Abstract
ABSTRACT In a previous paper the construction of an instrument designed to be of use in the evaluation of modular Masters courses for teachers and administrators in international schools was described. Initial impressions of the efficacy of the instrument were encouraging, and its use was extended in a number of ways within the scheme of continuing professional development organised through the Centre for the study of Education in an International Context at the University of Bath. In particular, the evaluation model was extended to three different modules taught in an increased number of Study Centre locations, by different tutors, to groups of different sizes and composition. Under such a range of conditions the question arises of parity of quality in the delivery of the modules, and the usefulness of the evaluation instrument in contributing to an assessment of the quality of teaching and learning was explored. This paper describes the results of an investigation undertaken to test the robustness of th...
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
