Search results for: Strother Scott

The current paper presents findings from an evaluation of an instructional-technology professional development (PD) program. In this multiphase evaluation, the authors examined program's fidelity and its relationship to the program's impact on teachers and students. The authors collected three levels of data: PD level, teacher level, and student level. The authors found connections between student outcomes and the program and teacher outcomes. This finding suggests that high-quality PD leads to improved teacher knowledge, which can then lead to higher student achievement.