Authors: Heck, Daniel J.; Crawford, Rebecca A.
Date: June 2004
This study uses questionnaire data to investigate both the systemic impact of the LSC projects and the impact of teacher participation in LSC professional development on teachers’ use of the district-designated instructional materials. For projects targeting science in the elementary grades, the amount of time spent on science instruction was also an outcome of interest. A series of two- and three-level hierarchical generalized linear models were used to examine the relationship between teacher participation in LSC professional development, project age, 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: Indicators of systemic change. Chapel Hill, NC: Horizon Research, Inc.