This mixed methods study evaluated a professional development workshop for teachers funded by the National Endowment for the Humanities (NEH). NEH’s online evaluation found that most teachers believed the workshop to be an extraordinary learning experience, but information about teacher knowledge gain and their intended use of this knowledge was needed. An in-house study evaluated the workshop’s four major areas: (a) content scholars, (b) advance readings, (c) museum scholars, and (d) Lincoln Landmarks. For each area, the study measured (a) the utility for the teacher’s instruction, (b) the amount of knowledge gained in the workshop, and (c) the likelihood that the teacher will use it in instruction. The utility of the lesson planning session was also measured. Comments from participants are included. Suggestions for professional development in social studies follow from these data.
Pryor, Caroline and Pryor, Brandt
"Teaching Lincoln K-12 Workshop: Knowledge Gains and Teaching Intentions,"
The Councilor: A Journal of the Social Studies: Vol. 73
, Article 2.
Available at: http://thekeep.eiu.edu/the_councilor/vol73/iss2/2
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