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The Cumulative and Residual Impact of a Systemic Reform Program on Teacher Change and Student Learning of Science

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Johnson, Carla; Fargo, Jamison; Kahle, Jane Butler – School Science and Mathematics, 2010

This longitudinal, five-year study of teachers and students who had participated in a systemic reform program in science explored if (1) teacher change in practice realized during a three-year program is sustained one, two, and three years following the program, (2) student performance on state science assessments two years following studying with…

Descriptors: Program Effectiveness, Educational Change, Longitudinal Studies, Achievement Gains