LSC Teacher Questionnaire Study: A Longitudinal Analysis of Data Collected Between 1997 and 2003
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.
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