Search results for: Owston Ronald D.

Improving the subject matter knowledge and pedagogical skills of teachers of mathematics and science is a key priority for many jurisdictions.In this study, the authors examine two one-year professional development programs for middle-school mathematics and science/technology teachers that employed blended learning.The results indicate that the program appeared to influence positively teacher attitudes and content knowledge in certain curricular areas and motivated many to transform their classroom practice to varying degrees.