ERIC Number: ED493115
Record Type: Non-Journal
Publication Date: 2006-Mar
Reference Count: 30
Scaling Up Instructional Improvement through Teacher Professional Development: Insights from the Local Systemic Change Initiative. CPRE Policy Briefs. RB-44
Weiss, Iris R.; Pasley, Joan D.
Consortium for Policy Research in Education
There is a widespread view in the research and policy communities that the quality of mathematics and science instruction offered to students in the United States is low (Business-Higher Education Forum, 2005; Gonzales et al., 2004; National Commission on Mathematics and Science Teaching for the 21st Century, 2000; National Research Council, 2000, 2001, 2005; National Science Board, 2004; Weiss, Pasley, Smith, Banilower, & Heck, 2003). The widely discussed results of the Trends in International Mathematics and Science Study (TIMSS) suggested that the reasons for American students' poor performance in mathematics and science are complex, but at least partly due to weaknesses in the knowledge and skills of those teaching the subjects (Schmidt et al., 2001). In order to enhance teaching in these content areas, states and school districts need to act on what research has discovered about professional development (PD) and instructional improvement. The purpose of this brief is to share results from a major PD effort that extend understanding of what is entailed in creating improvements at scale. (Contains 3 figures, 1 table, and 2 footnotes.)
Descriptors: Science Instruction, Professional Development, Instructional Improvement, Educational Change, Mathematics Instruction, Pedagogical Content Knowledge, Low Achievement, Mathematics Achievement, Science Achievement
Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street, Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: email@example.com; Web site: http://www.cpre.org/Publications/Publications.htm.
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: Institute of Education Sciences (ED), Washington, DC.; National Science Foundation, Arlington, VA.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.
IES Cited: ED565633