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Professional Development That Changes Practice

The researchers conducted a national cross-sectional study and a follow-up longitudinal study to (a) identify the key features of effective professional development activities, (b) determine the prevalence of such activities, and (c) examine the extent to which such activities influence teachers’ classroom practice in mathematics and science. Both studies were conducted as part of an evaluation of the Eisenhower Professional Development Program (Title II of the Elementary and Secondary Education Act). At the time of the study, the Eisenhower program was the federal government’s largest investment solely focused on developing the knowledge and skills of classroom teachers.