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Teacher Change and Student Learning: What Works?

Abstract

The University of Pennsylvania's MSP project involved intensive, content-based professional development designed to change both teacher content knowledge and teaching practices as well as to ensure broadly defined student success. Over three summers and two academic years, four cohorts of diverse teachers were enrolled in science and science education courses, leading to an MS degree. Qualitative and quantitative data, collected from teachers and their students before, during, and after teacher participation showed more frequent use of inquiry by teachers and students and provided strong evidence of enhanced teacher and student content knowledge. Findings were used to guide changes in the implementation and curricula of the project's courses and in the instruments and tests that provided evidence of success.


View All Paper Session Presentations from the 2011 MSP LNC Conference

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