Sheila Galloway
Chapter 5 The Teacher as Trainer, Marlene Morrison
Part 2 Processes of In-Service Education and Training
Chapter 6 Identifying INSET Needs, Sheila Galloway
Chapter 7 In-Service Training and Disruption in Secondary Schools, John Connor
Chapter 8 Professional Development Days, Marlene Morrison
Chapter 9 Continuity and Progression: The Case of Cross-Phase INSET, Sheila Galloway
Chapter 10 Does In-Service Education Have An Effect On Classroom Practice?, Robert G. Burgess, Sheila Galloway
