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Impact of Professional Development on a Teacher and Her Students: A Case Study

One of the most difficult challenges in research on teacher learning is identifying and documenting linkages between teacher learning, classroom practice, and student learning (Loucks-Horsley & Matsumoto, 1999; Wilson & Berne, 1999). Demonstrating convincing evidence of this proposed linkage is important, especially in a policy climate that emphasizes accountability in terms of student test performance (e.g., U.S. Department of Education, 2001). The development of rigorous academic standards (e.g., American Association for the Advancement of Science, 1993) and an increased emphasis on systemic reform (Smith & O'Day, 1991) as a means of fostering educational change pre-date the current accountability emphasis, but operate in combination with accountability to create a greater demand for high-quality teachers of science. Professional development is frequently cited as the cornerstone of any reform effort that hopes to create systemic changes leading to improved student performance on academic standards (Committee on Science and Mathematics Teacher Preparation, 2001), and many recent funding efforts have sought to focus attention on teacher learning and its role in fostering improved student learning.