Journal of research and development in education · 1999 · 42 citations · 0 references
EducationInstructionTeacher EducationCurriculum DevelopmentLesson PlanningPedagogyConceptual ChangeCurriculum ChangeLesson ReflectionReflective PracticeTeacher CollaborationTeacher Professional DevelopmentImplementation Of Professional DevelopmentInstructional ChangeInstructional PracticeMathematics Professional DevelopmentProfessional Development For ChangeQuantitative Data CollectionTeacher Knowledge DevelopmentTeacher-led Curriculum Change
This study reports on the impact of Project LINCS, a 3-year professional development program in mathematics involving 48 middle-grade teachers. More specifically, the study examined effects on instructional practice that resulted from enhancing teachers' content and pedagogical knowledge within an infrastructure that supported collaboration and reflection. Analyses of both qualitative and quantitative data revealed that teachers' perceptions and approaches to curriculum became more balanced, their classrooms became more open, they used a more problem-focused approach to instruction, and they developed more confidence and autonomy. This study demonstrated that a carefully planned program of professional development grounded in the teacher change literature can significantly impact instructional practice.