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

published on June 30, 2004

Authors: Heck, Daniel J.; Crawford, Rebecca A.
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.

LSC Teacher Questionnaire Study: A Longitudinal Analysis of Data Collected Between 1997 and 2003 (137 K)

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes.

The report should be cited as follows:

Heck, D. J. & Crawford, R. A. (2004). LSC teacher questionnaire study: A longitudinal analysis of data collected between 1997 and 2003. Chapel Hill, NC: Horizon Research, Inc.

 

 

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