Professional Development for Mathematics and Science Teachers

Author(s): Crawford, Rebecca A.; Banilower, Eric R.
Publication Date: June 2004

This study examines questionnaire data collected from a cross-sectional sample of principals in the LSC projects to examine the impact of the LSC on the following outcomes: school progress in moving towards excellence in mathematics/science education; mathematics/science achievement of students; proportion of teachers participating in LSC professional development activities; proportion of teachers implementing the district-designated instructional materials; principals’ attitudes toward reform-oriented teaching; principals’ perceptions of their support for mathematics/science teaching; and principals’ perceptions of the effect of resource availability on mathematics/science teaching. Two-level hierarchical linear models (with observations nested in schools) were used to investigate the relationship between the project age and each outcome variable.