Teachers in rural settings find it difficult to access quality professional development that can improve student science achievement. These teachers are serving the 10 million students, or about 19% percent of the nation's total public school enrollment, who attend school in a rural district. Studies show that long-term, in-depth methods of…

The Partnership for Reform in Secondary Science and Mathematics (PRiSSM) is a three-year project that targeted mathematics and science teachers in middle and high schools from six districts in southwest Washington. Consistent with NSDC (2009) recommendations for professional development, PRiSSM involved collaborative teacher teams in reflecting on…

In 2003, the Mathematics and Science Unit of the South Carolina Department of Education developed the Mathematics and Science Coaching Initiative. The model--one coach, one school, one content area--requires participating schools to commit to a three-year partnership. The three-year commitment ensures sufficient time for coaching to become an…

What skills are needed for coaching? What coaching strategies enhance the coach-teacher interaction? What kinds of support do coaches need? The Center for the Enhancement of Science and Mathematics Education at Northeastern University (CESAME) and The Education Alliance at Brown University analyzed an online seminar for elementary mathematics…

An international study of mathematics and science education tells us more about what we need to know to improve math and science professional development. Students need regular opportunities to explore mathematical relationships to develop high levels of understanding in addition to developing skills. Teachers in high-achieving countries offer…

When a university and a major urban district pair up, teachers learn more about science content and how to develop an inquiry-based classroom. More than 8,000 Detroit, Mich., students have felt the change--and show the results in improved science test scores.