Abstract
In 2004, an upper Midwestern school district received a grant to administer content-specific professional development to teachers of American history. A series of nine master’s level, degree-eligible courses were developed and administered by the local university’s history department. At the conclusion of the grant activities in spring of 2008, the teacher-participants were invited to be interviewed. The purpose of the interviews was to determine teacher motivation for taking the course and each teacher’s overall impression of the effectiveness of the professors and course content. Additional data were gathered including demographic data such as years of experience and level of education for each of the history teachers and interviews with the history professors. One unique theme that emerged from the data was the expectation of specialized treatment.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal for the Scholarship of Teaching and Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
