Professional Development for Mathematics and Science Teachers

Author(s): Simpson, Mary Ann; Banilower, Eric R.
Publication Date: October 2004

This study uses questionnaire data from a longitudinal sample of principals in LSC projects between 1997 and 2003 to examine the LSC’s impact on the following outcomes: school progress in moving towards excellence in mathematics/science education; relative mathematics/science achievement of students compared to five years prior; proportion of teachers participating in LSC-professional development activities; proportion of teachers implementing the district-designated instructional materials; attitudes toward reform-oriented teaching; perceptions of their support for mathematics/science teaching; and perceptions of the effect of resource availability on mathematics/science teaching. A series of hierarchical models was used to examine each variable of interest.