Authors: Heck, Daniel J.; Rosenberg, Sharyn L.; and Crawford, Rebecca A.
Date: December 2006
The professional development provided by LSC projects was variously intended to influence teachers’ attitudes toward reform-oriented teaching, preparedness in content and pedagogy, and classroom practice. This study makes use of longitudinal questionnaire data collected from teachers targeted by the LSC projects to assess the influence of LSC professional development on these outcomes among teachers. A series of three-level hierarchical linear models (HLM), with time points nested in teachers nested in projects, was used to assess the impact of teachers’ extent of participation in LSC professional development on their attitudes toward reform-oriented teaching, pedagogical preparedness, mathematics/science content preparedness, and use of both traditional and reform-oriented teaching practices.
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., Rosenberg, S. L., & Crawford, R. A. (2006). LSC teacher questionnaire study: A longitudinal analysis of data collected between 1997 and 2006. Chapel Hill, NC: Horizon Research, Inc.