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.
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.