21.3 Methodology
CPD can be evaluated at various levels: (1) participants’reactions/perceived out-
comes, (2) participants’“learning”/reflections on course content, (3) organizational
support and change, (4) participants’ use of new knowledge and skills, and
(5) student learning outcomes (Guskey 2000 ). The QUEST project’s research
addressed all these levels, but not allfindings will be presented in detail in this
chapter. The project used a mixed methods approach (Creswell and Clark 2007 ).
Both quantitative and qualitative data were retrieved during and after each course
module in phase 1, and thefindings were used iteratively to inform the design of
subsequent modules. A questionnaire with 5-point Likert-scale questions and
open-ended categories focused on teachers’ experiences from the course
modules/network meetings, the local PLC, and trials in own classrooms was used to
gather data on five occasions during the project. The data gathered from the
questionnaire, along with notes made during observations of all course
modules/network meetings were assembled in a case protocol for each of the
schools. Nine schools were also selected for more in-depth case studies (diversity
sampling: school size, town/rural etc.). In these schools, there were repeated
classroom observations, interviews with teacher and students, and observation at
PLC meetings.
Likert-scale questions from the questionnaires were analyzed by frequency, and
open-ended reflections and the qualitative observation data, were categorized/coded
through an iterative data-based process. Analysis of student outcomes was based
both on repeated interviews at the case schools, and on results from the 9th grade
examinations in Biology, Geography and Physics & Chemistry at QUEST schools
and comparable schools. The examinations involve a multiple-choice test in thefirst
two subjects, and an oral and practical exam in the Physics and Chemistry
laboratory.
21.4 Findings and Discussion
Findings based on the quantitative teacher data are presentedfirst; these are fol-
lowed by an introduction to the qualitative data from participating schools, and
finally some student data. The presentation offindings gradually moves into a
discussion.
21.4.1 The Teachers’Perceived Outcomes
The overall benefits from the course modules in thefirst phase were rated quite
highly by the participants. On average from all four modules 11% of respondents
21 A QUEST for Sustainable Continuing Professional Development 319