Structural Equation Models for LSC Teacher Questionnaire and Classroom Observation Data
Author(s): Banilower, Eric R.; Germuth, Amy A. Publication Date: June 2004
This study, utilizing cross-sectional teacher questionnaire and classroom observation data collected between 1999 and 2003, uses structural equation modeling to examine the relationships among teachers’ participation in LSC professional development; their use of district-designated instructional materials; and their attitudes, perceptions, and classroom practice.
Material on this website is based upon work supported by the
National Science Foundation
under contract numbers RED-9255369 and REC-9912485. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the
author(s) and do not necessarily reflect the views of the National Science Foundation.