Does Sustained Science Content Based Professional Development Make a Difference to Students' Science Achievement?
Authors: Kathryn Scantlebury, Yue Li, Jane Butler Kahle, Constance Blasie
These are preliminary results, with the project waiting for final student data for
comparisons across the teachers' progression through the program, as well as cumulative
results from more than one teacher cohort. However, initial results suggest that
PennSTI is improving student knowledge in middle school science and high school chemistry
and teachers' content knowledge and pedagogical practices through its extensive and
prolonged professional development.