A Multi-Method Approach for Assessing Changes in Teacher Performance in a Life Sciences Teacher Institute
2. Claims Examined
Our working hypothesis is that improved teacher content knowledge will translate to improved student content knowledge. In addition, we hypothesize that participation in the institute will lead to changes in teacher classroom performance whereby teachers will adopt inquiry-based teaching strategies. Lastly, we hypothesize that teacher content knowledge, student content knowledge, student perceptions of teacher performance, and observed teacher performance will be positively correlated.
