Professional Development for Mathematics and Science Teachers

Author(s): Heck, Daniel J.; Crawford, Rebecca A.
Publication Date: June 2004

This study uses questionnaire data to investigate both the systemic impact of the LSC projects and the impact of teacher participation in LSC professional development on teachers' use of the district-designated instructional materials. For projects targeting science in the elementary grades, the amount of time spent on science instruction was also an outcome of interest. A series of two- and three-level hierarchical generalized linear models were used to examine the relationship between teacher participation in LSC professional development, project age, and each outcome variable.