Follow‐up evaluation of an inservice programme based on action research: some methodological issues

The long‐term success of professional development programmes depends on both the quality of the original offering and the availability of subsequent support services. The primary intention in this article is to raise a number of methodological issues relating to follow‐up evaluation, which is defined here as an appraisal of the residual effects made some time after formal completion of a programme. Specifically, it is shown how the timing and design of the evaluation, and the indices used for assessing outcomes, can influence the conclusions. The evaluation of a particular inservice programme for primary school principals provides the vehicle for the discussion, but the principles are readily generalizable.