Impact of Professional Development on Teachers
The overall quality of LSC professional development increased significantly over time. The most effective LSC professional development programs reflected a design that was conceptualized and implemented as an overall program of work, not as a laundry list of offerings. (Banilower & Shimkus, 2004)
Quality of LSC Professional Development Programs,
by Project Age
As a result of these professional development experiences:
- teachers had more positive attitudes about standards-based teaching in mathematics and science;
- teachers were more positive about how well they understand mathematics/science; and
- teachers were more positive about their ability to teach mathematics/science content (Heck & Crawford, 2004a).
These findings were significant in both mathematics and science professional development.
Teacher Perceptions of Their Content Preparedness,
by Extent of Participation in LSC Professional Development
The LSC Capstone Report: Lessons from a Decade of Mathematics and Science Reform
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