Changing Teachers' Attitudes and Practices Through Professional Development
Using SPSS Version 15 (2006), the analysis revealed that the number of hours a teacher
participated in TEAM-Math professional development activities was positively related to
their attitudes toward and use of reform practices. In fact, the correlations found
increased across the three years of teacher participation. For ATRP, in the first year the
correlation with participation hours was r = .15 (p < .001), in year two that
rose to r = .22 (p < .001), and finally in year three to r = .29
(p < .001). For URP, the correlation with the first year of participation
hours was r = .16 (p < .001), in year two that rose to r = .21
(p < .001), and finally in year three to r = .28 (p <
.001). These relationships are represented in the following diagrams. In these diagrams,
the hours of participation were recoded to reflect the level of involvement
represented by the total number of accumulated hours across all the years each teacher
participated in order to better show the relationships.
