This study, the first phase of a longitudinal study, investigated how much a staff development program based on Hunter's decision-making model contributed to the extent of implementation, changes in staff and student attitudes, and gains in student achievement. Findings are discussed. (Author/MT)

Besides a host of technical and logistical questions, more subtle issues, related to teachers' pedagogical visions and beliefs, as well as their perceived confidence for using technology, are also known to impede meaningful classroom technology use. Assuming that most designers and staff developers are fairly well prepared to provide technical…

Thirteen K-12 teachers participated in a technology integration professional development course that included course components such as peer modeling, peer collaboration, and reflection in an authentic learning context. The purpose of this study was to explore how teachers' beliefs, practices, and self-efficacy changed in this learning…