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ERIC Number: EJ1071136
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISSN: EISSN-1551-0670
Working with What They Have: Professional Development as a Reform Strategy in Rural Schools
Barrett, Nathan; Cowen, Joshua; Toma, Eugenia; Troske, Suzanne
Journal of Research in Rural Education, v30 n10 2015
In-service teacher professional development has been used to improve teacher effectiveness. In Kentucky, the National Science Foundation funded a large professional development program called the Appalachian Math and Science Partnership (AMSP) to provide content-based professional development to teachers in rural schools. We show that students assigned to AMSP teachers at a baseline year realized signifi cant math gains not only in that year of assignment but in the following year as well. No gains are evident two and three years after being assigned to AMSP teachers. We frame both the program and its results in the context of teaching careers in rural schools, arguing that limited access to outside labor markets implies that successful professional development may be a key component of improving education in rural locales.
Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site:
Publication Type: Journal Articles; Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Kentucky
IES Grant or Contract Numbers: DUE-0830716