Science education professional development (PD) experiences are important for developing effective teaching practices aligned to reform-based principles using innovative approaches, such as the Ambitious Science Teaching (AST) framework. The ability of schools and other organizations to provide high quality science education PD was challenged…

This post-professional development evaluation study (based on in-depth interviews) assessed the experience of ten educators who had participated one year earlier in workshops about the use of museum digital resources through the Smithsonian Learning Lab (SLL) for curricula development. The project focused on creating SLL collections to integrate…

In this article the authors analyze the synergy of the theoretical, practical, and linguistic (TPL) design and its impact on the effectiveness of professional development in a dual language university setting. The theoretical, practical, and linguistic components of the TPL design are explained and the workshops given within each component are…

A professional development (PD) program for Strategic and Interactive Writing Instruction (SIWI) integrating effective PD features was implemented with teachers over 3 years. Using a 1-way analysis of variance, it was examined whether length of participation in PD impacted knowledge and ability to faithfully implement. Findings indicate…

This study explored the impact of professional development workshops for online course design on faculty's pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A…

The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this…

In a time of evolving Algebraic standards and expectations for Minnesota teachers and students, the establishment of quality professional development and technical assistance can help educators move more confidently toward greater mathematics understanding and, subsequently, successful teaching and learning. To this end, the Minnesota Department…

A plan for evaluating teacher training workshops and institutes is presented. Juxtaposition of the target group and the type of evaluation provides the framework for evaluating such a program. Evaluation is formative, aimed at modifying and improving the plan as it is being developed, and summative, assessed at the end of the experience. The use…

This document is primarily intended as a companion piece to Volume I, which is entitled Description of CMTI. The first volume is, essentially, a description of the 1977 Teacher Corpsmember Training Institute, while the second volume is an analysis of the data contained in the first document. Volume Two is divided into four parts. Chapter One is a…

This report summarizes the activities and findings of Horizon Research, Inc. (HRI) in its external evaluation of Rural Physics Teacher Resource Agents (PTRA) project. The report details HRI's work and findings since June 2002. The project is on schedule for going to scale with the rural centers model, establishing four centers in Year One and…

This report summarizes the activities and findings of Horizon Research, Inc. (HRI) in its external evaluation of the American Association of Physic Teachers (APPT's) Rural Physics Teacher Resource Agents (PTRA) project. The report details HRI's work and findings since June 2004. The report is divided into five main sections. The first provides an…

A practicum was designed to increase the lines of positive and effective communication between parents and teachers in a preschool setting. Poor parent-teacher communication (due to lack of knowledge or experience) was documented. The program sought to improve communication regarding the child's developmental and personal progress. The 8-month…

Four hundred twenty-six elementary, middle and high school teachers from the Albuquerque (New Mexico) Public Schools participated in a four-day staff development program in Effective Teaching Training, in January, 1986. This report evaluates that program in terms of: (1) effectiveness of staff development as defined in current research; (2)…

The methods and activities used by the Pittsburgh Area Center for Teachers (PACT) to involve teachers in continuing professional development activities are described in this paper. PACT's operating principle is that inservice programs must be planned with and conducted by teachers. Inservice education activities include internships, topical…

An evaluation was conducted of the Instructional Technology Assistance Project. Its goals were to promote learning in technologically enhanced classrooms; support adult education (AE) teachers in developing skills and confidence in integrating technology into instruction; and identify exemplary practices in technology enhanced AE. Data sources…