Professional Development for Mathematics and Science Teachers: Findings from a decade of Local Systemic Change (LSC) Projects presents major findings from a 10-year, large scale study of 75,000 mathematics and science teachers who participated in 88 LSC projects, with support from the National Science Foundation's (NSF) Division of Elementary, Secondary, and Informal Education. The LSC projects provide valuable lessons in providing effective professional development to K-12 teachers to improve mathematics and science classroom instruction. About a third of the professional development offered across LSC projects focused on deepening teachers' knowledge of mathematics/science content, a third on improving their knowledge of pedagogy and a third on increasing their understanding of district-adopted instructional materials.

NSF contracted with Horizon Research Inc. (HRI) of Chapel Hill, North Carolina to develop a data collection framework, to provide technical assistance in implementing evaluation activities and to prepare cross-site analyses of evaluation results. A full report of the LSC core evaluation system is slated for release in the Fall of 2006.

To download the current version of this report, click here.

Improving Instruction

Teacher professional development was the focal point of LSC projects for improving instruction . . . More

Instructional Materials

LSCs were designed to help teachers become more familiar with the instructional materials used by. . . More

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