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Sustained, Content-Based PD: Knowledge Generated from the PennSTI

Abstract

This paper addresses the following claims:
  1. Intensive, sustained professional development changes teaching strategies, enhances teacher content knowledge, and improves student achievement .

  2. Increased use of inquiry (standards-based instruction) enhances student achievement.

  3. Increased teacher content knowledge increased student achievement .

  4. Demographic characteristics (gender and/or race/ethnicity) affect student achievement .

  5. Understanding the nature of science improves student achievement.

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