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Measuring the Effects of Inquiry-oriented High School Science Curriculum Guides and Complementary Professional Development on Student Achievement

Abstract

This paper addresses the following claim(s):

"Measuring the impact of large-scale professional development on large groups of teachers on their students is difficult, but some influences can be detected. In the case presented here, student achievement seemed to improve slightly in the Fall semesters following the bulk of their teachers' associated professional development experiences."

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