Abstract
The purposes of this study were to assess the impact of intensive one-week AIMS science and mathematics institutes on participant satisfaction and on actual classroom practices during the year following the institute. Findings from the study indicate that the hands-on, cooperative learning format and the process oriented activities and content of the institute elicit a high degree of teacher satisfaction. Findings indicate that, provided certain critical factors are present during and following in-service, staff development does impact classroom curriculum content and instructional strategies. One hundred forty-two teachers (grades K-9) from Tennessee’s urban and rural school systems participated in this study.
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