Professional Development for Mathematics and Science Teachers

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

This study uses questionnaire data from a longitudinal sample of teachers in LSC projects to assess the impact of teacher participation in LSC professional development on the following outcomes: teacher attitudes toward standards-based teaching; perceptions of pedagogical and mathematics/science content preparedness; and use of both traditional and standards-based teaching practices. A series of three-level hierarchical linear models was used to investigate the relationship between the extent of teacher participation in LSC professional development and each outcome variable.