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ERIC Number: EJ1002745
Record Type: Journal
Publication Date: 2013-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0885-985X
Examining How Professional Development Impacted Teachers and Students of U.S. History Courses
Duffield, Stacy; Wageman, Justin; Hodge, Angela
Journal of Social Studies Research, v37 n2 p85-96 Apr 2013
A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers' United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in the treatment group. However, differences in student engagement between groups were not found to be statistically significant. (Contains 11 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A