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Over the past 5 years, integrated science and mathematics professional development programs for grades 4‐10 science and mathematics teachers have been designed and implemented at Wright State University. The primary goals of the programs were to enhance the science and mathematics content understanding and pedagogical knowledge of the participant teachers in order to increase teacher confidence and promote the implementation of standards‐based teaching practices in precollege classrooms. In this article, the general program structure developed and implemented over the years is discussed. Focusing on the 1999 program, evidence is presented of enhanced participant content understanding and pedagogical preparation, and specific examples of modified teacher practices are discussed.
Basista et al. (Fri,) studied this question.