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Transforming the Professional Development Culture and Quality of Mathematics and Science Instruction within a Secondary School

Abstract

This paper addresses the following claim(s): "The school culture, school principal and the curriculum used in secondary mathematics and science schools are primary variables that affect secondary mathematics and science teachers' instructional practices. Shifts in secondary mathematics and science teachers' instructional practices and student learning can be dramatically enhanced when teachers, the school principal, school testing and curriculum align with inquiry-based and conceptually oriented teaching and learning."