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Studying the Effects of Professional Development: The Case of the NSF's Local Systemic Change Through Teacher Enhancement Initiative

Daniel Heck; Eric Banilower; Iris Weiss; Sharyn Rosenberg 

March 2008, Volume 39, Issue 2, Page 113

Abstract:
Enacting the vision of NCTM's Principles and Standards for School Mathematics depends on effective teacher professional development. This 7-year study of 48 projects in the National Science Foundation’s Local Systemic Change Through Teacher Enhancement Initiative investigates the relationship between professional development and teachers’ attitudes, preparedness, and classroom practices in mathematics.

Keywords:
Action Research
Administrator
Article
Algebra
Calculus and Higher Level Mathematics
Curriculum Developer
Grades 3-5
Grades 6-8
Conceptual Development
Data Analysis & Statistics
Discrete Math
Grades 9-12
Math Coordinator / Coach
Geometry & Measurement
Numbers and Operations
Probability
Teacher
Problems
Skill and Fluency
Problem Solving / Problem Posing
Professional Development / Teacher Education
Reasoning and Proof
Representation
Theory